Academic interests:
Mathematical cognition , in particular:
- development of number processing, arithmetic and its neural correlates
- visuo-spatial number representations
- mathematical difficulties
- number processing and arithmetic in dyslexia
- cross-linguistic differences in number processing and counting
Research methods
- longitudinal studies
- behavioural experiments
- functional Magnetic Resonance Imaging (fMRI)
- electroencephalography (EEG)
- repetitive Transcranial Magnetic Stimulation (rTMS)
Background:
I am development cognitive neuroscientist. My first degree was in Psychology at the J.W. Goethe University in Frankfurt a.M, Germany. I then moved to the UK where I completed my DPhil in Experimental Psychology at the University of Oxford on 2003, supervised by Prof Vincent Walsh and Prof Matthew Rushworth. During my PhD work I investigated the neural basis of number processing in adults using brain stimulation and brain imaging techniques. After another three years as a Junior Research Fellow at the University of Oxford I moved to the Department of Psychology at the University of York (UK). There I lead the Numerical Cognition Lab (https://www.york.ac.uk/psychology/research/facilities/numerical-cognition-lab/) and am the course director of the MSc course in Developmental Cognitive Neuroscience.
Courses taught:
SPED4400: Mathematical difficulties
Current position held:
- 2019 - present: Professor II, Department of Special Needs Education, University of Oslo
- 2015 - present: Associate Professor, Department of Psychology, University of York, U.K.
Publications:
for a full list, please see here.
Peer-reviewed journal articles
- Kaufmann, L., von Aster, M., Göbel, S.M., & Klein, E. (2020). Developmental dyscalculia in adults: Current issues and open questions for future research. Lernen und Lernstörungen 9(2), 1-12. doi: 10/1024/2235-0977/a000294 Review
- Lin, C.-J., & Göbel, S.M. (2019). Arabic digits and spoken number words: Timing modulates the cross-modal numerical distance effect. Quarterly Journal of Experimental Psychology, 72(11), 2632-2646. doi:10.1177/1747021819854444
- Göbel, S.M., McCrink, K., Fischer, M.H., & Shaki, S. (2018). Observation of directional storybook reading influences young children’s counting direction. Journal of Experimental Child Psychology 166, 49-66. doi: 10.1016/j.jecp.2017.08.001
- Moll, K., Göbel, S.M., & Snowling, M. J. (2015). Basic number processing in Children with Specific Learning Disorders: Co-morbidity of Reading and Mathematics Disorders. Child Neuropsychology 21(3), 399-417. doi:10.1080/09297049.2014.899570
- Göbel, S.M.,Watson, S.E., Lervåg, A., & Hulme, C. (2014). Children’s arithmetic development: it is number knowledge, not the approximate number sense, that counts. Psychological Science, 25(3), 789-798. doi:10.1177/0956797613516471
Textbook
- Gilmore, C., Göbel, S.M., & Inglis, M. (2018). An Introduction to Mathematical Cognition. International Texts in Developmental Psychology. Hove: Routledge
Book chapters
- Göbel, S.M. (2018). How Culturally Predominant Reading Direction and Number Word Construction Influence Numerical Cognition and Mathematics Performance. In Daniel B. Berch, David C. Geary and Kathleen Mann Koepke (Eds). Language and Culture in Mathematical Cognition, Vol 4, MCL, Burlington, UK: Academic Press. pp. 229-256
- Göbel, S.M. (2015). Reading difficulties and mathematics. In Dowker, A. & Cohen Kadosh, R. (Eds)..Oxford Handbook of Numerical Cognition, 680-704. Oxford: OUP. doi: 10.1093/oxfordhb/9780 199642342.013.044