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Oxford handbook of numerical cognition /
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...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Oxford :
Oxford University Press,
2015.
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| Edición: | First edition. |
| Colección: | Oxford library of psychology.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Oxford handbook of numerical cognition / |c edited by Roi Cohen Kadosh and Ann Dowker. |
| 250 | |a First edition. | ||
| 264 | 1 | |a Oxford : |b Oxford University Press, |c 2015. | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Oxford library of psychology | |
| 500 | |a Includes index. | ||
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed July 20, 2015). | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a 1. Promoting maths to the general public / Chris J. Budd -- 2. Philosophy of number / Marcus Giaquinto -- 3. Cognitive foundations of human number representations and mental arithmetic / Oliver Lindemann and Martin H. Fischer -- 4. Primitives and non-primitives of numerical representations / Joseph Tzelgov, Dana Ganor-Stern, Arava Y. Kallai, and Michal Pinhas -- 5. Finger-based representation of mental arithmetic / Michael Andres and Mauro Pesenti -- 6. Linking numbers to space : from the mental number line towards a hybrid account / Jean-Philippe van Dijck, Veronique Ginsburg, Luisa Girelli and Wim Gevers -- 7. Multi-digit number processing : overview, conceptual clarifications, and language influences / Hans-Christoph Nuerk, Korbinian Moeller, and Klaus Willmes -- 8. How abstract is arithmetic? / Jamie I.D. Cambell -- 9. Arithmetic word problem solving and mental representations / Catherine Thevenot and Pierre Barrouillet -- 10. Intuition in mathematical and probabilistic reasoning / Kinga Morsanyi and Denes Szucs -- 11. Phylogeny and ontogeny of mathematical and numerical understanding / Elizabeth M. Brannon and Joonkoo Park -- 12. Numerical and arithmetic abilities in non-primate species / Christian Agrillo -- 13. Monkey mathematical abilities / Michael J. Beran, Bonnie M. Perdue, and Theodore A. Evans -- 14. Numerical abilities and arithmetic in Infancy / Koleen McCrink and Wesley Birdsall -- 15. Spontaneous focusing on numerosity and its relation to counting and arithmetic / Minna M. Hannula-Sormunen -- 16. How counting leads to children's first representations of exact, large numbers / Barbara W. Sarnecka, Meghan C. Goldman, Emily B. Slusser -- 17. Approximate arithmetic abilities in childhood / Camilla Gilmore -- 18. Number representations and their relation with mathematical ability / Titia Gebuis and Bert Reynvoet -- 19. Numerical cognition during cognitive aging / Kim Uittenhove and Patrick Lemaire -- 20. Culture, language, and number / Geoffrey B. Saxe -- 21. Cognitive linguistics and the concept(s) of number / Rafael Núñez -- 22. Figuring out children's number representations : lessons from cross-cultural work / John N. Towse, Kevin Muldoon, and Victoria Simms -- 23. Mathematics learning in the USA and Japan : influences of language / Yukari Okamoto -- 24. What is there to learn from international surveys of mathematical achievement? / Linda Sturman -- 25. From single-cell neuropathology to mathematics education / Roi Cohen Kadosh -- 26. Neuronal correlates of non-verbal numerical competence in primates / Andreas Nieder -- 27. Development of the numerical brain / Liane Kaufmann, Karin Kucian, and Michael von Aster -- 28. Arithmetic in the child and adult brain / Vinod Menon -- 29. Numerical symbols : an overview of their cognitive and neural underpinnings / Ian D. Holloway and Daniel Ansari -- 30. A theory of magnitude : the parts that sum to number / Vincent Walsh -- 31. Basic number representation and beyond : neuroimaging and computational modeling / Chantal Roggeman, Wim Fias, and Tom Verguts -- 32. Mapping the brain for math : reversible inactivation by direct cortical electrostimulation and transcranial magnetic stimulation / Elena Salillas and Carlo Semenza -- 33. Applications of neuroscience to mathematics education / Bert De Smedt and Roland H. Grabner -- 34. When number processing and calculation is not your cup of tea / Marie-Pascale Noël -- 35. Dyscalculia : from brain to education / Brian Butterworth, Sashank Varma, and Diana Laurillard -- 36. Developmental dyscalculia as a heterogeneous disability / Avishai Henik, Orly Rubinsten, and Sarit Ashkenazi -- 37. The contributions of syndrome research to the study of MLD / Michèle M.M. Mazzocco -- 38. Number processing and arithmetic in children and adults with reading difficulties / Silke M. Göbel -- 39. Genetic developmental disorders and numerical competence across the lifespan / Jo Van Herwegen and Annette Karmiloff-Smith -- 40. Brain correlates of numerical disabilities / Karin Kucian, Liane Kaufmann, and Michael von Aster -- 41. Computer-assisted interventions on basic number skills / Pekka Räsänen -- 42. The classification and cognitive characteristics of mathematical disabilities in children / David C. Geary -- 43. Numbers in the dark : numerical cognition and blindness / Julie Castronovo -- 44. The neuropsychology of acquired number and calculation disorders / Marinella Cappelletti -- 45. Arithmetic learning in adults : evidence from brain imaging / Laura Zamarian and Margarete Delazer -- 46. Individual differences / Chris Donlan -- 47. Individual differences in arithmetical abilities : the componential nature of arithmetic / Ann Dowker -- 48. Individual differences in basic arithmetical processes in children and adults / Jo-Anne LeFevre, Emma Wells, and Carla Sowinski -- 49. Cognitive predictors of mathematical abilities and disabilities / Annemie Desoete -- 50. Affect, motivation, working memory, and mathematics / Alex M. Moore, Nathan O. Rudig, and Mark H. Ashcraft -- 51. Individual differences in word problem solving / L. Verschaffel, F. Depaepe, and W. Van Dooren -- 50. Individual differences in children's paths to arithmetical development / Julie Ann Jordan, Judith Wylie, and Gerry Mulhern -- 53. Behavioural genomics of mathematics / Maria G. Tosto, Claire M.A. Haworth, and Yulia Kovas -- 54. Education / Richard Cowan -- 53. Using learning path research to balance mathematics education : teaching/learning for understanding and fluency / Karen C. Fuson, Aki Murata, and Dor Abrahamson -- 56. New possibilities for early mathematics education : cognitive Guidelines for designing high-quality software to promote young children's meaningful mathematics learning / Herbert P. Ginsburg, Rachael Labrecque, Kara Carpenter, and Dana Pagar -- 57. Early number competencies and mathematical learning : individual variation, screening, and intervention / Nancy C. Jordan, Lynn S. Fuchs, Nancy Dyson -- 58. Numbers count : a large-scale intervention for young children who struggle with mathematics / Nick Dowrick -- 59. Developing conceptual and procedural Knowledge of mathematics / Bethany Rittle-Johnson and Michael Schneider -- 60. How informal learning activities can promote children's numerical knowledge / Geetha B. Ramani and Robert S. Siegler. | |
| 520 | |a 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 approache. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Number concept. | |
| 650 | 0 | |a Cognition. | |
| 650 | 0 | |a Acalculia. | |
| 650 | 1 | 2 | |a Cognition |
| 650 | 1 | 2 | |a Mathematics |x education |
| 650 | 2 | 2 | |a Dyscalculia |
| 650 | 2 | 2 | |a Problem Solving |x physiology |
| 650 | 6 | |a Concept de nombre. | |
| 650 | 6 | |a Cognition. | |
| 650 | 6 | |a Acalculie. | |
| 650 | 7 | |a cognition. |2 aat | |
| 650 | 7 | |a PSYCHOLOGY |x Cognitive Psychology. |2 bisacsh | |
| 650 | 7 | |a SCIENCE |x Cognitive Science. |2 bisacsh | |
| 650 | 7 | |a Cognition |2 fast | |
| 650 | 7 | |a Acalculia |2 fast | |
| 650 | 7 | |a Number concept |2 fast | |
| 700 | 1 | |a Kadosh, Roi Cohen, |e editor. | |
| 700 | 1 | |a Dowker, Ann, |d 1960- |e editor. |1 https://id.oclc.org/worldcat/entity/E39PCjrG8bKMffDDbHxDTh9Xbd | |
| 776 | 0 | 8 | |i Print version: |t Oxford handbook of numerical cognition. |b First edition. |d Oxford : Oxford University Press, 2015 |z 9780199642342 |z 0199642346 |w (DLC) 2015935246 |w (OCoLC)896862513 |
| 830 | 0 | |a Oxford library of psychology. | |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=2095058 |z Texto completo |
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