Dr Mojtaba Soltanlou
About
Biography
I studied Occupational Therapy for my undergraduate and graduate degrees in Iran and worked with children with developmental and learning disorders between 2005 and 2012. I received my PhD in Neuroscience in 2017 from the University of Tuebingen, Germany (summa cum laude), that was followed by a two-year postdoctoral fellowship. I did my second postdoctoral fellowship form 2020 to 2021 at Western University, Canada. I joined the School of Psychology at the University of Surrey in 2021. I am the director of the Learning Brain Lab (https://www.surrey.ac.uk/learning-brain-lab).
Current roles
Senior Associate Researcher, Faculty of Education, University of Johannesburg, South Africa
Editorial Board member, Journal of Scientific Reports
Local Lead of the UK Reproducibility Network (UKRN), University of Surrey, UK
Senior Placement Tutor, School of Psychology, University of Surrey, UK
Representative of Early Career Researchers in School of Psychology and Research and Innovation Committee, University of Surrey, UK
Areas of specialism
My qualifications
Affiliations and memberships
ResearchResearch interests
The primary research questions of the Learning Brain Lab are how children acquire knowledge and develop cognitive skills, and why some children experience difficulties in developing those skills. We mainly investigate numerical and mathematical cognition because it intersects with the development of several processes such as magnitude, executive functions, and language. We use a variety of behavioural designs such as longitudinal, interventional, and cross-cultural, and also neuroscientific methods such as functional near-infrared spectroscopy (fNIRS), electroencephalography (EEG), and brain stimulation. For more information, please see our Learning Brain Lab.
Grants
04/2022-03/2023 (£ 11,465)
PI, Faculty Research Support Fund, FHMS, University of Surrey, UK
06/2020-05/2023 (C$ 225,000)
PI, Tier 1 BrainsCAN Postdoctoral Fellowship, Western University, Canada
01/2020-12/2021 (C$ 116,000)
PI, Tier 2 BrainsCAN Postdoctoral Fellowship, Western University, Canada
11/2019-10/2022 (€ 264,669)
PI, Marie Skłodowska-Curie Individual Global Fellowship, European Commission
03/2019-08/2019 (€ 18,390)
PI, Bridging, Excellence Initiative of the German Research Foundation - ZUK 63, University of Tuebingen, Germany
07/2018-12/2018 (€ 4,833)
PI, Intramural Project Fund, LEAD Graduate School & Research Network, University of Tuebingen, Germany
2018 (€ 12,902)
PI, Intramural Conference Fund, LEAD Graduate School & Research Network, University of Tuebingen, Germany
2016 (€ 9,875)
PI, Conference Fund, Excellence Initiative of the German Research Foundation - ZUK 63, University of Tuebingen, Germany
Research projects
Numerical and mathematical cognition in early developmentWhile babies are born with the ability of non-symbolic numerical knowledge, our ancestors have developed a symbolic language for numbers that became the basis of mathematical thinking. We might hypothesize that the acquisition of numerical knowledge follows a developmental trajectory from non-symbolic numerical knowledge (e.g., responding to the changing number of cartoon animals that are visually presented on the screen) during infancy and toddlerhood to symbolic numerical knowledge (e.g., associating visual symbol ‘2’ or auditory symbol ‘two’ to the quantity of ‘two things’). We are currently tracking the longitudinal changes in the neural and behavioural correlates of symbolic numerical knowledge acquisition in preschool children using fNIRS.
Mathematical learning in atypically developing childrenIndividuals with learning and developmental disorders usually reveal difficulties in learning and understanding mathematical concepts. It harms their career perspectives, mental health, and economic status and puts a burden on society. It is essential to understand the neurocognitive mechanisms of numerical and mathematical learning in those individuals to further develop brain-based educational interventions. We are currently investigating the neural and behavioural correlates of mathematical learning in children with dyscalculia (i.e., mathematical difficulties) and dyslexia (i.e., reading difficulties) using fNIRS and EEG.
Cultural influence on numerical and mathematical developmentMost of our knowledge about mathematical learning and development comes from the WEIRD populations (Western, Educated, Industrialized, Rich, Democratic) that are generalized to other societies. However, cross-cultural psychology and anthropology have demonstrated that cross-cultural variability, values, educational systems, and environmental demands create differences in human cognition such as mathematics. Moreover, while we are born with pre-wired neural system to face the world, our brains are shaped by culture, education, and environment. There has been little study of the cultural effects on mathematical education and learning, especially on the neural level. We are currently investigating cross-cultural differences in the neural and behavioural correlates of numerical and mathematical development between the UK, Iran, and South Africa using behavioural and brain imaging (i.e., fNIRS and EEG).
Research interests
The primary research questions of the Learning Brain Lab are how children acquire knowledge and develop cognitive skills, and why some children experience difficulties in developing those skills. We mainly investigate numerical and mathematical cognition because it intersects with the development of several processes such as magnitude, executive functions, and language. We use a variety of behavioural designs such as longitudinal, interventional, and cross-cultural, and also neuroscientific methods such as functional near-infrared spectroscopy (fNIRS), electroencephalography (EEG), and brain stimulation. For more information, please see our Learning Brain Lab.
Grants
04/2022-03/2023 (£ 11,465)
PI, Faculty Research Support Fund, FHMS, University of Surrey, UK
06/2020-05/2023 (C$ 225,000)
PI, Tier 1 BrainsCAN Postdoctoral Fellowship, Western University, Canada
01/2020-12/2021 (C$ 116,000)
PI, Tier 2 BrainsCAN Postdoctoral Fellowship, Western University, Canada
11/2019-10/2022 (€ 264,669)
PI, Marie Skłodowska-Curie Individual Global Fellowship, European Commission
03/2019-08/2019 (€ 18,390)
PI, Bridging, Excellence Initiative of the German Research Foundation - ZUK 63, University of Tuebingen, Germany
07/2018-12/2018 (€ 4,833)
PI, Intramural Project Fund, LEAD Graduate School & Research Network, University of Tuebingen, Germany
2018 (€ 12,902)
PI, Intramural Conference Fund, LEAD Graduate School & Research Network, University of Tuebingen, Germany
2016 (€ 9,875)
PI, Conference Fund, Excellence Initiative of the German Research Foundation - ZUK 63, University of Tuebingen, Germany
Research projects
While babies are born with the ability of non-symbolic numerical knowledge, our ancestors have developed a symbolic language for numbers that became the basis of mathematical thinking. We might hypothesize that the acquisition of numerical knowledge follows a developmental trajectory from non-symbolic numerical knowledge (e.g., responding to the changing number of cartoon animals that are visually presented on the screen) during infancy and toddlerhood to symbolic numerical knowledge (e.g., associating visual symbol ‘2’ or auditory symbol ‘two’ to the quantity of ‘two things’). We are currently tracking the longitudinal changes in the neural and behavioural correlates of symbolic numerical knowledge acquisition in preschool children using fNIRS.
Individuals with learning and developmental disorders usually reveal difficulties in learning and understanding mathematical concepts. It harms their career perspectives, mental health, and economic status and puts a burden on society. It is essential to understand the neurocognitive mechanisms of numerical and mathematical learning in those individuals to further develop brain-based educational interventions. We are currently investigating the neural and behavioural correlates of mathematical learning in children with dyscalculia (i.e., mathematical difficulties) and dyslexia (i.e., reading difficulties) using fNIRS and EEG.
Most of our knowledge about mathematical learning and development comes from the WEIRD populations (Western, Educated, Industrialized, Rich, Democratic) that are generalized to other societies. However, cross-cultural psychology and anthropology have demonstrated that cross-cultural variability, values, educational systems, and environmental demands create differences in human cognition such as mathematics. Moreover, while we are born with pre-wired neural system to face the world, our brains are shaped by culture, education, and environment. There has been little study of the cultural effects on mathematical education and learning, especially on the neural level. We are currently investigating cross-cultural differences in the neural and behavioural correlates of numerical and mathematical development between the UK, Iran, and South Africa using behavioural and brain imaging (i.e., fNIRS and EEG).
Supervision
Postgraduate research supervision
First supervisor:
Arcan Altinar (PhD student in Psychology), University of Surrey, UK
Elizaveta Ivanova (PhD student in Psychology), University of Surrey, UK
Second supervisor:
Saeed Mohammadi (PhD student in Education), University of Tabriz, Iran
Teaching
- Convenor of Cognitive Psychology and Research Methods 2 (PSY2014)
- Cognitive Psychology and Research Methods 1 (PSY1017)
- Cognitive Psychology and Research Methods (PSYM112)
- General psychology (PSY3095)
- Psychology and Education (PSY3082)
- Psychology in Real World (PSY0001)
- UG Psychology Dissertation (PSY3065)
- Master Psychology Dissertation (PSYM034)
Publications
This large, international dataset contains survey responses from N = 12,570 students from 100 universities in 35 countries, collected in 21 languages. We measured anxieties (statistics, mathematics, test, trait, social interaction, performance, creativity, intolerance of uncertainty, and fear of negative evaluation), self-efficacy, persistence, and the cognitive reflection test, and collected demographics, previous mathematics grades, self-reported and official statistics grades, and statistics module details. Data reuse potential is broad, including testing links between anxieties and statistics/mathematics education factors, and examining instruments' psychometric properties across different languages and contexts. Data and metadata are stored on the Open Science Framework website [https://osf.io/mhg94/?view_only=9d70d0facfeb476987f32d4ab156ecdc].
Additional publications
Journal Articles (41) (*equal contribution; #trainee)
Haman, M., Lipowska, K.#, Soltanlou, M., Cipora, K., Domahs, F., Nuerk, H.-C. (2023). The plural counts: Inconsistent grammatical number hinders numerical development in preschoolers – a cross-linguistic study. Cognition. 235: 105383. doi:10.1016/j.cognition.2023.105383 [link]
Sabaghy Pour, S.#, Sabouri Moghaddam, H., Farkhondeh Tale Navi, F.#, Nazari, M. A., Soltanlou, M. (2023). Do numbers make us handy? Behavioural and event-related potentials evidence for number-hand congruency effect. Acta Psychologica. 233, 103841. doi:10.1016/j.actpsy.2023.103841 [link]
Mielicki, M. K., Wilkey, E. D., Scheibe, D. A.*, Fitzsimmons, C. J.*, Sidney, P. G., Bellon, E., Ribner, A. D., Soltanlou, M., Starling-Alves, I., Coolen, I., Ansari, D., & Thompson, C. A. (2023). Task features change the relation between math anxiety and number line estimation performance with rational numbers: Two large-scale online studies. Journal of Experimental Psychology: General. doi:10.31219/osf.io/wvezm [link]
Karami Isheqlou, L.#, Soltanlou, M., Zarean, M., Saeedi, M. T., Heysieattalab, S. (2023). Feedback-related negativity in perfectionists: An index of performance outcome evaluation. Behavioural Brain Research. 444: 114358. doi:10.1016/j.bbr.2023.114358 [link]
Terry, J., Ross, R. M., Nagy, T., Salgado, M., Garrido-Vásquez, P., Sarfo, J. O., … Soltanlou, M., … Field, A. P. (2023). Data from an International Multi-Centre Study of Statistics and Mathematics Anxieties and Related Variables in University Students (the SMARVUS Dataset). Journal of Open Psychology Data. doi:10.31234/osf.io/au9vp [link]
Soltanlou, M., Dresler, T., Artemenko, C., Rosenbaum, D., Ehlis, A.-C., Nuerk, H.-C. (2022). Training-related activation increase in the parietal cortex in children with developmental dyscalculia: An fNIRS study. Brain Structure and Function. 227, 1757-1771. doi:10.1007/s00429-022-02470-5 [link]
Akbari, S., Soltanlou, M., Sabouri Moghaddam, H., Nuerk, H.-C., Leuthold, H. (2022). The complexity of simple counting: ERP findings reveal early perceptual and late numerical processes in different arrangements. Scientific Reports. 12, 6763. doi:10.1038/s41598-022-10206-y [link]
Barreto, C.#, Soltanlou, M. (2022). Functional near-infrared spectroscopy as a tool to assess brain activity in educational settings: An introduction for educational researchers. South African Journal of Childhood Education. 12(1), a1138. doi:10.4102/sajce.v12i1.1138 [link]
Tan Lau, T.#, Wilkey, E., Soltanlou, M., …, Ansari, D. (2022). Numeracy and COVID-19: examining interrelationships between numeracy, health numeracy and behaviour. Royal Society Open Science. 9(3), 201303. doi:10.1098/rsos.201303 [link]
Karami Isheqlou, L.#, Zarean, M., Saeedi, M. T., Soltanlou, M., Heysieattalab, S. (2022). Maladaptive perfectionists are more impulsive than adaptive perfectionists in a monetary gambling task. Journal of Experimental Psychopathology. 13(2). doi:10.1177/20438087221106925 [link]
Cipora, K., Soltanlou, M. (2021). Editorial: Direct and Conceptual Replication in Numerical Cognition. Journal of Numerical Cognition. 7(3), 240-247. doi:10.5964/jnc.7799 [link]
Bahnmueller, J., Cipora, K., Göbel, S. M., Nuerk, H.-C., Soltanlou, M. (2021). Pick the smaller number: No influence of linguistic markedness on three-digit number processing. Journal of Numerical Cognition. 7(3), 295-307. doi:10.5964/jnc.6057 [link]
Cipora, K., Soltanlou, M., Smaczny, S., Göbel, S. M., Nuerk, H.-C. (2021). Automatic place-value activation in magnitude-irrelevant parity judgement. Psychological Research. 85, 777-792. doi:10.1007/s00426-019-01268-1 [link]
Colling, L. J., Szűcs, D., De Marco, D., Cipora, K., Ulrich, R., Nuerk, H.-C., Soltanlou, M., ..., Henare, D. T. (2020). Registered Replication Report on Fischer, Castel, Dodd, and Pratt (2003). Advances in Methods and Practices in Psychological Science. 143-162. doi:10.1177/2515245920903079 [link]
Artemenko, C.*, Sitnikova, M. A.*, Soltanlou, M., Dresler, T., Nuerk, H.-C. (2020). Functional lateralization of arithmetic processing in the parietal cortex is associated with handedness. Scientific Reports. 10(1), 1775. doi:10.1038/s41598-020-58477-7 [link]
Solanlou, M.*, Nazari, M. A.*, Vahidi, P., Nemati, P. (2020). Explicit and implicit timing of short time intervals: Using the same method. Perception. 49(1), 39-51. doi:10.1177/0301006619889554 [link]
Schilling T., Soltanlou, M., Seshadri, Y., Nuerk, H.-C., Bahmani, H. (2020). Blue light and melanopsin contribution to the pupil constriction in the blind-spot, parafovea and periphery. In Proceedings of the 13th International Joint Conference on Biomedical Engineering Systems and Technologies. 5(Healthinf), 482-489. doi:10.5220/0008972404820489 [link]
Soltanlou, M., Coldea, A., Artemenko, C., Ehlis, A.-C., Fallgatter, A. J., Nuerk, H.-C., Dresler, T. (2019). No difference in the neural underpinnings of number and letter copying in children: Bayesian analysis of functional near-infrared spectroscopy data. Mind, Brain, and Education. 13(4), 313-325. doi:10.1111/mbe.12225 [link]
Artemenko, C., Soltanlou, M., Dresler, T., Ehlis, A.-C., Nuerk, H.-C. (2019). Individual differences in math ability determine neurocognitive processing of arithmetic complexity – A combined fNIRS-EEG study. Frontiers in Human Neuroscience. 13, 227. doi:10.3389/fnhum.2019.00227 [link]
Soltanlou, M., Artemenko, C., Dresler, T., Fallgatter, A. J., Nuerk, H.-C.*, Ehlis, A.-C.* (2019). Oscillatory EEG changes during arithmetic learning in children. Developmental Neuropsychology. 44(3), 1-17. doi:10.1080/87565641.2019.1586906 [link]
Cipora, K., Soltanlou, M., Reips, U.-D., Nuerk, H.-C. (2019). The SNARC and MARC effects measured online: Large-scale assessment methods in flexible cognitive effects. Behavioural Research Methods. 1-17. doi:10.3758/s13428-019-01213-5 [link]
Soltanlou, M., Artemenko, C., Dresler, T., Fallgatter, A. J., Ehlis, A.-C., Nuerk, H.-C. (2019). Math anxiety in combination with low visuospatial memory impairs math learning in children. Frontiers in Psychology. 10, 89. doi:10.3389/fpsyg.2019.00089 [link]
Huber, S., Nuerk, H.-C., Reips, U.-D., Soltanlou, M. (2019). Individual differences influence two-digit number processing, but not their analog magnitude processing: a large-scale online study. Psychological Research. 83(7), 1444-1464. doi:10.1007/s00426-017-0964-5 [link]
Artemenko, C., Soltanlou, M., Dresler, T., Ehlis, A.-C.*, Nuerk, H.-C.* (2018). The neural correlates of arithmetic difficulty depend on mathematical ability: Evidence from combined fNIRS and ERP. Brain Structure and Function. 1-14.doi:10.1007/s00429-018-1618-0 [link]
Soltanlou, M., Artemenko, C., Ehlis, A.-C., Huber, S., Fallgatter, A. J., Dresler, T.*, Nuerk, H.-C.* (2018). Reduction but not shift in brain activation in arithmetic learning in children: A simultaneous fNIRS-EEG study. Scientific Reports. 8(1), 1707.doi:10.1038/s41598-018-20007-x [link]
Artemenko, C., Soltanlou, M., Ehlis, A.-C., Nuerk, H.-C.*, Dresler, T.* (2018). The neural correlates of mental arithmetic in adolescents: a longitudinal fNIRS study. Behavioural and Brain Functions. 14(1), 5. doi:10.1186/s12993-018-0137-8 [link]
Soltanlou, M.*, Sitnikova, M. A.*, Nuerk, H.-C., Dresler, T. (2018). Applications of functional near-infrared spectroscopy (fNIRS) in studying cognitive development: The case of mathematics and language. Frontiers in Psychology. 9, 277. doi:10.3389/fpsyg.2018.00277 [link]
Artemenko, C.*, Coldea, A.*, Soltanlou, M., Dresler, T., Nuerk, H.-C., Ehlis, A.-C. (2018). The neural circuits of number and letter copying: an fNIRS study. Experimental Brain Research. 236(4), 1129-1138. doi:10.1007/s00221-018-5204-8 [link]
Heubner, L., Cipora, K., Soltanlou, M., Schlenker, M.-L., Lipowska, K., Göbel, S. M., Domahs, F., Haman, M., Nuerk, H.-C. (2018). A mental odd-even continuum account: Some numbers may be more odd than others, and some numbers may be more even than others. Frontiers in Psychology. 9, 1081. doi:10.3389/fpsyg.2018.01081 [link]
Nazari, M. A., Mirloo, M. M., Rezaei, M., Soltanlou, M. (2018). Emotional stimuli facilitate time perception in children with attention‐deficit/hyperactivity disorder. Journal of Neuropsychology. 12(2), 165-175. doi:10.1111/jnp.12111 [link]
Soltanlou, M., Artemenko, C., Dresler, T., Haeussinger, F. B., Fallgatter, A. J., Ehlis, A.-C.*, Nuerk, H.-C.* (2017). Increased arithmetic complexity is associated with domain-general but not domain-specific magnitude processing in children: A simultaneous fNIRS-EEG study. Cognitive, Affective, & Behavioural Neuroscience. 17(4), 724-736. doi:10.3758/s13415-017-0508-x [link]
Nazari, M. A.*, Caria, A., Soltanlou, M.* (2017). Time for action versus action in time: time estimation differs between motor preparation and execution. Journal of Cognitive Psychology. 29(2), 129-136. doi:10.1080/20445911.2016.1232724 [link]
Nemati, P., Schmid, J., Soltanlou, M., Krimly, J.-T., Nuerk, H.-C., Gawrilow, C. (2017). Planning and self-control, but not working memory directly predict multiplication performance in adults. Journal of Numerical Cognition. 3(2), 441-467.doi:10.5964/jnc.v3i2.61 [link]
Soltanlou, M., Pixner, S., Nuerk, H.-C. (2015). Contribution of working memory in multiplication fact network in children may shift from verbal to visuo-spatial: A longitudinal investigation. Frontiers in Psychology. 6, 1062. doi:10.3389/fpsyg.2015.01062 [link]
Moazen, M., Nazari, M. A., Yaghooti, F., Mirzakhanloo, T., Soltanlou, M. (2015). Time Reproduction Deficit in autistic children and its relationship to executive functions. Advances in Cognitive Science. 17(2), 23-31. (in Persian) [link]
Nazari, M. A., Soltanlou, M., Saeedi Dehaghani, S., Damya, S., Rastgar Hashemi, N., Mirloo, M. M. (2014). The effect of gender, valence and arousal of Persian emotional words on time perception. Journal of Social Cognition. 2(4), 62-73. (in Persian) [link]
Soltanlou, M., Anbara, T., Taghi-Zadeh, G., Rahim-Zadeh Rahbar, S., Karimi, H. (2013). Assessing the relationship between cognitive deficits and functional balance in right adult stroke patients. Urmia Medical Journal. 24(5), 295-301. (in Persian) [link]
Nazari, M. A., Mirloo, M. M., Soltanlou, M., Rezaei, M., Roshani, A., Asadzadeh, S. (2013). Design and development of the time discrimination threshold computerized task. Advances in Cognitive Science. 15(1), 67-76. (in Persian) [link]
Salemi Khamene, A., Ghahari, S., Soltanlou, M., Darabi, J. (2013). Effectiveness of pivotal response treatment on communicative and behavioural disorder of 8-12 years-old autistic boys. J Gorgan Uni Med Sci. 15(1), 6-11. (in Persian) [link]
Soltanlou, M., Olyaei, G., Tehrani Dost, M., Abdolvahab, M., Bagheri, H., Faghihzadeh, S. (2009). Comparison of attentional set shifting in cerebral palsy children with normal in aged 7-12 years. Modern Rehabilitation Journal. 2(3&4), 60-65. (in Persian) [link]
Soltanlou, M., Olyaei, G., Tehrani Dost, M., Abdolvahab, M., Bagheri, H., Faghihzadeh, S. (2008). Comparison of spatial working memory and strategy use in cerebral palsy children with normal subjects with 7-12 years old. Modern Rehabilitation Journal. 2(1), 9-14. (in Persian) [link]
Manuscripts in Progress (8)
Soltanlou, M., Nuerk, H.-C., Artemenko, C. (in-principle acceptance, Stage 1 Registered Report). Cognitive enhancement or emotion regulation: The influence of brain stimulation on math anxiety. Cortex. doi:10.17605/OSF.IO/6EN48 [link]
Hochman, S., Havedanloo, R., Heysiettalab, S., Soltanlou, M. (in revision). How does language modulate the association between number and space? A Registered Report of a cross-cultural study. Journal of Experimental Psychology: General.
Cipora, K., Gashaj, V., Gridley, A. S., Soltanlou, M., Nuerk, H.-C. (in revision). Universalities and cultural specificities of finger counting and montring: evidence from Amazon Tsimane’ people. Acta Psychologica.
Multi-site project (in revision). Awareness of and engagement with Open Research behaviours: Development of the Brief Open Research Survey (BORS) with the UK Reproducibility Network. Royal Society Open Science. doi: 10.31222/osf.io/w48yh [link]
Schilling T., Soltanlou, M., Nuerk, H.-C., Bahmani, H. (in revision). Blue light stimulation of the blind-spot improves contrast sensitivity reflecting retinal dopamine release. Plos One.
Cipora, K., Loenneker, H. D., Soltanlou, M., Lipowska, K., Domahs, F., Göbel, S. M., Haman, M., Nuerk, H.-C. (preprint). Syntactic influences on numerical processing in adults: Limited but detectable. doi:10.31234/osf.io/ewtd4 [link]
Huber, J., Soltanlou, M., Cipora, K., Lipowska, K., Domahs, F., Haman, M., Nuerk, H.-C. (preprint). No evidence for an influence of grammatical number in two-digit magnitude and place-value processing in adults. doi:10.31234/osf.io/9e7jk [link]
Soltanlou, M., Patil, V., Ansari, D. (preprint). Mathematical brain from birth to school - A systematic review. [link]
Book Chapters (2)
Cipora, K., Schroeder, P., Soltanlou, M., Nuerk, H.-C. (2018). More space, better mathematics: is space a powerful tool or a cornerstone for understanding arithmetic? In K. S. Mix & M. T. Battista (Eds.), Visualizing Mathematics: The Role of Spatial Reasoning in Mathematical Thought (pp. 77-116). Springer Nature. doi:10.1007/978-3-319-98767-5_4 [link]
Soltanlou, M., Jung, S., Roesch, S., Ninaus, M., Brandelik, K., Heller, J., Grust, T., Nuerk, H.-C., Moeller, K. (2017). Behavioural and neurocognitive evaluation of a web-platform for game-based learning of orthography and numeracy. In Buder J., Hesse F. (Eds.) Informational Environments (pp. 149-176). Springer Nature, Cham. doi:10.1007/978-3-319-64274-1_7 [link]