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Retter, T. L., Eraßmy, L. & Schiltz, C. (2024). Identifying conceptual neural responses to symbolic numerals. Proceedings of the Royal Society B. 291: 20240589. http://doi.org/10.1098/rspb.2024.0589 [Authors' accepted PDF]
Marlair, C., Lochy, A., & Crollen, V. (2024). Frequency-tagging EEG reveals the effect of attentional focus on abstract magnitude processing. Psychonomic bulletin & review, 10.3758/s13423-024-02480-w. Advance online publication. https://doi.org/10.3758/s13423-024-02480-w [Authors' accepted PDF]
Lochy, A., Rossion, B., Ralph, M. L., Volfart, A., Hauk, O., & Schiltz, C. (2024). Linguistic and attentional factors – not statistical regularities – contribute to word-selective neural responses with FPVS-oddball paradigms. Cortex., 173, 339-354. https://doi.org/10.1016/j.cortex.2024.01.007 [OA pdf]
Masson, N., Dormal, V., Stephany, M., & Schiltz, C. (2024). Eye movements reveal that young school children shift attention when solving additions and subtractions. Developmental Science, 27(2), e13452. https://doi.org/10.1111/desc.13452 [OA pdf]
Lachelin, R., Marinova, M., Reynvoet, B., & Schiltz, C. (2023). Weaker semantic priming effects with number words in the second language of math learning. Journal of Experimental Psychology: General, 153(3), 706–719. https://psycnet.apa.org/record/2024-38195-001 [Authors' accepted PDF]
Schmitt, A., Wollschläger, R., Sarrasin, J. B., Masson, S., Fischbach, A., & Schiltz, C. (2023). Neuromyths and knowledge about intellectual giftedness in a highly educated multilingual country. Frontiers in Psychology, 14.:1252239. https://doi.org/10.3389/fpsyg.2023.1252239 [OA pdf]
Georges, C., Cornu, V., & Schiltz, C. (2023). The importance of spatial language for early numerical development in preschool: Going beyond verbal number skills. Plos One, 18(9), e0292291. https://doi.org/10.1371/journal.pone.0292291 [OA pdf]
Retter, T. L., Eraßmy, L. & Schiltz, C. (2023). Categorical consistency facilitates implicit learning of color-number associations. PLoS One, 18(7): e0288224. https://doi.org/10.1371/journal.pone.0288224 [OA pdf]
Lochy, A., & Schiltz, C. (2022). An Input Lexicon for Familiar Numbers. Journal of Numerical Cognition, 8(2), 244-258. https://doi.org/10.5964/jnc.7385 [OA pdf]
Lachelin, R., Rinsveld, A. van, Poncin, A., & Schiltz, C. (2022). Number transcoding in bilinguals—A transversal developmental study. PLoS One, 17(8), e0273391. https://doi.org/10.1371/journal.pone.0273391 [OA pdf]
Guillaume, M., Cramer, M., van der Torre, L. & Schiltz, C. (2022). Reasoning on conflicting information: An empirical study of Formal Argumentation. PLoS ONE, 17(8): e0273225. https://doi.org/10.1371/journal.pone.0273225 [OA pdf]
Artemenko, C., Masson, N., Georges, C., Nuerk, H.-C., & Cipora, K. (2021). Not all elementary school teachers are scared of math. Journal of Numerical Cognition, 1–29. https://doi.org/10.5964/jnc.6063 [OA pdf]
Greisen, M., Georges, C., Hornung, C., Sonnleitner, P., & Schiltz, C. (2021). Learning mathematics with shackles: How lower reading comprehension in the language of mathematics instruction accounts for lower mathematics achievement in speakers of different home languages. Acta Psychologica, 221, 103456. https://doi.org/10.1016/j.actpsy.2021.103456 [OA pdf]
Marinova, M., Georges, C., Guillaume, M., Reynvoet, B., Schiltz, C.*, & Van Rinsveld, A.* (2021). Automatic integration of numerical formats examined with frequency-tagged EEG. Scientific Reports, 11(1):21405. https://doi.org/10.1038/s41598-021-00738-0
Retter, T. L., Jiang, F., Webster, M. A., Michel, C., Schiltz, C., & Rossion, B. (2021). Varying stimulus duration reveals consistent neural activity and behavior for human face individuation. Neuroscience, 472, 138–156.
https://doi.org/10.1016/j.neuroscience.2021.07.025 [Authors' accepted PDF]
Retter, T. L., Rossion, B., & Schiltz, C., (2021). Harmonic amplitude summation for frequency-tagging analysis. J Cog Neurosci, 16, 1-22. https://doi.org/10.1162/jocn_a_01763 [OA pdf]
Georges, C. & Schiltz, C. (2021). Number line tasks and their relation to arithmetics in second to fourth graders. Journal of Numerical Cognition, 7(1). https://doi.org/10.5964/jnc.6067 [OA pdf]
CHAPTER Ertel-Silva, C., Hornung, C., & Schiltz, C. (2021). Sprach- und Leseunterschiede zwischen portugiesischen Migrantenkindern mit und ohne Klassenwiederholung in Luxemburg. Nationaler Bildungsbericht Luxemburg 2021, University of Luxembourg, LUCET; Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse, SCRIPT (Eds.) https://doi.org/10.48746/bb2021lu-de-15 [OA pdf]
CHAPTER Ugen, S., Schiltz, C., Fischbach, A., Pit-Ten Cate, I. (2021) Einleitung: Lernstörungen im multilingualen Kontext – Eine
Herausforderung. In Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen, Ugen, S., Schiltz, C., Fischbach, A., Pit-Ten Cate (Eds.), p. 3-7, Melusina Press, Esch-Belval, Luxembourg [OA pdf]
CHAPTER Hornung, C., Wollschläger, R., Schiltz, C.(2021) Rechenstörungen. In Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen, Ugen, S., Schiltz, C., Fischbach, A., Pit-Ten Cate (Eds.), p. 3-7, Melusina Press, Esch-Belval, Luxembourg. https://doi.org/10.26298/bw1j-9202 [OA pdf]
BOOK Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen. (2021). Ugen, S., Schiltz, C., Fischbach, A., Pit-Ten Cate (Eds.), Melusina Press, Esch-Belval, Luxembourg. https://doi.org/10.26298/bw1j-9202 [OA pdf]
Georges, C., Cornu, V., & Schiltz, C. (2021). The importance of visuospatial abilities for verbal number skills in preschool: Adding spatial language to the equation. Journal of Experimental Child Psychology, 201, 104971.
https://doi.org/10.1016/j.jecp.2020.104971
Guillaume, M.*, Poncin, A.*, Schiltz, C.**, & Van Rinsveld, A.** (2020) Measuring spontaneous and automatic processing of magnitude and parity information of Arabic digits by frequency-tagging EEG. Sci Rep, 10(1):22254. https://doi.org/10.1038/s41598-020-79404-w [OA pdf]
Georges, C., Guillaume, M., & Schiltz, C. (2020) A robust electrophysiological marker of spontaneous numerical discrimination. Sci Rep, 10(1):18376. https://doi.org/10.1038/s41598-020-75307-y [OA pdf]
van de Walle de Ghelcke, A., Rossion, B., Schiltz, C., & Lochy, A. (2020). Developmental changes in neural letter-selectivity: A 1-year follow-up of beginning readers. Developmental Science, 24, e12999. https://doi.org/10.1111/desc.12999 [OA pdf]
Rinsveld, A. V., Guillaume, M., Kohler, P. J., Schiltz, C., Gevers, W., & Content, A. (2020). The neural signature of numerosity by separating numerical and continuous magnitude extraction in visual cortex with frequency-tagged EEG. Proceedings of the National Academy of Sciences, 117(11), 5726–5732. https://doi.org/10.1073/pnas.1917849117 [OA pdf]
van de Walle de Ghelcke, A., Rossion, B., Schiltz, C., & Lochy, A. (2020). Impact of Learning to Read in a Mixed Approach on Neural Tuning to Words in Beginning Readers. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.03043 [OA pdf]
Guillaume, M., Schiltz, C., & Rinsveld, A. V. (2020). NASCO: A New Method and Program to Generate Dot Arrays for Non-Symbolic Number Comparison Tasks. Journal of Numerical Cognition, 6(1), 129–147. https://doi.org/10.5964/jnc.v6i1.231 [OA pdf]
Van Rinsveld, A., Schiltz, C., Majerus, S., & Fayol, M. (2020). When one-two-three beats two-one-three: Tracking the acquisition of the verbal number sequence. Psychonomic Bulletin & Review, 27(1), 122–129. https://doi.org/10.3758/s13423-019-01704-8 [OA pdf]
Dzhelyova, M., Schiltz, C., & Rossion, B. (2020). The relationship between the Benton Face Recognition Test and electrophysiological unfamiliar face individuation response as revealed by fast periodic stimulation. Perception, 49(2), 210–221. https://doi.org/10.1177/0301006619897495
CHAPTER Martini, S., Schiltz, C., Ugen, S. (2020). Identifying Math and Reading Difficulties of multilingual children: Effects of different cut-offs and reference groups. In Diversity Dimensions in Mathematics and Language Learning, Fritz-Stratmann, A., Guersoy, E. and Herzog, M. (Eds). Diversity Dimensions in Mathematics and Language Learning. De Gruyter/Mouton. https://doi.org/10.1515/9783110661941-011 [OA pdf]
Lochy, A., Schiltz, C., & Rossion, B. (2019). The right hemispheric dominance for face perception in preschool children depends on visual discrimination level. Developmental Science, 23(3):e12914. https://doi.org/10.1111/desc.12914 [OA pdf]
Poncin, A., Van Rinsveld, A., & Schiltz, C. (2019). Units first or tens first: Does language matter when processing visually presented two-digit numbers? Quarterly Journal of Experimental Psychology, 73(5), 726-738. https://doi.org/10.1177/1747021819892165
Lochy, A. & Schiltz, C. (2019). Lateralized neural responses to letters and digits in first graders. Child Dev, 90(6), 1866-1874. https://doi.org/10.1111/cdev.13337 [OA pdf]
Mejias, S., Muller, C., & Schiltz, C. (2019). Assessing mathematical school readiness. Front Psychol, 10:1173.
https://doi.org/10.3389/fpsyg.2019.01173 [OA pdf]
Dzhelyova, M., Dormal, G., Jacques, C., Michel, C., Schiltz, C., & Rossion, B. (2019). High test-retest reliability of a neural index of rapid automatic discrimination of unfamiliar individual faces. Visual Cognition, 27(2), 127-141. https://doi.org/10.1080/13506285.2019.1616639
Georges, C.*, Cornu, V.*, & Schiltz, C.* (2019). Spatial skills first: The importance of mental rotation for arithmetic skill acquisition. Journal of Numerical Cognition, 5(1). https://doi.org/10.5964/jnc.v5i1.165 [OA pdf]
Poncin, A., Van Rinsveld, A., & Schiltz, C. (2018). L’apprentissage de l’arithmétique chez les individus bilingues. ANAE, 30(5):156, 586-595. https://anae-publication.com/la-revue/anae-n-156-larithmetique-cognitive-de-la-recherche-aux-interventions/
Greisen, M., Hornung, C., Baudson, T. J., Müller, C., Martin, R., & Schiltz, C. (2018). Taking language out of the equation: The assessment of basic math competence without language. Front Psychol, 26. https://doi.org/10.3389/fpsyg.2018.01076 [OA pdf]
Pazouki, T., Cornu, V., Sonnleitner, P. , Schiltz, C., Fischbach, A., & Martin, R. (2018) Magrid: A language-neutral early mathematical training and learning application. International Journal of Emerging Technologies in Learning, 13(8):4. https://doi.org/10.3991/ijet.v13i08.8271 [OA pdf]
Georges, C., Hoffmann, D., & Schiltz, C. (2018). Implicit and explicit number-space associations differentially relate to interference control in young adults with ADHD. Front Psychol, 9:775. https://doi.org/10.3389/fpsyg.2018.00775 [OA pdf]
Sosson, C.*, Georges, C.*, Guillaume, G., Schuller, A., & Schiltz, C. (2018) Random number generation is impacted by active head rotation in adults but not in children. Front Psychol, 9:236. https://doi.org/10.3389/fpsyg.2018.00236 [OA pdf]
Guillaume, M., Mejias, S., Rossion, B., Dzhelyova, M., & Schiltz, C. (2018). A rapid, objective and implicit measure of visual quantity discrimination. Neuropsychologia, 111, 180-189. https://doi.org/10.1016/j.neuropsychologia.2018.01.044
Cornu V, Schiltz C., Martin R, & Hornung C. (2018). Visuo-spatial abilities are key for young children's verbal number skills. J Exp Child Psychol, 166, 604-620. https://doi.org/10.1016/j.jecp.2017.09.006
CHAPTER Schiltz, C. (2018) Comment la langue influence les mathématiques - Wie Sprache Mathematik beeinflusst. In Nationaler Bildungsbericht Luxemburg 2018, University of Luxembourg, LUCET; Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse, SCRIPT (Eds.) [OA pdf]
Georges, C., Hoffmann, D., & Schiltz, C. (2017). How and Why Do Number-Space Associations Co-Vary in Implicit and Explicit Magnitude Processing Tasks? Journal of Numerical Cognition, 3(2), 182-211. https://doi.org/10.5964/jnc.v3i2.46 [OA pdf]
Georges, C., Hoffmann, D., & Schiltz C. (2017). Mathematical abilities in elementary school: Do they relate to number-space associations? J Exp Child Psychol, 161:126-147. https://doi.org/10.1016/j.jecp.2017.04.011
Georges, C., Hoffmann, D., & Schiltz, C. (2016). How math anxiety relates to number-space associations. Frontiers in Psychology, 7:1401, 1-15. https://doi.org/10.3389/fpsyg.2016.01401 [OA pdf]
Van Rinsveld, A., & Schiltz, C. (2016). Sixty-twelve = Seventy-two? A cross-linguistic comparison of children's number transcoding. The British Journal of Developmental Psychology, 34(3), 461-8. https://doi.org/10.1111/bjdp.12151
Van Rinsveld, A., Schiltz, C., Brunner, M., Landerl, K., & Ugen, S. (2016). Solving arithmetic problems in first and second language: Does the language context matter? Learning and Instruction, 42, 72 -82.
https://doi.org/10.1016/j.learninstruc.2016.01.003 [OA pdf]
Van Rinsveld, A., Schiltz, C., Landerl, K., Brunner, M., & Ugen, S. (2016). Speaking two languages with different number naming systems: What implications for magnitude judgments in bilinguals at different stages of language acquisition? Cognitive Processing, 17(3), 225-41. https://doi.org/10.1007/s10339-016-0762-9 [OA pdf]
Hoffmann, D., Goffaux, V., Schuller, A.-M., & Schiltz, C. (2015). Inhibition of return and attentional facilitation: Numbers can be counted in, letters tell a different story. Acta Psychologica, 163, 74-80. https://doi.org/https://doi.org/10.1016/j.actpsy.2015.11.007
Goffaux, V., Poncin, A., & Schiltz, C. (2015). Selectivity of face perception to horizontal information over lifespan (from 6 to 74 year old). PLoS One, 23;10(9):e0138812. https://doi.org/10.1371/journal.pone.0138812 [OA pdf]
Van Rinsveld, A., Brunner, M., Landerl, K., Schiltz, C.*, Ugen, S.* (2015) The relation between language and arithmetic in bilinguals: insights from different stages of language. Frontiers in Psychology, 6:265, 1-15. https://doi.org/10.3389/fpsyg.2015.00265 [OA pdf]
Georges, C., Schiltz, C., Hoffmann, D. (2015). Task instructions determine the visuo-spatial and verbal-spatial nature of number-space associations. Quaterly Journal in Experimental Psychology, 68(9),1895-1909. doi: https://doi.org/10.1080/17470218.2014.997764
Schuller, A.-M., Hoffmann, D., Goffaux, V., & Schiltz, C. (2015). Shifts of spatial attention cued by irrelevant numbers: Electrophysiological evidence from a target discrimination task. Journal of Cognitive Psychology, 27(4), 442-458. https://doi.org/10.1080/20445911.2014.946419
Hornung, C., Schiltz, C. Brunner, M., & Martin, R. (2014). Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence. Frontiers in Developmental Psychology. https://doi.org/10.3389/fpsyg.2014.00272 [OA pdf]
Hoffmann, D., Mussolin, C., Martin, R., & Schiltz, C. (2014). The impact of mathematical proficiency on the number-space association. PloS One, 9(1), e85048. https://doi.org/10.1371/journal.pone.0085048 [OA pdf]
Hoffmann, D., Pigat, D., & Schiltz, C. (2014). The impact of inhibition capacities and age on number-space associations. Cognitive Processing, 15(3), 329–342. https://doi.org/10.1007/s10339-014-0601-9
CHAPTER Schiltz, C. (2014) Neuroscience cognitive. In Psychologie in Luxembourg: Ein Handbuch. Hrsg Steffgen, G., Michaux, G., Ferring, D., Editions Binsfeld. ISBN: 978-2-87954-284-3. [Author's accepted PDF]
Hoffmann, D., Hornung, C., Martin, R., & Schiltz, C. (2013). Developing number-space associations: SNARC effects using a color discrimination task in 5-year-olds. Journal of Experimental Child Psychology, 116(4), 775–791. https://doi.org/10.1016/j.jecp.2013.07.013 [OA pdf]
Mejias, S., & Schiltz, C. (2013). Estimation abilities of large numerosities in kindergartners. Frontiers in Psychology, 4, 518. https://doi.org/10.3389/fpsyg.2013.00518 [OA pdf]
de Heering, A. & Schiltz, C. (2013). Sensitivity to facial spacing information increases more for the eyes region than for the mouth region during childhood. IJBD, 37(2), 166-171. https://doi.org/10.1177/0165025412467727
Goffaux, V., Martin, R., Dormal, G., Goebel, R., & Schiltz, C. (2012). Attentional shifts induced by uninformative number symbols modulate neural activity in human occipital cortex. Neuropsychologia, 50(14), 3419–3428. https://doi.org/10.1016/j.neuropsychologia.2012.09.046 [OA pdf]
Goffaux, V., van Zon, J., & Schiltz, C. (2011). The horizontal tuning of face perception relies on the processing of intermediate and high spatial frequencies. Journal of Vision, 11(10):1, 1–9. https://doi.org/10.1167/11.10.1 [OA pdf]
Mussolin, C., Martin, R., & Schiltz, C. (2011). Relationships between number and space processing in adults with and without dyscalculia. Acta Psychologica, 138(1), 193–203. https://doi.org/10.1016/j.actpsy.2011.06.004