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Publications of year 2025
Articles in journals
  1. Lucas Benjamin, Di Zang, Ana Fló, Zengxin Qi, Pengpeng Su, Wenya Zhou, Liping Wang, Xuehai Wu, Peng Gui, and Ghislaine Dehaene-Lambertz. The role of conscious attention in auditory statistical learning: Evidence from patients with impaired consciousness. iScience, 28(1):111591, January 2025. [WWW] [PDF] [bibtex-entry]


  2. Samuel Debray and Stanislas Dehaene. Mapping and modeling the semantic space of math concepts. Cognition, 254:105971, 2025. [WWW]
    Abstract: Mathematics is an underexplored domain of human cognition. While many studies have focused on subsets of math concepts such as numbers, fractions, or geometric shapes, few have ventured beyond these elementary domains. Here, we attempted to map out the full space of math concepts and to answer two specific questions: can distributed semantic models, such a GloVe, provide a satisfactory fit to human semantic judgements in mathematics? And how does this fit vary with education? We first analyzed all of the French and English Wikipedia pages with math contents, and used a semi-automatic procedure to extract the 1000 most frequent math terms in both languages. In a second step, we collected extensive behavioral judgements of familiarity and semantic similarity between them. About half of the variance in human similarity judgements was explained by vector embeddings that attempt to capture latent semantic structures based on cooccurence statistics. Participants' self-reported level of education modulated familiarity and similarity, allowing us to create a partial hierarchy among high-level math concepts. Our results converge onto the proposal of a map of math space, organized as a database of math terms with information about their frequency, familiarity, grade of acquisition, and entanglement with other concepts.
    [bibtex-entry]


  3. Giulia Gennari and Ghislaine Dehaene-Lambertz. The Neural Reality of Pitch Chroma in Early Infancy. Developmental Science, 28(4):e70037, July 2025. [WWW] [PDF]
    Abstract: ABSTRACT At the physical level, the experience of pitch has a single determinant: the repetition rate of a waveform in the acoustic signal. Yet, psychologists describe pitch as composed of two perceptual dimensions, height and chroma. Chroma accounts for octave equivalence, whereby sounds with fundamental frequencies at a 1:2 ratio are perceived as sharing the same pitch. A current controversy debates whether chroma is a basic perceptual property dependent on biological constraints or a higher-order cognitive construct shaped by culture. Here, we used high-density electroencephalography (EEG) and time-resolved multivariate pattern analyses to characterize pitch processing in humans at 3 months of age. We found that, when exposed to repetitive sequences of orchestral tones, infants encode two separate pitch-related dimensions automatically and with divergent dynamics. Namely, our classifiers isolated height-specific information from the neural signal rapidly after the onset of the auditory sequences. Beyond approximately 600 ms, the performance of pitch height decoders fell to chance level and did not recover. In contrast, neural patterns displaying octave equivalence were retrieved later in the trial, over multiple time windows throughout the unfolding of the auditory sequence, and after sequence offset. Overall, this study reveals that very early in human development, the pitch of naturally rich tones is processed over two distinct encoding stages, capturing not only their absolute height but also their relative position in the octave. We speculate that separate encoding mechanisms reflect distinct functional roles carried by the two dimensions.
    [bibtex-entry]


  4. P Martinot, B Colnet, T Breda, J Sultan, L Touitou, P Huguet, E Spelke, G Dehaene-Lambertz, P Bressoux, and S Dehaene. Rapid emergence of a maths gender gap in first grade. Nature, pp 1--10, 2025. [PDF]
    Abstract: Around the world, teenage boys outperform girls on mathematics tests, and men are more likely to pursue related careers -- despite baby boys showing no superior sense of numbers or grasp of logic. Now, a gigantic study of schoolchildren in France pinpoints that this 'mathematical gender gap' appears during the first year of school. The finding could help to focus efforts to stop girls from falling behind. Boys and girls receive similar maths scores at the start of school, but boys pull ahead of girls after just four months (see 'Watch the mathematics gender gap emerge'). A more dramatic gap in mathematical performance emerges after 12 months of school, according to the analysis, published on 11 June in Nature1. "This paper suggests that the gender inequalities in children's maths performance aren't innate or inevitable," says psychologist Jillian Lauer at the University of Cambridge, UK. "If we want to stop girls from falling behind, we need to focus on their early experiences at school."
    [bibtex-entry]



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Last modified: Mon Jun 23 13:17:36 2025
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