Arcan Altinar
Academic and research departments
School of Psychology, Cognition, Genes and Developmental Variability Lab.About
My research project
Understanding Cognitive and Behavioural Profiles in Children with Mathematics and Reading Difficulties: Exploring Correlates and Learning OutcomesMaths and Reading: How Interconnected Are They?
My research investigates the intricate relationship between mathematical and reading success. Both domains rely on overlapping cognitive processes, such as language, memory, and executive function. However, the nature of their connection remains a subject of debate, with questions about whether difficulties in one domain influence the other and to what extent these challenges co-occur. By examining children aged 5-7, my work aims to uncover early predictors of these difficulties. Specifically, I explore how domain-general skills like processing speed and working memory interact with domain-specific skills such as phonological and numerical processing. Identifying these links at the early stages of development will help support tailored interventions, enabling children to thrive academically and contributing to evidence-based practices that shape education policy.
Dyslexia and Mathematical Skills: Exploring Neural Correlates
An essential component of my research investigates the neural correlates of mathematical skills in children with dyslexia. Dyslexia is known to affect both domain-general processes, like working memory and processing speed, and domain-specific processes, such as numerical cognition. Using frameworks like the Multiple Deficit Model (Pennington, 2006) and the Triple Code Model (Dehaene, 1992; Dehaene and Cohen, 1995), I explore how these difficulties manifest at the neural level. My research focuses on comparing children with dyslexia to those with no difficulties, as well as to peers with co-occurring challenges in reading and maths. Key questions include how children with dyslexia approach mathematical operations (e.g., addition or multiplication) and whether their performance differs based on symbolic (e.g., numbers) versus non-symbolic (e.g., dot arrays) tasks. By addressing these gaps, this research provides insights into how dyslexia shapes mathematical thinking and contributes to strategies for targeted support in educational and therapeutic settings.
Supervisors
Maths and Reading: How Interconnected Are They?
My research investigates the intricate relationship between mathematical and reading success. Both domains rely on overlapping cognitive processes, such as language, memory, and executive function. However, the nature of their connection remains a subject of debate, with questions about whether difficulties in one domain influence the other and to what extent these challenges co-occur. By examining children aged 5-7, my work aims to uncover early predictors of these difficulties. Specifically, I explore how domain-general skills like processing speed and working memory interact with domain-specific skills such as phonological and numerical processing. Identifying these links at the early stages of development will help support tailored interventions, enabling children to thrive academically and contributing to evidence-based practices that shape education policy.
Dyslexia and Mathematical Skills: Exploring Neural Correlates
An essential component of my research investigates the neural correlates of mathematical skills in children with dyslexia. Dyslexia is known to affect both domain-general processes, like working memory and processing speed, and domain-specific processes, such as numerical cognition. Using frameworks like the Multiple Deficit Model (Pennington, 2006) and the Triple Code Model (Dehaene, 1992; Dehaene and Cohen, 1995), I explore how these difficulties manifest at the neural level. My research focuses on comparing children with dyslexia to those with no difficulties, as well as to peers with co-occurring challenges in reading and maths. Key questions include how children with dyslexia approach mathematical operations (e.g., addition or multiplication) and whether their performance differs based on symbolic (e.g., numbers) versus non-symbolic (e.g., dot arrays) tasks. By addressing these gaps, this research provides insights into how dyslexia shapes mathematical thinking and contributes to strategies for targeted support in educational and therapeutic settings.
University roles and responsibilities
- Graduate Teaching Assistant