Oxford Handbook of Numerical Cognition

Paperback | December 3, 2016

EditorRoi Kadosh, Ann Dowker

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How do we understand numbers? Do animals and babies have numerical abilities? Why do some people fail to grasp numbers, and how we can improve numerical understanding? Numbers are vital to so many areas of life: in science, economics, sports, education, and many aspects of everyday life from infancy onwards. Numerical cognition is a vibrant area that brings together scientists from different and diverse research areas (e.g., neuropsychology, cognitive psychology,developmental psychology, comparative psychology, anthropology, education, and neuroscience) using different methodological approaches (e.g., behavioral studies of healthy children and adults and of patients; electrophysiology and brain imaging studies in humans; single-cell neurophysiology innon-human primates, habituation studies in human infants and animals, and computer modeling). While the study of numerical cognition had been relatively neglected for a long time, during the last decade there has been an explosion of studies and new findings. This has resulted in an enormous advance in our understanding of the neural and cognitive mechanisms of numerical cognition. Inaddition, there has recently been increasing interest and concern about pupils' mathematical achievement in many countries, resulting in attempts to use research to guide mathematics instruction in schools, and to develop interventions for children with mathematical difficulties. This handbook brings together the different research areas that make up the field of numerical cognition in one comprehensive and authoritative volume. The chapters provide a broad and extensive review that is written in an accessible form for scholars and students, as well as educationalists,clinicians, and policy makers. The book covers the most important aspects of research on numerical cognition from the areas of development psychology, cognitive psychology, neuropsychology and rehabilitation, learning disabilities, human and animal cognition and neuroscience, computational modeling,education and individual differences, and philosophy. Containing more than 60 chapters by leading specialists in their fields, the Oxford Handbook of Numerical Cognition is a state-of-the-art review of the current literature.

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How do we understand numbers? Do animals and babies have numerical abilities? Why do some people fail to grasp numbers, and how we can improve numerical understanding? Numbers are vital to so many areas of life: in science, economics, sports, education, and many aspects of everyday life from infancy onwards. Numerical cognition is a vi...

Roi Cohen Kadosh is a Wellcome RCD Fellow at the University of Oxford. His work combines basic and applied science, with focus on high level cognitive abilities and cognitive enhancement. At the theoretical level, his work challenges and revises previous theories in mathematical cognition with implications to psychology, neuroscience a...

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The Oxford Handbook of Numerical Cognition
The Oxford Handbook of Numerical Cognition

Kobo ebook|Jul 30 2015

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Format:PaperbackDimensions:1216 pages, 9.69 × 6.73 × 0.07 inPublished:December 3, 2016Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0198795750

ISBN - 13:9780198795759

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Table of Contents

Section I: Introduction1. Chris J. Budd: Promoting maths to the general public2. Marcus Giaquinto: Philosophy of mathSection II: Human Cognition3. Oliver Lindemann and Martin H. Fischer: Cognitive Foundations of Human Number Representations and Mental Arithmetic4. Joseph Tzelgov, Dana Ganor-Stern, Arava Kallai, and Michal Pinhas: Primitives and non-primitives of numerical representations5. Michael Andres and Mauro Pesenti: Finger-based representation of mental arithmetic6. Jean-Philippe van Dijck, Veronique Ginsburg, Luisa Girelli and Wim Gevers: Linking Numbers to Space: From the Mental Number Line towards a Hybrid Account7. Hans-Christoph Nuerk, H.-C., Moeller, and Klaus Willmes: Multi-digit Number Processing: Overview, Conceptual Clarifications, and Language Influences8. Jamie I.D. Cambell: How Abstract is Arithmetic?9. Catherine Thevenot and Pierre Barrouillet: Arithmetic Word Problem Solving and Mental Representations10. Kinga Morsanyi and Denes Szucs: Intuition in mathematical and probabilistic reasoningSection III: Phylogeny and Ontogeny of Mathematical and Numerical understanding11. Elizabeth M. Brannon and Joonkoo Park: Phylogeny and Ontogeny of Mathematical and Numerical Understanding12. Christian Agrillo: Numerical and Arithmetic abilities in non-primate species13. Michael J. Beran, Bonnie M. Perdue, and Theodore A. Evans: Monkey Mathematical Abilities14. Koleen McCrink and Wesley Birdsall: Numerical Abilities and Arithmetic in Infancy15. Minna M. Hannula-Sormunen: Spontaneous focusing on numerosity and its relation to counting and arithmetic16. Barbara W. Sarnecka, Meghan C. Goldman, Emily B. Slusser: How Counting Leads to Children's First Representations of Exact, Large Numbers17. Camilla Gilmore: Approximate arithmetic abilities in childhood18. Titia Gebuis and Bert Reynvoet: Numerosity and mathematical development19. Kim Uittenhove and Patrick Lemaire: Numerical Cognition during Cognitive AgingSection IV: Culture and Language20. Geoffrey B. Saxe: Culture, Language, and Number21. John N. Towse, Kevin Muldoon, Victoria Simms: Cross-cultural differences in numerical competence22. Yukari Okamoto: Mathematics learning in the USA and Japan: influences of language23. Linda Sturman: What international comparisons such as TIMSS have shown about national differences in mathematics, and how these might be explainedSection V: Neuroscience of Mathematics24. Roi Cohen Kadosh: Neuroscience25. Andreas Nieder: Single-cell neurophysiology in monkeys26. Liane Kaufmann, Karin Kucian, and Michael von Aster: The development of the numerical brain27. Vinod Menon: Arithmetic in the child and adult brain28. Ian D. Holloway and Daniel Ansari: Numerical Symbols: An Overview of Their Cognitive and Neural Underpinnings29. Vincent Walsh: A theory of magnitude (ATOM) re-evaluated30. Tom Verguts: Basic number representations: From computational modelling to neuroimaging31. Elena Salillas and Carlo Semenza: Mapping the Brain for Math: Reversible Inactivation by Direct Cortical Electrostimulation and Transcranial Magnetic Stimulation32. 1. Bert De Smedt and Roland H. Grabner: Applications of Neuroscience to Mathematics EducationSection VI: Numerical Impairments, co-morbidity, and rehabilitation33. Marie-Pascale Noel: When Number Processing and Calculation Is Not Your Cup of Tea34. Brian Butterworth, Sashank Varma, and Diana Laurillard: Dyscalculia: From Brain to Education35. Avishai Henik, Orly Rubinsten, and Sarit Ashkenazi: Developmental Dyscalculia as a heterogeneous disability36. Silke M. Gobel: Number Processing and Arithmetic in Children and Adults with Reading Difficulties37. Jo Van Herwegen and Annette Karmiloff-Smith: Genetic developmental disorders and numerical competence across the lifespan38. Karin Kucian, Liane Kaufmann, and Michael von Aster: Brain Correlates of Numerical Disabilities39. Pekka Rasanen: Computer-assisted Interventions on Basic Number40. David C. Geary: The Classification and Cognitive Characteristics of Mathematical Disabilities in Children41. Julie Castronovo: Numbers in the Dark: Numerical cognition and blindness42. Marinella Cappelletti: The Neuropsychology of Acquired Number and Calculation Disorders43. L. Zamarian and Margarete Delazer: Arithmetic Learning in Adults - Evidence from Brain ImagingSection VII: Individual Differences44. Chris Donlan: Individual Differences45. Ann Dowker: Individual Differences in Arithmetical Abilities: The Componential Nature of Arithmetic46. Jo-Anne LeFevre, Emma Wells, and Carla Sowinski: Individual Differences in Basic Arithmetical Processes in Children and Adults47. Annemie Desoete: Cognitive predictors of mathematical abilities and disabilities48. Alex M. Moore, Nathan O. Rudig, and Mark H. Ashcraft: Affect, Motivation, Working Memory, and Mathematics49. L. Verschaffel, F. Depaepe, and W. Van Dooren: Individual differences in word problem solving50. Julie Ann Jordan: Individual Differences in Children's Paths to Arithmetical Development51. Maria G. Tosto, Claire M. A. Haworth, and Yulia Kovas: Behavioural Genomics of MathematicsSection VIII: Education52. Richard Cowan: Education53. Karen C. Fuson, Aki Murata, and Dor Abrahamson: Using Learning Path Research to Balance Mathematics Education: Teaching/Learning for Understanding and Fluency54. 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 Learning55. Nancy C. Jordan, Lynn S. Fuchs, Nancy Dyson: Early Number Competencies and Mathematical Learning: Individual Variation, Screening, and Intervention56. Nick Dowrick: Every Child Counts: effects of intervention for children struggling with mathematics57. Bethany Rittle-Johnson and Michael Schneider: Developing Conceptual and Procedural Knowledge of Mathematics: An Updated Review58. Geetha B. Ramani, Robert S. Siegler: What experiences can improve mathematical performance?