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Alejandro Maiche

Full Professor on Cognitive Psychology

Dinorah De Leon

Psychologist

Víctor Koleszar

Engineer

Dahiana Fitipalde

Lic. en Psicología

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Juan Valle Lisboa

Associate Professor of Neuropsychology
and Neurobiology of the Mind

Alvaro Cabana

Associate Professor Methodology Program

Alvaro Mailhos

Associate Professor Neurobiology of the Mind Program

Collaborators

Justin Halberda

 

Justin Halberda Since 2013 we have been collaborating with Justin and his team. Originally our collaboration has emerged from the ANS intervention project through Plan Ceibal. At present, we also study the influence of other variables such as temporal or spatial discrimination in the preparation for children (between 5 and 8 years old) learning math.

Elizabeth Spelke

 

Collaboration with Liz started in 2014 after she participated in LASCHOOL2014 held in Punta del Este, Uruguay. Together with Audrey Kittdrege (Carnegie Mellon) we have developed an ANS intervention headed/led by primary teachers through cards reducing the use of tablets to the pre and post children’s math performance (for more details visit: http://www.cognicionnumerica.psico.edu.uy/2014).

Mariano Sigman

 

Sigman Since 2011 we have been collaborating with his team (Diego, Ceci, Mati, etc.) At present we are designing cognitive stimulation games to facilitate math learning but our collaboration aims at developing all the areas where cognitive neuroscience encourages education.

Sebastian Lipina

 

During the last two years Seba has been our first reference in issues of poverty, mainly he has helped us a lot in designing and planning our big scale interventions. We haven’t established any specific collaboration in numerical cognition issues but we are sure that sooner or later it will happen…

• 

  2015 – Classroom interventions to facilitate the learning of math.

  To better understand the effects of different stimulation programs we have done small interventions intended to improve the conditions in which children and teenagers learn math. Most of these small interventions are still in process.

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  2014 – Estimation games through cards – Facilitating the learning of math.

  Once again in this study we test the Approximate Number System’s importance to the development of math competencies but through a deeper stimulation program (20-minute sessions during 15 consecutive days) which is implemented by the teachers. Preliminary results show a significant improvement in math competencies mainly for the group of children whose initial math level (before stimulation) wasn’t neither right nor wrong.

• 

  2013 – Playing to estimate – Preparing the learning of math.

  From the idea that ANS (Approximate Number System) constitutes the cognitive basis for math we designed an entertainment program to improve ANS precision in 800 children aged 6 using tablets’ games. We checked that the improvement in ANS precision brings about improvements in childrens’ math performance.

Congress Presentations:

• Congreso FALAN 2016 – Buenos Aires, Argentina:



• Proyecto de Investigación estudiantil 2015:

  

• Pasantía en Psicología Experimental 2015; 11 de Diciembre 2015 en Montevideo; Uruguay:

  
  
  

• NeuroCog 2015; 4 y 5 de Agosto 2015 en Buenos Aires; Argentina:

  
  
  
  
  
  
  
  
  

• IBRO 2015; 7 a 11 de Julio 2015 en Rio de Janeiro; Brasil:

  
  
  

Published articles:

• González, M., Kittredge, A., Sánchez, I., Fleischer, B., Spelke, E., Maiche, A. (2016). CARD GAMES: A way to improve math skills through stimulating ANS. Neuro Educação. Published version in portuguese or english version.

• Méndez, A., Martín, A., Pires, AC., Vásquez, A., Maiche, A., González, F. & Carboni, A. (2015) Temporal Perception and Delay Aversion: videogame screening tool for the early detection of ADHD. RACC: Revista Argentina de Ciencias del Comportamiento. read more

• Odick, D., Valle Lisboa, J., Eisinger, R., Gonzalez, M, Maiche, A., & Halberda, J. (2015) Approximate number and approximate time discrimination each correlate with school math abilities in young children. Acta Psychologica. read more

• Javadi, A. H., Winkler, I., & Maiche, A. (2014). Half and Half is Less than One-eighth and Seven-eighths: Asymmetry Affects Judgment of Numerosity. Procedia – Social and Behavioral Sciences, 126: 275–277. read more

• Valle Lisboa, J, Mailhos, A., Eisenger, R., Halberda, J., Gonzalez, M., Luzardo, M., & Maiche, A. Estimulación Cognitiva a escala Poblacional utilizando Tablets: del sistema numérico aproximado (ANS) a la matemática simbólica. En Lipina, S.J., Sigman, M., Fernandez Slezak, D., eds, “Pensar las TICs desde las ciencias cognitivas y la neurociencia”, Gedisa: Buenos Aires. read more
• Valle Lisboa, J., Cabana, A., Eisenger, R., Mailhos, A., Luzardo, M., Halberda, J., Maiche, A (2017). Cognitive abilities that mediate the effect of SES on elementary symbolic mathematics learning in the Uruguayan tablet based intervention. Prospects. Comparative Journal of Curriculum, Learning, and Assessment, vol 47, issue 1, 1-15. read more

• Newspaper article on the effects of music in math –El País; March, 2016

  

• Newspaper article about cognitive stimulation and spatial activities –Observador; January; 2016.

  

• Interview – The science education lacks – Portal 180; March, 2014

  

• Newspaper article on the learning of math with Ceibal – Observador; September, 2014.

  

• Interview – Learning math – Espectador;August, 2014.

  

• Presentation – “One, two … and? Test!” – TEDxMontevideoED; September, 2014

• Presentation – “Tablets at school: improving math abilities by estimation games”; IBRO, July, 2015.

• Talk on STEM learning – Academia Brasilera de Ciencias; July, 2015.

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