Professor, Department of Psychology

Symbolic and non-symbolic number processing: behavioural and brain imaging studies:
Research has shown that very young infants can discriminate between non-symbolic representations of numerical magnitude (such as arrays of dots). What role do these early representations play in the acquisition of cultural representation of number, such as Arabic numerals and number words. In a series of behavioral and brain-imaging studies we are explore the mapping between symbolic and non-symbolic representations of numerical magnitude. In addition we are asking the development of basic magnitude processing impacts the development of arithmetic skills.

The calculating brain: development and individual differences:
What brain regions are involved in our ability to calculate? How is brain activation during calculation affected by the particular arithmetic operation being performed (e.g do different brain regions subserve subtraction and multiplication)? Does the type of problem-solving strategy result in the use of different brain networks? How does the calculating brain changes as a function of development and education? Together with Dr. Roland Grabner from the ETH in Zurich, Switzerland we are looking for answers to these questions in search for a better understanding of how the brain enables us to become mathematically fluent.

White matter integrity and mathematical skills:
A growing number of studies have revealed the functional correlates of mathematical processing (which brain areas are activated during specific numerical and mathematical tasks etc.). However, comparatively less is known about the structural correlates of mathematical abilites in children and adults. How does the structural development of the brain relate to the development of numerical and mathematical skills? Are individual differences in brain structure related to differences between individual in their mathematical competence? In a series of studies we are using Diffusion Tensor Imaging to visualize white matter tracts in the brain. Interestingly, integrity of these white matter structures differs between individuals, we can related individual differences in white matter integrity (using a measure called Fractional Anisotropy) to individual differences in performance on tests of cognitive functioning.

Recent Publications:

van Eimeren, L., Grabner, R.H., Koschutnig, K., Reishofer, G., Ebner, F., & Ansari, D. (in press). Structure-function relationship underlying calculation: A combined diffusion tensor imaging and fMRI study. NeuroImage.

Maloney, E.A., Risko, E.F., Preston, F., Ansari, D., & Fugelsang, J. (2010). Challenging the reliability and validity of cognitive measures: The case of the numerical distance effect. Acta Psychologica, 134(2), 154-61.

De Smedt, B., Ansari, D., Grabner, R.H., Hannula, N.M., Schneider, M., & Verschaffel, L. (2010). Cognitive neuroscience meets mathematics education. Educational Research Review, 5(1), 97-105.