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Veronique Izard

Affiliations: 
Harvard University, Cambridge, MA, United States 
Area:
Numerical Cognition
Website:
http://www.unicog.org/biblio/Author/IZARD-V.html
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"Veronique Izard"
Mean distance: 13.59 (cluster 23)
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Parents

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Elizabeth S. Spelke grad student 2005- Harvard
Stanislas Dehaene grad student 2000-2006 UPMC Univ Paris 6
 (Interactions entre les représentations numériques verbales et non-verbales : étude théorique et expérimentale)

Children

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Aurelie Coubart grad student 2010-2014 Université Paris Descartes - CNRS

Collaborators

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Pierre Pica collaborator 2004- Harvard
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Publications

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Bengochea M, Sitt JD, Izard V, et al. (2023) Numerical discrimination in Drosophila melanogaster. Cell Reports. 112772
Izard V, Pica P, Spelke ES. (2022) Visual foundations of Euclidean geometry. Cognitive Psychology. 136: 101494
Heimler B, Behor T, Dehaene S, et al. (2021) Core knowledge of geometry can develop independently of visual experience. Cognition. 212: 104716
Dillon MR, Izard V, Spelke ES. (2020) Infants' sensitivity to shape changes in 2D visual forms. Infancy : the Official Journal of the International Society On Infant Studies. 25: 618-639
Falck A, Labouret G, Izard V, et al. (2020) Core cognition in adult vision: A surprising discrepancy between the principles of object continuity and solidity. Journal of Experimental Psychology. General
Dillon MR, Duyck M, Dehaene S, et al. (2019) Geometric categories in cognition. Journal of Experimental Psychology. Human Perception and Performance
de Hevia MD, Castaldi E, Streri A, et al. (2017) Perceiving numerosity from birth. The Behavioral and Brain Sciences. 40: e169
Coubart A, Streri A, de Hevia MD, et al. (2015) Crossmodal discrimination of 2 vs. 4 objects across touch and vision in 5-month-old infants. Plos One. 10: e0120868
Izard V, Streri A, Spelke ES. (2014) Toward exact number: young children use one-to-one correspondence to measure set identity but not numerical equality. Cognitive Psychology. 72: 27-53
de Hevia MD, Izard V, Coubart A, et al. (2014) Representations of space, time, and number in neonates. Proceedings of the National Academy of Sciences of the United States of America. 111: 4809-13
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