Laboratory for the Psychology

of Child Development

and Education

1/2

Ilse Coolen

Ilse Coolen is currently a postdoctoral fellow at LaPsyDÉ at the Université de Paris, under supervision of Dr André Knops, where she works on a behavioural longitudinal study exploring numerical cognition in 3-to-9-year-old-children. Ilse obtained her B.Sc. and M.Sc. degrees in Clinical Psychology from the Vrije Universiteit Brussel, Belgium. In 2018, she received her PhD at the University of Hull, UK, where she studied domain-general and domain-specific predictors of mathematics achievement in a longitudinal study in primary school children. After her PhD, Ilse joined the Attention, Brain & Cognitive Development lab at the University of Oxford, UK, working on a study in preschool children exploring emerging early numerical skills. Her research aims to understand the cognitive mechanisms of mathematical development in preschool and primary school children.

Contact: ilse.coolen@u-paris.fr

PUBLICATIONS

In prep

Coolen I. E. J. I., Merkley R., Ansari, D., Dove, E., Dowker, A., Mills, A., Murphy V., Sylva, K., Von Spreckelsen, M. D., Scerif, G. (under review). Domain-general and domain-specific influences on emerging numerical cognition: Contrasting uni- and bidirectional prediction models. Cognition. DOI 10.17605/OSF.IO/NG3XW. https://osf.io/vgfm8/

Coolen, I. E. J. I., Riggs, K. J., Bugler, M., & Castronovo, J. (under review). The Approximate Number System and mathematics achievement: It’s complicated. Journal of Experimental Psychology: Learning, Memory & Cognition.

Coolen, I. E. J. I., Riggs, K. J., Bugler, M., & Castronovo, J. (under review). The developmental trajectory of the Approximate Number System and mathematics achievement in 4- to 8-year-old-children. Child Development.

Lau, N. T. T., Wilkey, E. D., Soltanlou, M., Lagacé Cusiac, R., Peters, L., Tremblay, P., Goffin, C., Starling Alves, I., Ribner, A. D., Thompson, C., Van Hoof, J., Bahnmueller, J., Alvarez, A., Bellon, E., Coolen, I., Ollivier, F., Ansari, D. (registered report under review). Numeracy and COVID-19: examining interrelationships between numeracy, health numeracy and behaviour. DOI 10.17605/OSF.IO/QPDNT https://osf.io/qpdnt/

2019

Von Spreckelsen, M. D., Dove, E., Coolen, I., Mills, A., Dowker, A., Sylva, K., Ansari, D., Merkley, R., Murphy V., Scerif, G. (2019). Let’s Talk about Maths: The Role of Observed ‘Maths-Talk’ and Environmental Resources in Pre-schoolers’ Numeracy. Mind, Brain and Education, 13(4). DOI 10.1111/mbe.12221. https://onlinelibrary.wiley.com/doi/abs/10.1111/mbe.12221