Margot Roell


University of Paris

Margot Röell is currently a postdoctoral research fellow at the LaPsyDÉ at the Université de Paris where she is working with Dr. Teresa Iuculano on a project aiming to examine the cognitive and cerebral factors that are fundamentals for the development of mathematics. This project also hopes to understand how factors such as sleep and stress may influence mathematical learning and mechanisms of brain plasticity.
Previously, Margot obtained her B.Sc. in Psychologie from the University of Bath, United Kingdom and her M.Sc. in Cognitive Neuroscience from the Cogmaster, France. She obtained a Ph.D. in Neuroscience at the Université de Paris, France, under the supervision of Pr. Gregoire Borst and Dr. Arnaud Viarouge. During her thesis, Margot also underwent a collaborative project at the Numerical Cognition lab in Canada with Pr. Daniel Ansari. Her thesis investigated the neuronal constraints on learning and how we adapt to them. More precisely, she studied how the brain adapts to learning new cultural tools namely reading and mathematics as well as how the brain may constrain the learning of these new cultural tools. After her thesis, Margot underwent a postdoc at Pr. Bert De Smedt’s lab at KU Leuven, Belgium, where she continued her research examining the relation between neuronal constraints and school-based learning.

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Roell, M.; Cachia, A.; Matejko, A.; Houdé, O.; Ansari, D.* & Borst, G.* (2021) Sulcation of the intraparietal sulcus is related to symbolic but not non-symbolic number skills. Developmental Cognitive Neuroscience, 51, 100998.


Roell, M., Viarouge, A., Hilscher, E., Houdé, O., Borst, G. (2019). Evidence for a visuospatial bias in decimal number comparison in adolescents and in adults. Scientific Reports, 9, 14770.

Roell, M., Viarouge, A., Houdé, O., Borst, G. (2019). Inhibition of the whole number bias in decimal number comparison: A developmental negative priming study. Journal of Experimental Child Psychology, 177, 240-247.

Cachia, A.*, Roell, M.*, Mangin, J.-F., Sun, J., Jobert, A., Houdé, O., Dehaene, S., Borst, G. (2018). How interindividual differences in brain anatomy shape reading accuracy. Brain, Structure and Function, 223, 701-712.

Roell, M., Viarouge, A., Houdé, O., Borst, G. (2017). Inhibitory control and decimal number comparison in school-aged children. Plos One, 12(11), e0188276.

Krakowski, C.S., Poirel, N., Vidal, J., Roell, M., Pineau, A., Borst, G., & Houdé O. (2016). The forest, the trees and the leaves: Differences of processing across development. Developmental Psychology, 52, 1262-1272.

Aïte, A., Berthoz, A., Vidal, J., Roell, M., Zaoui, M., Houdé, O., Borst, G. (2016).Taking a third-person perspective requires inhibitory control: Evidence from a developmental negative priming study. Child Development, 87, 1825-1840.

Borst, G., Ahr, E., Roell, M., & Houdé, O. (2015). The cost of blocking the mirror generalization process in reading: Evidence for the role of inhibitory control in discriminating letters with lateral mirror- image counterparts. Psychonomic Bulletin Review, 22, 228-234.