拉夫堡大学在研究强度（REF2014）方面是英格兰排名前十的大学，并且有资格提交给REF的拉夫堡学术人员中有66％的杰出工作被评为“世界领先”。 €™或“国际一流”，而全国平均水平为43％。<br>项目详细信息：在电场中，胶体悬浮液会显示从有序到无序的“相”过渡，具体取决于电场的相位/幅度，电解质的性质以及胶体颗粒的性质。这些特性的精细控制可用于产生具有令人感兴趣的光学特性（相物，衍射光栅）或机械特性（复合材料，自润滑化合物）的新型高级功能材料。胶体的电驱动集体行为已在2D（接近平面）中进行了广泛的研究，
Many consider mathematics to be a universal language. Arabic numerals are indeed used widely throughout the world, however, number-naming systems vary significantly across languages. For example, in English, two-digit numbers above twenty are named in the same order as they are written: first the tens and then the units. In Dutch or German, however, it is the opposite (''48'' in Dutch or German is named ''eight and forty''). This is known as the ''inversion property'' and increasingly more studies are demonstrating the difficulties that it imposes on the development of children's mathematics achievement. Our research suggests that the language of numbers, i.e., the number-naming system one uses, could influence ones' working memory load. Working Memory (WM) and its components play a fundamental role in mathematical achievement but their role in developing symbolic processing skills is yet unclear. This project has two aims: (1) To uncover how the involvement of WM and its components in symbolic processing changes with development and (2) To increase our understanding into how the language that we speak affects our WM and numerical cognition. Understanding the cognitive mechanisms underlying symbolic processing can enhance educational practice and our understanding of how our brains learn to use numbers.