Academic Profile

Dr. Darren Yeo joined the Division of Psychology at Nanyang Technological University, Singapore, in July 2021. He obtained a Ph.D. in Neuroscience and an M.Ed. in Child Studies from Vanderbilt University, USA. He was trained as a primary school teacher at the National Institute of Education, Singapore, and have taught for a couple of years in an MOE school and other educational settings.

His research focuses on using behavioural and neuroimaging methods to investigate how children and adults learn and think about mathematical symbols, concepts and skills, as well as how and why individuals differ in learning and competence. In another line of work, he studies the relative effectiveness of various learning and instructional strategies (e.g., retrieval practice and use of incorrect worked examples) to inform how individual and classroom learning can be better structured to make knowledge stick.
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Mr Darren Yeo
Assistant Professor, School of Social Sciences

Numerical and mathematical cognition; learning; symbolic thinking; metacognition; mathematics education; educational neuroscience
 
  • From ‘505’ to ‘5 hundred’ and ‘5 ones’: Characterizing the neurocognitive mechanisms of multi-digit numeral comprehension
 
  • Yeo, D. J., Pollack, C., Merkley, R., Ansari, D., & Price, G. R. (2020). The “Inferior Temporal Numeral Area” distinguishes numerals from other character categories during passive viewing: A representational similarity analysis. NeuroImage, 214, 116716. doi: 10.1016/j.neuroimage.2020.116716

  • Yeo, D. J., & Price, G. R. (2020). Probing the associative mechanism of numerosity-to-numeral mappings and its relation to math competence. Psychological Research. doi: 10.1007/s00426-020-01299-z

  • Yeo, D. J., Wilkey, E. D., & Price, G. R. (2019). Malleability of mappings between Arabic numerals and approximate quantities: Factors underlying individual differences and the relation to math. Acta Psychologica, 198, 102877, doi: 10.1016/j.actpsy.2019.102877

  • Yeo, D. J., & Fazio, L. K. (2019). The optimal learning strategy depends on learning goals and processes: Retrieval practice versus worked examples. Journal of Educational Psychology, 111(1), 73–90. doi: 10.1037/edu0000268 [guest blog post on learningscientists.org]

  • Yeo, D. J., Wilkey, E. D., & Price, G. R. (2017). The search for the number form area: A functional neuroimaging meta-analysis. Neuroscience & Biobehavioral Reviews, 78, 145-160. doi: 10.1016/j.neubiorev.2017.04.027