Florence completed her PhD in 2011, under the joint supervision of Dr Denes Szucs, Department of Experimental Psychology, University of Cambridge, and Professor Alain Content from the Laboratoire Cognition, Langage et Développement at the Université Libre de Bruxelles. Following her PhD, she spent two years as a Wiener-Anspach post-doctoral Fellow, investigating the mental representations of fractions both in children and adults. After completing this project she moved to the Flinders Centre for Science Education in the 21st Century at Flinders University, South Australia.
Her research interests include the prevention of mathematics difficulties, developmental dyscalculia and understanding the links between language and numerical skills.
Subject groups/Research projects
Gabriel, F., Coché, F., Szucs, D., Carette, V., Rey, B. & Content, A. (2013). A Componential View of Children's Difficulties in Learning Fractions. Frontiers in Psychology, doi: 10.3389/fpsyg.2013.00715.
Gabriel, F., Szucs, D. & Content, A. (2013). The Development of the Mental Representation of Fraction Magnitude. PLOS One.
Szűcs, D., Devine, A., Soltesz, F., Nobes, A., Gabriel, F. (2013). Cognitive components of a mathematical processing network in 9-year-old children. Developmental Science. In Press.
Szucs, D., Devine, A., Nobes, A., Soltesz, F., & Gabriel, F. (2013). Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex. In press, http://dx.doi.org/10.1016/j.cortex.2013.06.007.
Gabriel, F., Szucs, D. & Content, A. (2013). The mental representations of fractions: adults' same–different judgments. Frontiers in Cognition, 4, 385. doi: 10.3389/fpsyg.2013.00385.
Szucs, D., Nobes, A., Devine, A., Gabriel, F., & Gebuis, T. (2013). Visual stimulus parameters seriously compromise the measurement of approximate number system acuity and comparative effects between adults and children. Frontiers in Developmental Psychology, 4, 444. doi: 10.3389/fpsyg.2013.00444.
Gabriel, F., Coché, F., Szucs, D., Carette, V., Rey, B. & Content, A. (2012). Developing Children's Understanding of Fractions: An Intervention Study. Mind, Brain, and Education, 6, 137–146.