We are pleased to invite you to the next Krakow Seminar on Mathematical Cognition, this time turning from mathematical cognition to the world of animal cognition! We are hosting Kimberly Yvonne Brosche from the University of Padua on Tuesday, October 13th at 15:00 (CEST).
Abstract: Numerical cognition beyond humans: chicks and pigs
Numbers are an important part of everyday life, from keeping track of objects and individuals to comparing quantities of food. But numerical cognition is not uniquely human. Many non-human animals also need to distinguish quantities, keep track of offspring, or use numerical information to navigate their environment. In this seminar, Kimberly Yvonne Brosche will present research investigating numerical cognition in two very different species: chicks (Gallus gallus) and pigs (Sus scrofa domesticus).
The first set of studies explores whether domestication has influenced numerical cognition in chicks. By comparing three breeds differing in their history of domestication and selection for productivity, the research examines numerical discrimination, proto-arithmetic abilities, and ordinality. Interestingly, despite differences between breeds in other traits, domestication appears to have had little effect on their numerical abilities.
The second set of studies focuses on numerical cognition in semi-free-ranging Kune Kune pigs. Using touchscreen-based tasks, the research investigates how pigs discriminate between quantities and whether they can use ordinal information when making decisions. The findings suggest that pigs may rely strongly on spatial cues, although some individuals can learn to use ordinal position when spatial information becomes unreliable.
Together, these studies offer a glimpse into how numerical cognition can be investigated beyond humans, and raise broader questions about the evolutionary origins, ecological relevance, and flexibility of numerical abilities.
About the speaker:
Kimberly Brosche is currently completing her PhD at the University of Padua, Italy. Her research focuses on animal cognition, specifically farm animal cognition. In her PhD project, she explores domestication effects on numerical cognition in chicks (Gallus gallus). In addition, she has investigated numerical cognition in pigs and lemurs.
Prior to her PhD, Kimberly completed a BSc in Biology and a BA in Philosophy at the University of Vienna, Austria, in 2021. She then specialized in animal (and human) cognition and human-animal interactions during her master's studies: "Behavior, Neurobiology and Cognition" (University of Vienna, 2022), "Middle European Interdisciplinary Program in Cognitive Science" (University of Vienna and Eötvös Loránd University Budapest, 2023), and "Interdisciplinary Master's Program in Human-Animal Interactions" (University of Veterinary Medicine Vienna, 2023).
In her master's projects, as well as during several internships and short-term projects, she primarily investigated the cognitive abilities of domestic pigs, while also gaining some insights into the behavior and cognition of humans, ravens, ground squirrels and Japanese macaques. Owing to these projects, she has maintained a strong interest not only in numerical cognition but also in other cognitive domains such as self-awareness and human-animal communication.
We are pleased to invite you to the first Krakow Seminar on Mathematical Cognition of this academic year, this time hosting Alessandro Cuder from the University of Trieste.
Abstract:
Math attitudes are important predictors of math performance and of how individuals approach math-related activities in everyday life. Evidence has highlighted the central role of affective and motivational factors not only in predicting academic achievement, but also in shaping educational and occupational choices among college students and adults. Fewer studies are available on earlier developmental stages, and there is still limited evidence on how STEM-oriented educational choices can be effectively fostered through interventions. In this context, middle school represents a particularly sensitive period for the development of negative attitudes toward math and the formation of professional identity. In this seminar, Alessandro Cuder will present observational and intervention studies conducted in middle school, examining how math-related affective-motivational factors predict STEM-oriented educational choices and whether targeted interventions can foster these choices. Findings will be discussed in light of relevant theoretical frameworks, with a focus on their practical implications for promoting positive attitudes toward math and supporting STEM-oriented educational choices.
Alessandro Cuder holds a degree in Psychology and a Ph.D. in Neural and Cognitive Sciences. He is currently a postdoctoral researcher in Developmental and Educational Psychology at the University of Trieste (Italy), where he works under the supervision of Sandra Pellizzoni and Maria Chiara Passolunghi on a project investigating the role of affective-motivational factors in STEM choices. Between July and October 2026, Alessandro is visiting the Mathematical Cognition and Learning Lab, where he will collaborate with the lab on analysis of a nationwide assessment dataset from Chile covering mathematics performance and mathematics anxiety in school-aged students.
Alessandro's research interests focus on the affective-motivational factors involved in math learning and STEM choices, the interplay of cognitive factors in the development of early numeracy in preschool settings, and learning and neurodevelopmental disorders.
Abstract: The mental representation of numerical magnitude has often been described in spatial terms, for example by the metaphor of the mental number line. I will report recent findings that put this assumption to a test. By probing whether signatures of spatial representation can be found in temporal cognition or newly acquired conceptual knowledge, I explore whether we can generalise the principles that structure our thinking beyond the numerical domain.
Abstract: Mariagrazia Ranzini presented prior and current evidence suggesting that higher mathematical competence is associated with more independent numerical processing, characterized by reduced reliance on other cognitive functions such as spatial cognition or sensorimotor processes.
