• 教师
  • 吉莉安·斯达克

    • 吉莉安·斯达克

    Associate Professor心理学

    吉莉安·斯达克 is an Associate Professor of Human Neuroscience at 云顶集团 College. She completed her doctorate in Cognition and Cognitive Neuroscience at Vanderbilt University in 2014, where she was awarded a pre-doctoral fellowship from the Institute of 教育 Sciences. Before coming to 云顶集团, Dr. 斯达克 completed a post-doctoral research fellowship in educational neuroscience at Stanford University, and taught courses in cognitive development, neuroscience, and statistics at Stanford and San José State University. At 云顶集团, she teaches courses in human neuroscience and conducts electrophysiology research on the neural basis of children’s developing math skills.

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    Research, Scholarship, Creative Work in Progress

    Dr. 斯达克’s research investigates the neural correlates of number 认知 in adults 和孩子. She is specifically interested in how changes in the structure and function of the brain relate to developments in children’s math 能力. The goal of her research is to better understand how the brain supports and reflects developing math skills as children progress through elementary school, with a focus on children who are struggling 学习数学.

    出版物

    斯达克,G. S. (2022). Seminar in Neuroscience: 教育al Neuroscience [Syllabus]. Baltimore, MD: 云顶集团 College Center for 心理学.

    斯达克,G. S. (2021). A probabilistic method for quantifying children's subitizing span. Journal of Experimental Child 心理学, 207, 105118.

    斯达克,G. S. (2017). Functional magnetic resonance imaging. The SAGE Encyclopedia of Abnormal and Clinical 心理学. Thousand Oaks, CA: Sage 出版物.

    斯达克,G. S., & McCandliss B. D. (2014). The emergence of “groupitizing” in children’s numerical 认知. Journal of Experimental Child 心理学, 126, 120-137.

    Conference Papers & Panel Participation

    斯达克,G. S.， Grow, C., Livelsberger F.华盛顿州贝敦市., & 价格,我. (2021). Subitizing small quantities recruits semantic knowledge about numbers. Poster presented at the virtual Eastern Psychological Association conference. 

    斯达克,G. S.吉梅斯，J.勒纳，H.曼德尔，J., & 纽约,K. (2019). Feeling the beat: EEG responses to changes in rhythm and pitch. Poster presented at the Eastern Psychological Association conference in New York, NY. 

    Gyimesi J.， 年轻的,.N., & 斯达克,G. S. (2018). ERP markers of semantic activation during enumeration are linked to counting 能力. Poster presented at the Eastern Psychological Association conference in Philadelphia, PA. 

    年轻的,. N., & Gyimesi J., 斯达克,G. S. (2018). Hemispheric differences in EEG activity during enumeration are related to subitizing 能力. Poster presented at the Eastern Psychological Association conference in Philadelphia, PA. 

    斯达克,G. S.哈伯德，E. M., & McCandliss B. D. (2013). Linking subitizing fluency with neural systems for exact quantity. Poster presented at the Cognitive Neuroscience Society conference in San Francisco, CA.

    斯达克,G. S., & McCandliss B. D. (2012). Measuring children’s grasp of number combining with an exact enumeration task. Poster presented at the American 教育al Research Association in Vancouver, BC.

    Viarouge,.哈伯德，E. M.杜杜姆，A. O.莫内塔，L. A., 斯达克,G. S., & McCandliss B. D. (2011). Brain correlates of early math and number skills: Novel insights into K-3 number concepts. Poster presented at the REESE PI Meeting in Washington, DC.

    斯达克,G. S., & McCandliss B. D. (2011). Cognitive relationships between symbolic enumeration and symbolic math fluency. Poster presented at the Cognitive Neuroscience Society conference in San Francisco, CA.

    斯达克,G. S., 布莱尔,K.施瓦茨博士., & McCandliss B. D. (2010). Non-symbolic enumeration is systematically related to fluency in symbolic arithmetic. Poster presented at the Institute of 教育 Sciences conference in National Harbor, MD.

    Academic or Professional Associations

    Cognitive Neuroscience Society

    American 教育 Research Association

    Society for Research on 教育al Effectiveness

    Other Professional or Scholarly Activity

    Scientific Advisory Board Member for Lovevery公司. (a company that designs neuroscience-informed, Montessori-inspired toys for children 0 - 4岁)

    Editorial experience as an ad hoc reviewer:

    Teaching of 心理学

    Journal of Experimental 心理学: 学习ing, Memory, and Cognition

    Nature: Scientific Reports

    Research in Mathematics 教育