Canada

CogSci 2022

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Join us for CogSci2022! Our 44th Annual Conference will be centered around the theme of diversity, with an accompanying range of keynotes and invited speakers who themselves highlight the diversity of our field. Our three symposia are Cognition across Diverse Populations, Cognition within Diverse Societies, and Global Challenges for Cognitive Science. The conference is being offered in a fully hybrid environment for onsite and online attendees.
 
 [**The Program at a Glance can be found here**](https://cognitivesciencesociety.org/wp-content/uploads/2022/07/Cogsci-2022-PAAG-Detailed-July-12final-1.pdf)
 [**The Detailed Program can be found here**](https://cognitivesciencesociety.org/wp-content/uploads/2022/08/DeArmond-CogSci2022-program-v113-final.pdf)

This conference requires a registration to attend. Please use the link below to secure your ticket. The website will be available to all registered attendees on July 25th. 

[Register to Attend](https://cognitivesciencesociety.org/registration/)

Registration Is Required

The 44th Annual Meeting of the Cognitive Science Society highlighted research on the theme Cognitive Diversity in addition to the full breadth and diversity of research topics offered by the society’s membership. 





Recent work has suggested that cross-notation understanding (e.g., 2/5 vs. 0.25) is important for math outcomes. In this study, equivalent fraction, decimal, and percent stimuli were used to examine individual differences in cross-notation and within-notation comparison in undergraduate students (N=183). Hierarchical linear regression analyses suggested that cross-notation magnitude comparison accuracy added explanatory power beyond that of within-notation magnitude comparison accuracy in predicting fraction arithmetic calculation and estimation skills, as well as ACT scores. Additionally, participants did not perceive equivalent rational numbers as equivalent when expressed in different notations (e.g., percentages were perceived as larger than equivalent fractions or decimals). Undergraduate students were also randomly assigned to one of two number line interventions: one focused on emphasizing connections among fractions, decimals, and percentages and another focused on developing fraction magnitude representations. Both interventions yielded improvements in rational number understanding, but there were some greater benefits of the cross-notation intervention.

Monster Math Race: Chasing Integrated Number Sense

As the theme of this year’s conference suggests, cognitive diversity among learners and educators is increasingly acknowledged. However, in our societies that increasingly require advanced education, training, and technical skills, the pressure to standardize learning objectives, delivery techniques and delivery tools, especially online, is high. In these situations, learners and educators of diverse cognitive phenotypes and abilities experience learning environments that are a poor match for their abilities, making effective delivery of educational content challenging.

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Monster Math Race: Chasing Integrated Number Sense

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