Dr Francesco Sella
Department of Psychology
The University of Sheffield
Floor G, Cathedral Court,
1 Vicar Lane, Sheffield,
S1 2LT, UK
Tel: (+44) 0114 222 6503
2006: BSc in Psychology, University of Padova (Italy)
2008: MSc in Clinical Psychology, University of Padova (Italy)
2013: PhD in Developmental Psychology, University of Padova (Italy)
Proficient mathematical learning represents a key aspect of academic achievement, and it is also an important skill for a competitive workforce. My research focuses on understanding the cognitive mechanisms involved in the acquisition of numerical skills in typically and atypically developing individuals. I have been implementing different research methods to explore basic numerical representations in preschool and primary school children and how these representations relate to mathematical learning. I am particularly interested in how young children learn the numerical meaning of number words and Arabic digits (i.e., symbol-grounding).
PSY269: Developmental Psychology
PSY331: Extended Essay in Psychology
PSY346: Research Project in Psychology
A list of key publications can be found below. For a full list of publications please click here
- The knowledge of the preceding number reveals a mature understanding of the number sequence. Cognition, 194, 104104-104104.
- Making sense of number words and Arabic digits: Does order count more?. Child Development. View this article in WRRO
- Strategy Selection in ADHD Characteristics Children: A Study in Arithmetic. Journal of Attention Disorders, 23(1), 87-98.
- Spatial order relates to the exact numerical magnitude of digits in young children. Journal of Experimental Child Psychology, 178, 385-404.
- Who gains more: Experts or novices? The benefits of interaction under numerical uncertainty. Journal of Experimental Psychology: Human Perception and Performance, 44(8), 1228-1239. View this article in WRRO
- What Expertise Can Tell About Mathematical Learning and Cognition. Mind, Brain, and Education, 12(4), 186-192.
- Preschool children use space, rather than counting, to infer the numerical magnitude of digits: Evidence for a spatial mapping principle. Cognition, 158, 56-67.
- Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills.. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(9), 1458-1472. View this article in WRRO
- Training numerical skills with the adaptive videogame “The Number Race”: A randomized controlled trial on preschoolers. Trends in Neuroscience and Education, 5(1), 20-29.
- Spontaneous non-verbal counting in toddlers. Developmental Science, 19(2), 329-337.
- Enumeration skills in Down syndrome. Research in Developmental Disabilities, 34(11), 3798-3806.
- Spatial and Verbal Routes to Number Comparison in Young Children. Frontiers in Psychology, 9.
- Varieties of quantity estimation in children.. Developmental Psychology, 51(6), 758-770.