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Laurence ROUSSELLE 10, place Cardinal Mercier 1348 Louvain-la-Neuve Bureau C339 +32 (0)10/47 38 31 laurence.rousselle@uclouvain.be
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Research Interests :
My main research interests concern the typical and atypical development of numerical abilities.
Presently, my researches focus on the development of basic numerical processes in children and adults with genetic (Williams, 22q11 or Turner syndromes) or congenital (spina bifida) disorders known to be recurrently associated with specific mathematical learning disabilities. More specifically, the ongoing behavioral studies conducted in these populations are designed to examine:
- non-numerical quantitative processing
- symbolic and non-symbolic numerical processing
- and the impact of associated visuo-spatial deficit on numerical and non numerical quantitative processing.
I'm also interested in :
- the existence of an innate and amodal representation of numerical magnitude
- the place of perceptual processing in our ability form an abstract representation of numerosity
- the role of fingers in the emergence of a full-blown, cardinal representation of numerosity in the course of development.
Publications :
Rousselle, L., & Noël, M-P (en préparation). Numerical Magnitude Representation in Williams Syndrome : The Weight of their Visuo-Spatial Dysfunction.
Noël, M-P, Rousselle, L. & Devisscher, A. (2014). La dyscalculie développementale : à la croisée de facteurs numériques spécifiques et de facteurs cognitifs généraux. Développements, 14, 24-31.
Rousselle L, Dembour G, Noël, M-P (2013) Magnitude Representations in Williams Syndrome: Differential Acuity in Time, Space and Number Processing. PLoS One 8(8): e72621. doi:10.1371/journal.pone.0072621
Noël, M-P, & Rousselle, L. (2012) How understanding mathematical learning disability may guide mathematics teaching? British Journal of Educational Psychology Monographs, Series II, 8, 63-82.
Noël, M.-P., & Rousselle, L. (2011). Developmental changes in the profiles of dyscalculia : an explanation based on a double exact-and-approximate number representation model. Frontiers in Human Neuroscience, 5.
Mejias, S., Mussolin, C., Rousselle, L., Grégoire, J., & Noël, M.-P. (2011). Numerical and non numerical estimation in children with and without mathematical learning disabilities. Child Neuropsychology, 1-26.
Rousselle, L. & Noël, M-P. (2008).The development of automatic numerosity processing in preschoolers: evidence for numerosity-perceptual interference. Developmental Psychology, 44, 544-560.
Rousselle, L. & Noël, M-P. (2008). Mental arithmetic in children with mathematics learning disabilities: The adaptive use of approximate calculation in an addition verification task. Journal of Learning Disabilities, 41, 498-513.
Rousselle, L., & Noël, M-P.(2007). Basic numerical skills in children with mathematics learning disabilities : A comparison of symbolic vs non symbolic number magnitude processing. Cognition, 102, 361-395.
Rousselle, L. & Seron, X. (2006). Les compétences préverbales : une revue critique. ANAE, 85, 286-292.
Jemel, B., Pisani, M., Rousselle, L., Crommelinck, M., & Bruyer, R. (2005). Exploring the functional architecture of person recognition system with event-related potentials in a within- and cross-domain self-priming of faces. Neuropsychologia, 43, 2024-40.
Rousselle, L., Palmers, E., & Noël, M-P. (2004). Magnitude comparison in preschoolers: what counts ? Influence of perceptual variables. Journal of Experimental Child Psychology, 87, 57- 84.