Ilaria Berteletti

Assistant Professor/Director of PEN Distinguished Lecture Series
PhD in Educational Neuroscience

Ilaria Berteletti

Phone Numbers

202-651-5673 (V)



Sorenson Language and Communication Center 1223

Office Hours

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


  • 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)


  • 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


  • Mother tongue: Italian and French
  • Proficient: English
  • Elementary: ASL, Spanish and German
Director of the PEN Distinguished Lecture Series and University Partnerships (MOUs)
Director of the Numeracy and Educational Neuroscience Laboratory (NENS Lab)
In my lab, I investigate the cognitive and neural foundations of numeracy. 

The questions I ask relate to understanding how humans are able to process exact numerical information, how children learn numbers and become proficient in arithmetical operations, and finally how this learning process and level of proficiency affect the brain networks supporting number and arithmetical processing.
Here at Gallaudet University, I am specifically interested in understanding the influence of language modality that is the difference in numerical processing and neural substrate between visual and auditory languages as well as understanding how a manual representation of numbers in language might support numerical understanding and exact number acquisition.
A brief coverage of my work by the WSJ here.

SPRING 2017:

PEN 701 Educational Neuroscience Proseminar (Wednesday 9am -12pm) 

This course serves as an introduction to foundational issues in this discipline of Educational Neuroscience. 

It is organized around three to four public lectures each semester, delivered by invited speakers on themes drawn from prevailing questions and challenges in education today. Each lecture is preceded by a preparation seminar, during which students will discuss readings relevant to the lecture topic. After each lecture, students will join the invited speaker for a special discussion session, during which they will have the valuable opportunity to interact directly with researchers pursuing innovative projects in the field of Educational Neuroscience. Students can expect to gain general knowledge of topics such as language learning, reading, child development, educational assessment, educational intervention, and school, policy, and family processes associated with young children, especially young deaf visual learners. 

Contact me for more information or for permission to enroll in this course.
PEN 802 Guided Studies II: Research (Tuesday 9am - 12pm)
In this course, students will learn how to formulate research questions and analyze the data in relation to a given neuroimaging data set. At the end of the course the students will hand in a report as a scientific article. This year the topic will be on arithmetical cognition in typical children and children with math learning disability. 

2009-       Member of the Association for Psychological Sciences

Recent Peer Reviewed Publicatioins

Sella, F., Berteletti, I., Lucangeli, D., & Zorzi, M. (2017) Preschool children use space, rather than counting, to infer digits’ numerical magnitude: evidence for a spatial mapping principle. Cognition

Khanum, S., Hanif, R., Seplke, E.S., Berteletti, I., & Hyde, D.C. (2016). Effects of non-symbolic approximate number practice on symbolic numerical abilities in Pakistani children. PLOS One.

Hyde, D.C., Simon, C.E., Mou, Y., & Berteletti, I. (2016). The relationship between non-verbal system of number and counting development: a neural signature approach. Developmental Science.

Sella, F., Berteletti, I., Lucangeli, D., & Zorzi, M. (2015). Varieties of quantity estimation in children. Developmental Psychology, 51(6), 758-770. 

Berteletti, I., Man, G., & Booth J.R. (2015). How number line estimation skills relate to neural activations in single digit subtraction problems. NeuroImage, 107, 198-206.

Berteletti, I. and Booth J.R. (2015). Perceiving fingers in single-digit arithmetic problems. Frontiers in Psychology, 6, 226. DOI: 10.3389/fpsyg.2015.00226

Sella, F., Berteletti, I., Lucangeli, D., & Zorzi, M. (2015). Spontaneous non-verbal counting in toddlers. Developmental Psychology. DOI: 10.1111/desc.12299

Lanfranchi, S., Berteletti, I., Torrisi, E., Vianello, R., & Zorzi, M. (2015). Numerical estimation in children with Down syndrome. Research and Developmental Disabilities, 36, 222-229.


800 Florida Avenue NE
Washington, DC 20002


800 Florida Avenue NE
Washington, DC 20002