The Oxford Handbook of Numerical Cognition

Herausgegeben von Cohen Kadosh, Roi; Dowker, Ann

• Gebundenes Buch

Produktbeschreibung

Numbers are vital to so many areas of life: in science, economics, sports, education, and many aspects of everyday life from infancy onwards. This handbook brings together the different research areas that make up the vibrant field of numerical cognition in one comprehensive and authoritative volume.

Produktdetails

• Oxford Library of Psychology
• Verlag: Oxford University Press; Oup Oxford
• Seitenzahl: 1144
• Erscheinungstermin: 9. September 2015
• Englisch
• Abmessung: 264mm x 176mm x 2mm
• Gewicht: 2060g
• ISBN-13: 9780199642342
• ISBN-10: 0199642346
• Artikelnr.: 42363213

Autorenporträt

Roi Cohen Kadosh, Department of Experimental Psychology, University of Oxford, UK;Ann Dowker, Department of Experimental Psychology, University of Oxford, UK

Inhaltsangabe

Section I: Introduction; 1 Chris J. Budd: Promoting Maths to the General
Public; 2 Marcus Giaquinto: Philosophy of Number; Section II: Human
Cognition; 3 Oliver Lindemann and Martin H. Fischer: Cognitive Foundations
of Human Number Representations and Mental Arithmetic; 4 Joseph Tzelgov,
Dana Ganor-Stern, Arava Kallai, and Michal Pinhas: Primitives and
Non-Primitives of Numerical Representations; 5 Michael Andres and Mauro
Pesenti: Finger-Based Representation of Mental Arithmetic; 6 Jean-Philippe
van Dijck, Veronique Ginsburg, Luisa Girelli and Wim Gevers: Linking
Numbers to Space: From the Mental Number Line towards a Hybrid Account; 7
Hans-Christoph Nuerk, H.-C., Moeller, and Klaus Willmes: Multi-digit Number
Processing: Overview, Conceptual Clarifications, and Language Influences; 8
Jamie I.D. Cambell: How Abstract is Arithmetic?; 9 Catherine Thevenot and
Pierre Barrouillet: Arithmetic Word Problem Solving and Mental
Representations; 10 Kinga Morsanyi and Denes Szucs: Intuition in
Mathematical and Probabilistic Reasoning; Section III: Phylogeny and
Ontogeny of Mathematical and Numerical Understanding; 11 Elizabeth M.
Brannon and Joonkoo Park: Phylogeny and Ontogeny of Mathematical and
Numerical Understanding; 12 Christian Agrillo: Numerical and Arithmetic
Abilities in Non-Primate Species; 13 Michael J. Beran, Bonnie M. Perdue,
and Theodore A. Evans: Monkey Mathematical Abilities; 14 Koleen McCrink and
Wesley Birdsall: Numerical Abilities and Arithmetic in Infancy; 15 Minna M.
Hannula-Sormunen: Spontaneous Focusing on Numerosity and Its Relation to
Counting and Arithmetic; 16 Barbara W. Sarnecka, Meghan C. Goldman, Emily
B. Slusser: How Counting Leads to Children's First Representations of
Exact, Large Numbers; 17 Camilla Gilmore: Approximate Arithmetic Abilities
in Childhood; 18 Titia Gebuis and Bert Reynvoet: Number Representations and
Their Relation with Mathematical Ability; 19 Kim Uittenhove and Patrick
Lemaire: Numerical Cognition during Cognitive Aging; Section IV: Culture
and Language; 20 Geoffrey B. Saxe: Culture, Language, and Number; 21 Rafael
Nunez and Tyler Marghetis: Cognitive Linguistics and the Concept(s) of
Number; 22 John N. Towse, Kevin Muldoon, Victoria Simms: Figuring Out
Children's Number Representations: Lessons from Cross-Cultural Work; 23
Yukari Okamoto: Mathematics Learning in the USA and East Asia; Influences
of Language; 24 Linda Sturman: What is there to Learn from International
Surveys of Mathematical Achievement?; Section V: Neuroscience of
Mathematics; 25 Roi Cohen Kadosh: Neuroscience; 26 Andreas Nieder: Neuronal
Correlates of Nonverbal Numerical Competence in Primates; 27 Liane
Kaufmann, Karin Kucian, and Michael von Aster: Development of the Numerical
Brain; 28 Vinod Menon: Arithmetic in the Child and Adult Brain; 29 Ian D.
Holloway and Daniel Ansari: Numerical Symbols: An Overview of Their
Cognitive and Neural Underpinnings; 30 Vincent Walsh: A Theory of
Magnitude: The Parts that Sum to Number; 31 Chantal Roggeman, Wim Fias, and
Rom Verguts: Basic Number Representations and Beyond: Neuroimaging and
Computational Modeling; 32 Elena Salillas and Carlo Semenza: Mapping the
Brain for Math: Reversible Inactivation by Direct Cortical
Electrostimulation and Transcranial Magnetic Stimulation; 33 Bert De Smedt
and Roland H. Grabner: Applications of Neuroscience to Mathematics
Education; Section VI: Numerical Impairments, co-morbidity, and
rehabilitation; 34 Marie-Pascale Noel: When Number Processing and
Calculation Is Not Your Cup of Tea; 35 Brian Butterworth, Sashank Varma,
and Diana Laurillard: Dyscalculia: From Brain to Education; 36 Avishai
Henik, Orly Rubinsten, and Sarit Ashkenazi: Developmental Dyscalculia as a
Heterogeneous Disability; 37 Michele Mazzocco: Mathematical difficulties in
children with and without specific genetic syndromes; 39 Jo Van Herwegen
and Annette Karmiloff-Smith: Genetic Developmental Disorders and Numerical
Competence Across the Lifespan; 40 Karin Kucian, Liane Kaufmann, and
Michael von Aster: Brain Correlates of Numerical Disabilities; 41 Pekka
Rasanen: Computer-assisted Interventions on Basic Number Skills; 42 David
C. Geary: The Classification and Cognitive Characteristics of Mathematical
Disabilities in Children; 43 Julie Castronovo: Numbers in the Dark:
Numerical Cognition and Blindness; 44 Marinella Cappelletti: The
Neuropsychology of Acquired Number and Calculation Disorders; 45 L.
Zamarian and Margarete Delazer: Arithmetic Learning in Adults - Evidence
from Brain Imaging; Section VII: Individual Differences; 46 Chris Donlan:
Individual Differences; 47 Lee de-Wit and Johan Wagemans: Individual
Differences in Local and Global Perceptual Organization; 48 Ann Dowker:
Individual Differences in Arithmetical Abilities: The Componential Nature
of Arithmetic; 49 Jo-Anne LeFevre, Emma Wells, and Carla Sowinski:
Individual Differences in Basic Arithmetical Processes in Children and
Adults; 50 Annemie Desoete: Cognitive Predicators of Mathematical Abilities
and Disabilities; 51 Alex M. Moore, Nathan O. Rudig, and Mark H. Ashcraft:
Affect, Motivation, Working Memory, and Mathematics; 52 L. Verschaffel, F.
Depaepe, and W. Van Dooren: Individual Differences in Word Problem Solving;
53 Julie Ann Jordan: Individual Differences in Children's Paths to
Arithmetical Development; 54 Maria G. Tosto, Claire M.A. Haworth, and Yulia
Kovas: Behavioral Genomics of Mathematics; Section VIII: Education; 55
Richard Cowan: Education; 56 Karen C. Fuson, Aki Murata, and Dor
Abrahamson: Using Learning Path Research to Balance Mathematics Education:
Teaching/Learning for Understanding and Fluency; 57 Herbert P. Ginsburg,
Rachael Labrecque, Kara Carpenter, and Dana Pagar: New Possibilities for
Early Mathematics Education: Cognitive Guidelines for Designing
High-Quality Software to Promote Young Children's Meaningful Mathematics
Learning; 58 Nancy C. Jordan, Lynn S. Fuchs, Nancy Dyson: Early Number
Competencies and Mathematical Learning: Individual Variation, Screening,
and Intervention; 59 Nick Dowrick: Numbers Count: A Large-scale
Intervention for Young Children Who Struggle with Mathematics; 60 Bethany
Rittle-Johnson and Michael Schneider: Developing Conceptual and Procedural
Knowledge of Mathematics; 61 Geetha B. Ramani, Robert S. Siegler: How
Informal Learning Activities Can Promote Children's Numerical Knowledge