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Flavia H Santos, PhD

@flavinska.bsky.social

A neuroscientist at University College London 🇬🇧 @ioe.bsky.social Funded by Erasmus+, Research Ireland & Leverhulme Trust. Past Chair of #MCLS, Ad Astra Fellow! UNESCO Inclusive Policy Lab [she, her] #neuroscience #dyscalculia #MusicScience

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Emma McGorray@emmamcgorray.bsky.social · 3w ago

One week left to apply for this position in developmental psychology at Carleton College! Position starts fall 2027, application review begins 9/1/26. Spread the word! carleton.wd1.myworkdayjobs.com/en-US/Carlet...

Assistant Professor in Developmental Psychology

The Carleton Psychology Department is seeking candidates for a tenure-track Assistant Professor position in Developmental Psychology (preferably with a focus on social, personality, and/or identity de...

carleton.wd1.myworkdayjobs.com

Dr. Jennie Bullen@jcbullen.bsky.social · 3mo ago

Coming up at #MCLS2026 … Our lightning symposium on increasing diversity and inclusion in mathematical cognition research! We will discuss our lessons learnt and practical strategies and ideas for increasing inclusion and participation in research.

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Tony Perry@anthonymperry.com · 4mo ago

"frequent makerspace participation showed a significant positive relationship with STEM career interest only among men (Frequent × Men: β = 0.89, OR = 2.44, p = 0.002), while women’s predicted career interest remained essentially flat across participation levels." link.springer.com/article/10.1...

High school makerspace experience and college STEM affinity: building STEM identity across genders but advancing STEM career interest only for men - International Journal of STEM Education

Background The number of makerspaces in the world has been doubling approximately every 18 months, yet research has focused primarily on STEM skill development rather than on the potential of makerspa...

link.springer.com

Dan Quintana@dsquintana.bsky.social · 5mo ago

Selecting an effect size for power analysis is hard. Many researchers fall back on Cohen's thresholds, but they have no empirical basis and vary wildly by field. Our new paper offers a better option: field-specific effect size distributions built from meta-analytic data doi.org/10.3758/s134...

Abstract Effect sizes are useful for understanding the magnitude of study results and for planning new studies via power analysis. However, despite their wide usage, effect sizes are often misinterpreted. This is mostly due to an over-reliance on general effect size benchmarks that were not intended for broad application across diverse research fields. Inaccurate effect size interpretations can lead to incorrect conclusions about the magnitude of study results and incorrect sample size estimates, thereby increasing the likelihood of false-positive results. This article introduces the ESDist R package, which is designed to calculate empirically derived effect-size benchmarks or a range of reliably detectable empirical effect sizes for a specific research question or field of interest by computing effect size distributions (ESDs). This package can be used on data that can be easily extracted from pre-existing meta-analyses to help researchers more accurately plan new studies or to better understand how an individual study might relate to other studies in their field. ESDist includes a set of features that make it easy to use in a priori power analysis. Moreover, the package includes a feature for estimating effect size benchmarks that account for publication bias and are weighted by effect sizes' variances, which addresses existing limitations of using ESDs for study planning or interpretation.
CRASSH@crasshlive.bsky.social · 5mo ago

The Unfolding World: Causal & physical cognition in humans and other animals 🐦‍⬛ This workshop brings together experts from animal cognition, developmental psychology, computational modelling, and philosophy to investigate 24-25 April 2026 Alison Richard Building, CB3 9DP https://bit.ly/4by8cCM

The Unfolding World: Causal & physical cognition in humans and other animals.
Carien van Reekum@carien.bsky.social · 5mo ago

📣 Job alert: We are recruiting a Prof in Neuroscience with MRI expertise to join us at @unirdg-cinn.bsky.social and @unirdg-psych.bsky.social. See tinyurl.com/2kdjph8v for details. Contact me for info/chat. Please spread the word #neuroskyence #neurojobs

Professor of Neuroscience at University of Reading

Apply for the Professor of Neuroscience role on jobs.ac.uk, the top job board for academic positions in higher education. View details and apply now.

tinyurl.com

Zack Hawes@zackhawes.bsky.social · 6mo ago

Is mental imagery a single process? Our meta-analysis of 46 fMRI studies suggests not. We find a key divide between object imagery (visualizing an object in rich detail) and spatial imagery (mentally transforming objects). This split mirrors the ventral and dorsal streams of vision

Attila Krajcsi@krajcsi.bsky.social · 6mo ago

In a number comparison task, the size effect is, in fact, at least three distinct size effects with three corresponding generators. See more details about the anatomy of the number comparison size effect at doi.org/10.3758/s134...

Different sources of the numerical comparison size effect - Memory & Cognition

In symbolic number comparison tasks, the numerical distance and size effects are largely influenced by the statistical properties of the stimuli. Here, we tested whether nonsymbolic number comparison ...

doi.org

Dana Miller-Cotto@damcotto.bsky.social · 6mo ago

New paper from our lab, led by postdoc @jmedrano.bsky.social, on executive functions, spatial/relational reasoning and prior knowledge relate to children’s fraction understanding. Proud of Josh for leading this work! www.sciencedirect.com/science/arti...

Executive functions and spatial/relational reasoning relate to individual differences in fraction understanding

Studies have shown the importance of executive functions (EFs) and spatial and relational reasoning for fraction understanding; however, few studies h…

sciencedirect.com

Adam K. Dubé@edtechprof.bsky.social · 6mo ago

Effects across several digital literacy outcomes. • search strategies (η² = .17) • evaluating conflicting information & source quality (η² = .14) • reasoning about credibility (η² = .10) • identifying webpage features (η² = .02) • transfer task one week later (η² = .12) doi.org/10.1080/0022...

A Design-Based Intervention to Develop Elementary Students’ Digital Literacy Skills

UNESCO identified the formation of digital literacy skills as one of the most desired outcomes of education. Using an exploratory sequential mixed methods design, we explored elementary students’ p...

doi.org