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Ilaria Berteletti

Associate Professor

Dean of the Faculty

202/651-5673 (voice)

About

Previous

  • 09/2014 – 05/2016      University of Illinois at Urbana Champaign, postdoctoral research associate
  • 06/2012 – 08/2014      Northwestern University, postdoctoral fellow
  • 09/2008 – 05/2012      Università degli Studi di Padova (Italy), research fellow (of which 8 months leave)

Education

  • 04/2008 – Università degli Studi di Padova (Italy),PhD in Cognitive Science (3 year program)
    • Visiting student at University of California San Diego

    • Associate member of the European Research Network on Numeracy and Brain Development
  • 01/2005 – Université Catholique de Louvain (Belgium), Master in Research
  • 
09/2003 – Université Catholique de Louvain (Belgium), Degree in Psychological Sciences
    • University Hospital Erasme (Belgium) – Service of Neuropsychology, clinical internship
    • Università degli Studi di Padova (Italy) – Department of General Psychology, research internship

Languages

  • Mother tongue: Italian and French
  • Proficient: English
  • Elementary: ASL, Spanish and German

Currently Teaching

PEN-701 Educational Neuroscience Proseminar Credits: 3
PEN-703 Foundations of Educational Neuroscience Credits: 3
PEN-900 Dissertation Research Credits: 1-6
  • HSL-897 Ph.D. Internship (2018/02)(01)
  • PEN-701 Edu Neuroscience Proseminar (2017/01)(01)
  • PEN-701 Edu Neuroscience Proseminar (2019/01)(01)
  • PEN-701 Edu Neuroscience Proseminar (2016/02)(01)
  • PEN-701 Edu Neuroscience Proseminar (2018/02)(01)
  • PEN-703 Fndtns of Edu Neuroscience (2018/01)(01)
  • PEN-703 Fndtns of Edu Neuroscience (2019/01)(01)
  • PEN-703 Fndtns of Edu Neuroscience (2020/01)(01)
  • PEN-795 Special Topics (2017/02)(01)
  • PEN-795 Special Topics (2019/02)(01)
  • PEN-802 Guided Stds: Research (2016/02)(01)
  • PEN-802 Guided Stds II: Research (2018/02)(01)
  • PEN-900 Dissertation Research (2020/01)(01)
  • PEN-900 Dissertation Research (2018/02)(01)
  • PEN-900 Dissertation Research (2019/02)(02)
  • PEN-900 Dissertation Research (2019/01)(03)
  • PEN-900 Dissertation Research (2020/01)(03)
  • PEN-900 Dissertation Research (2019/02)(03)
  • PEN-900 Dissertation Research (2019/01)(04)
  • PEN-701 Edu Neuroscience Proseminar (2020/02)(01)
  • PEN-705 New Directions in Neuroethics (2016/01)(01)
  • PEN-802 Guided Stds II: Research (2020/02)(01)
  • PEN-900 Dissertation Research (2020/02)(02)
  • PEN-900 Dissertation Research (2020/03)(01)
  • PEN-701 Edu Neuroscience Proseminar (2021/01)(01)
  • PEN-703 Fndtns of Edu Neuroscience (2021/01)(01)
  • PEN-900 Dissertation Research (2021/01)(02)
  • PEN-703 Fndtns of Edu Neuroscience (2022/01)(1)
  • PEN-900 Dissertation Research (2022/01)(2)
  • PEN-795 Special Topics (2021/02)(1)
  • PEN-900 Dissertation Research (2021/02)(1)
  • PEN-795 Special Topics (2021/02)(01)
  • PEN-900 Dissertation Research (2021/02)(01)
  • PEN-701 Edu Neuroscience Proseminar (2022/02)(01)
  • PEN-802 Guided Stds II: Research (2022/02)(01)
  • PEN-900 Dissertation Research (2022/02)(02)
  • PEN-701 Edu Neuroscience Proseminar (2023/01)(01)
  • PEN-703 Fndtns of Edu Neuroscience (2023/01)(01)
  • PEN-900 Dissertation Research (2023/01)(02)
  • PEN-900 Dissertation Research (2022/02)(01)
  • PEN-900 Dissertation Research (2022/03)(01)
  • PEN-900 Dissertation Research (2019/02)(OL1)
  • Advising Load 2020/01: Total:4 Doctoral:3 Other:1
  • Advising Load 2019/02: Total:4 Undergraduate:1 Doctoral:3
  • Advising Load 2019/03: Total:5 Undergraduate:1 Doctoral:3 Other:1
  • Advising Load 2020/03: Total:3 Doctoral:2 Other:1
  • Advising Load 2020/02: Total:3 Doctoral:2 Other:1
  • Advising Load 2021/01: Total:4 Doctoral:3 Other:1
  • Advising Load 2019/01: Total:3 Doctoral:3
  • Advising Load 2018/03: Total:2 Doctoral:2
  • Advising Load 2018/02: Total:2 Doctoral:2
  • Advising Load 2018/01: Total:1 Doctoral:1
  • Advising Load 2017/03: Total:1 Doctoral:1
  • Advising Load 2017/02: Total:1 Doctoral:1
  • Advising Load 2017/01: Total:1 Doctoral:1
  • Advising Load 2016/01: Total:1 Doctoral:1
  • Advising Load 2021/02: Total:9 Undergraduate:3 Masters:1 Doctoral:3 Other:2
  • Advising Load 2021/03: Total:7 Undergraduate:1 Masters:1 Doctoral:3 Other:2
  • Advising Load 2022/01: Total:5 Undergraduate:1 Masters:2 Doctoral:2
  • Advising Load 2022/02: Total:6 Undergraduate:3 Masters:1 Doctoral:2
  • Advising Load 2022/03: Total:5 Undergraduate:3 Doctoral:2
  • Advising Load 2023/01: Total:4 Undergraduate:2 Doctoral:2
  • Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia
  • Numerical estimation in preschoolers.
  • Effects of non-symbolic approximate number practice on symbolic numerical abilities in Pakistani children
  • Perceiving fingers in single-digit arithmetic problems
  • Can approximate mental calculation account for operational momentum in addition and subtraction?
  • Children with mathematical learning disability fail in recruiting verbal and numerical brain regions when solving simple multiplication problems
  • Representation of numerical and non-numerical order in children
  • How number line estimation skills relate to neural activations in single digit subtraction problems
  • Spontaneous non-verbal counting in toddlers
  • Neuropsychology is nothing without control: A potential fallacy hidden in clinical studies
  • Preschool children use space, rather than counting, to infer the numerical magnitude of digits: Evidence for a spatial mapping principle
  • Varieties of quantity estimation in children.
  • Development of mathematical cognition
  • What counts in preschool number knowledge? A Bayes factor analytic approach toward theoretical model development
  • Numerical estimation in individuals with Down syndrome
  • Early engagement of parietal cortex for subtraction solving predicts longitudinal gains in behavioral fluency in children
  • Number line estimation in children with developmental dyscalculia
  • Implicit versus explicit interference effects in a number-color synesthete
  • Progress in brain research
  • The relationship between non-verbal systems of number and counting development: a neural signatures approach
  • The unexplored role of hand shape similarity in processing numbers on the hands.
  • The unexplored role of handshape similarity in processing numbers on the hands.
  • The role of sensory experience and communication modality in the neural mechanisms supporting social communicative processes: A fNIRS hyperscanning study.
  • Impact of language modality on early numerical cognition
  • Neural Investigation of multiplication processes in expert sign language users
  • Impact of language experience on intuitive numerical processes in early childhood.
  • Early engagement of quantity mechanisms predicts gains in subtraction fluency in children.
  • Does performance to the number line task specifically relate to modulation of neural activation for subtraction problems two years later?
  • Impact of language experience on intuitive numerical processes in early childhood
  • Expert signers recruit signed phonology processes while solving single digit multiplication problems
  • Investigating the influence of a visual language on arithmetic processing
  • Testing the role of symbols in preschool numeracy: An experimental computer-based intervention study
  • Remote Study: Home math talk and early numeracy abilities
  • Different language modalities, yes similar cognitive processes in arithmetic fact retrieval
  • Neural evidence of core foundations and conceptual change in preschool numeracy
  • <span style="font-size:10pt;">Qualitative differences in neural signatures of number processing track conceptual change in preschool children.</span><span style="font-size:medium;"></span>
  • <span style="font-size:10pt;">ManyBabies 5: A large-scale investigation of the proposed shift from familiarity preference to novelty preference in infant looking time</span><span style="font-size:medium;"></span>
  • <span style="font-size:10pt;">The role of language modality on the neurocognitive mechanisms supporting arithmetic processing.</span><span style="font-size:medium;"></span>
  • <span style="font-size:10pt;">Brain correlates of mathematics: the role of language modality, expertise, and affective factors.</span><span style="font-size:medium;"></span>
  • <span style="font-size:10pt;">The role of language modality in supporting numeracy in Deaf signers</span><span style="font-size:medium;"></span>
  • <span style="font-size:10pt;">The role of language modality in supporting numeracy in Deaf signers</span><span style="font-size:medium;"></span>
  • <span style="font-size:10pt;">Language modality and arithmetic processing</span><span style="font-size:medium;"></span>
  • <span style="font-size:10pt;">Language modality and arithmetic processing</span><span style="font-size:medium;"></span>
  • <span style="font-size:10pt;">Numbers, language experience and early childhood</span><span style="font-size:medium;"></span>
  • <span style="font-size:12pt;">Arithmetic reasoning: from its neural underpinning to the role of the learning environment</span><span style="font-size:medium;"></span>
  • <span style="font-size:10pt;">Qualitative Differences in Neural Signatures of Number Processing Track Conceptual Change in Preschool Children</span><span style="font-size:medium;"></span>
  • <span style="font-size:10pt;">The role of language modality and variability on the neurocognitive processes supporting multiplication problems</span><span style="font-size:medium;"></span>
  • <span style="font-size:10pt;">Impact of language experience on intuitive number processing</span><span style="font-size:medium;"></span>
  • Impact of language experience on early numerical cognition- (NSF)
  • Language, Mathematics, Cognition, and Learning: The Extended Education Longitudinal Study (EELS-II)- (RSIA Priority Grant)
  • The Impact of Language Experience on Neural Activations for Arithmetic Processing- (RSIA Small Research Grant)
  • The role of sensory experience and communication modality in the neural mechanisms supporting social communicative processes: A fNIRS hyperscanning study- (RSIA Small Research Grant)
  • Pre-Dissertation: Neural investigation of multiplication processes in expert sign language users.- (RSIA Small Research Grant)
  • Dissertation: Neural investigation of multiplication processes in expert sign language users- (RSIA Small Research Grant)
  • Bilingual ASL-English Summer School in Cognitive and Educational Neuroscience.- (NSF)
  • Supplement: Impact of language experience on early numerical cognition- (NSF)
  • Supplement: Bilingual ASL-English Summer School in Cognitive and Educational Neuroscience. - (NSF)
  • ASL-English Bilingual Cognitive and Educational Neuroscience Training and Research Experience- (NSF)
  • Conference Proposal: Creating an accessible conference to support inclusive research in Mathematical Cognition and Learning- (NSF)
  • How language modality and time of language acquisition impact the neural correlates of arithmetic processing- (NSF)
  • The role of language variability on the neurocognitive processes supporting multiplication problems in deaf signers- (Seed Research Grant)
  • CAREER: How language modality and time of language acquisition impact the neural correlates of arithmetic processing.- (NSF)
  • How language modality and time of language acquisition impact the neural correlates of arithmetic processing- (NSF)
  • ASL Number Game app- (Vital Prize Competition)
  • Counting on our hands: a sign language mobile game for number learning- (Tool Competition - Round 2)
  • Seanna Guttler-Psychology (Honors Capstone) 2019/02-2019/03
  • Lauren Berger-PhD in Educational Neuroscience (Doctoral ) 2018/02-2020/01
  • SaraBeth Sullivan-PhD in Educational Neuroscience (Doctoral ) 2017/01-2021/01
  • Sarah Kimbley-PhD in Educational Neuroscience (Doctoral ) 2019/01-2023/01
  • Selim Yang-Developmental Psychology, UIUC (Doctoral ) 2019/03-2021/01
  • Casey Spelman-PhD in Educational Neuroscience (Doctoral ) 2021/01
  • Athena Willis-PhD in Educational Neuroscience (Doctoral ) 2019/01-2022/02
  • Emily Kubicek-PhD in Educational Neuroscience (Doctoral ) 2017/01-2020/02
  • Lauren Berger-PhD in Educational Neuroscience (Doctoral ) 2017/01-2018/02
  • Elizabeth Mayes-Psychology (Honors ) 2023/01
  • Uncontrolled: Member 2018/02-2022/01
  • Faculty Development Committee: Member 2020/01-2020/01
  • Council on Graduate Education: Member 2022/01
  • Director of the PEN Distinguished Lecture Series 2016/01
  • PEN-VL2 Student Leadership Team Faculty Liaison 2016/01
  • Director of PEN University Partnerships, MOU 2016/01
  • Faculty Search Committee 2018/01-2018/02
  • Search for the VL2 Executive Position 2018/02-2018/03
  • PEN Student applicants review committee 2016/01
  • Vl2 Center meetings 2016/01
  • Ad Hoc Graduate School Reseasrch and Training Application Review 2022/01-2022/01
  • Dean of Research position - interview and presentation 2022/01-2022/01
  • PEN student applications review committee 2016/02-2022/02
  • PEN Student appliction Review committee 2016/02
  • Representative at the PEN Grad Open House 2021/02
  • Peer Review Team for PEN colleagues 2016/02
  • Ad HOc Committee for Senior PEN/VL2 position 2021/02-2021/02
  • CNI Data Blitz events and preparations 2021/02
  • Ad Hoc Meeting with Dean of Research and VL2 Glenn Lockhart 2021/03-2021/03
  • PEN Program Orientation planning and events 2017/01
  • PEN end-of-year graduation event and celebration 2016/02
  • PEN budget delegate 2021/02-2023/01
  • Ad Hoc Meetings on the future of VL2 and PEN 2021/02-2023/01
  • VL2 ASL CT supervisor 2022/01-2023/01
  • VL2 Website managment 2022/01-2023/01
  • Management of PEN Ed Neuroscience email 2022/02
  • VL2/PEN Key management 2022/01-2022/02
  • Ad Hoc service: shared courses across graduate programs - Interdisciplinary Ph.D. program 2022/01-2022/01
  • PEN Program Director 2023/01
  • MSCHE pannel with CGE as representative of PEN 2022/02-2022/02
  • SLATE management and point of contact for admissions 2023/01
  • Academic Assessment Council 2023/01-2023/01
  • Attended Italian Ambassy event for Italian Scientists with the Italian Secretary of the Department of Health 2023/01-2023/01
  • Faculty Senate Meetings 2023/01
  • Grad school meeting for admission cycle 2023/01-2023/01
  • REU Summer school in Educational and Cognitive Neuroscience 2022/02-2022/03
  • Provost interview presentation 2022/02-2022/02
  • Attended the presentations for Dean of Faculty 2023/01-2023/01
  • Ad Hoc Meeting with Grad School Dean and Faculty Dean for PEN student stupport 2022/02-2022/02
  • NSF Panel Reviwer: NSF 2019/02-2019/02
  • NSF Panel Reviwer: NSF 2020/03-2020/03
  • Conference abstract review: The Mathematical Cognition and Learning Society 2020/03-2020/03
  • NSF Panel Review : NSF 2021/02-2021/02
  • Secretary of the Mathematical Cognition and Learning Society: Mathematical Cognition and Learning Society 2021/02
  • Review work for Journal of Numerical Cognition: Journal of Numerical Cognition 2022/01-2022/01
  • Review article : J. Experimental Psychology: Learning, Memory, and Cognition 2023/01-2023/01
  • CBO survey on ASL levels 2021/02
  • Coordinated interpreters for MCLS online seminars: Mathematical Cognition and Learning Society 2021/02-2021/02
  • Workday training, District of Columbia 2022/01-2022/01
  • Portfolio, rPK review, VCTL, Self Accountability and Faculty governance retreat 2021/02-2021/02
  • Professional development week morning webinars and 3 afternoons 2022/01-2022/01
  • Backbone of Workday additional training 2022/01-2022/01
  • Bilingualisms by Dr. Simms 2021/02-2021/02
  • ASL Immersion day 2021/02-2021/02
  • FERPA training 2022/02-2022/02
  • Title IX training 2022/02-2022/02
  • Preventing Harrassment and Discrimination 2022/02-2022/02
  • Cybersecurity training 2022/01-2022/01
  • Cybersecutiry training 2023/01-2023/01
  • Diversity and Inclusion in the Workplace training 2022/02-2022/02
  • AFNI multi day training at NIH 2023/01-2023/01
  • BCSER IDD webinar training 2023/01-2023/01
  • GRANTED Webinar training 2022/02-2022/02
  • Mathematical Cognition and Learning Society: January 2022

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    Ilaria Berteletti

    202/651-5673

    Spring 2017: Wednesday, 12 to 2 pm or by appointment.

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