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Development of mathematical cognition : neural substrates and genetic influences /
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam :
Elsevier Ltd.,
[2015]
|
| Colección: | Mathematical cognition and learning ;
v. 2. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Front Cover
- Development of Mathematical Cognition: Neural Substrates and Genetic Influences
- Copyright
- Contents
- Contributors
- Foreword
- References
- Preface
- Chapter 1: Introduction: How the Study of Neurobiological and Genetic Factors Can Enhance Our Understanding of Mathematica ...
- Introduction
- Neurobiological Perspectives on Mathematical Cognitive Development
- Using Neuroimaging Methods to Study Children's Mathematical Development
- Mathematical Cognition and Development: Brain Structure and Function
- A Brief History
- The Developing Brain
- Brain Imaging Methods Used in Studying Mathematical Cognitive Development
- Criticisms of fMRI
- Reverse Inference
- How Brain Imaging Can Advance Cognitive Theorizing
- Behavioral and Neuro-genetics of Mathematical Cognition
- Interpretive Challenges
- Behavioral Genetics in the Age of Molecular Genetics and Neuroscience
- Summary and Conclusions
- References
- Part I: Neural substrates
- Chapter 2: Number Symbols in the Brain
- Introduction
- Which Brain Regions Are Engaged During the Processing of Numerical Symbols?
- Evidence from Comparison Tasks
- Response-Selection Confounds
- Evidence from fMRI Adaptation Studies
- Semantic or Perceptual Processing of Number Symbols in the IPS?
- Numerical Symbols in the Brain-Evidence from Developmental Studies
- Perceptual Representation of Number Symbols in the Brain
- Are Symbolic and Nonsymbolic Quantity Representations Linked in the Brain?
- Differences in Cardinal and Ordinal Processing of Number Symbols in the Brain
- Conclusions and Future Directions
- Acknowledgments
- References
- Chapter 3: Neural and Behavioral Signatures of Core Numerical Abilities and Early Symbolic Number Development
- Introduction
- Two Systems for Nonverbal Numerical Cognition
- Parallel Individuation System.
- Approximate Number System
- Behavioral Evidence for Distinct Systems of Numerical Cognition
- The Cognitive Neuroscience of Two Core Systems of Number
- Establishing the Neural Signatures of Two Systems
- Distinct Brain Mechanisms of Two Systems
- Continuity in Neural Signatures over Development
- Change in Core Numerical Processing over Development
- The Relationship Between Core Systems and Symbolic Number Abilities
- Approximate Number System and Symbolic Number and Mathematics Abilities
- The Relationship of Core Systems to Early Number Concept Development
- Conclusions
- Acknowledgments
- References
- Chapter 4: A Neurodevelopmental Perspective on the Role of Memory Systems in Children's Math Learning
- Introduction
- Development of Memory-Based Strategies in Children's Mathematics Learning
- Declarative Memory and Its Development
- Medial Temporal Lobe Memory System
- Memory Processes in the Context of Mathematics Learning
- Children Engage the MTL Memory System Differently Than Adults
- Individual Differences in Children's Retrieval Strategy Use Are Associated with the MTL
- Decoding Brain Activity Patterns Associated with Counting and Retrieval Strategies
- Hippocampal-Prefrontal Cortex Circuits and Their Role in Children's Mathematics Learning
- Longitudinal Changes in MTL Response, Representations and Connectivity Associated with Memory-Based Retrieval
- Why Adults May Not Rely on MTL Memory Systems for Mathematics Performance and Learning
- Conclusions
- Acknowledgments
- References
- Chapter 5: Finger Representation and Finger-Based Strategies in the Acquisition of Number Meaning and Arithmetic
- Introduction
- Fingers in Numerical and Arithmetic Processing
- The Role of Fingers and Finger Representation in Number Processing
- Neural Substrates for Hand and Number Processing.
- Finger-Based Strategies and Finger Representation in Arithmetic
- Neural Substrates for Finger-Related Activation During Arithmetic Problem Solving
- Finger-Based Strategies and Operation-Specific Processes
- A Model Supporting Operation-Specific Processes
- Behavioral Evidence for Operation-Specific Processes
- Operation-Specific Neural Networks
- Operation-Specific Processes as a Consequence of Operation-Dependent Teaching Methods
- Operation-Dependent Finger-Related Activations
- Finger Counting, Cultural Influence, and Spatial-Numerical Relations
- Future Directions
- Conclusions
- References
- Chapter 6: Neurocognitive Architectures and the Nonsymbolic Foundations of Fractions Understanding
- Introduction
- Fundamental Limitations of the Human Cognitive Architecture
- A Competing View: The Ratio Processing System
- How the RPS May Influence Fraction Learning
- Emerging Behavioral and Neuroimaging Evidence for RPS Model Predictions
- Open Questions
- Charting the Development and Architecture of the RPS
- Leveraging the RPS to Support Fraction Learning
- RPS and Dyscalculia?
- Summary and Conclusions
- Acknowledgments
- References
- Chapter 7: Developmental Dyscalculia and the Brain *
- Introduction
- Developmental Dyscalculia
- Diagnosis of Developmental Dyscalculia
- What Neuroimaging Is Telling Us about Developmental Dyscalculia
- Magnetic Resonance Imaging (MRI)
- Positron Emission Tomography
- Electroencephalography/Magnetoencephalography (MEG)
- Near Infrared Spectroscopy
- Neuronal Correlates of Developmental Dyscalculia
- Numbers in the Adult Brain
- Typical Development of Number Representations in the Brain
- Deficient Functional Networks
- Aberrant Brain Activation in Number-Related Areas in DD
- Aberrant Brain Activation in Domain-General Areas in DD
- Compensatory Mechanisms in DD.
- Changes of Brain Function Due to Development and Intervention
- Abnormal Neuronal Macro- and Microstructures
- Brain Structure
- Fiber Connections
- Neurometabolites
- Conclusions and Future Directions
- References
- Chapter 8: Neurocognitive Components of Mathematical Skills and Dyscalculia
- Introduction
- Accessing Quantity Representations
- Working Memory: The Role of Serial Order
- Executive Functions
- Discussion and Conclusions
- References
- Chapter 9: Individual Differences in Arithmetic Fact Retrieval
- Introduction
- Development and Measurement of Arithmetic Fact Retrieval
- Neurocognitive Determinants of Individual Differences in Arithmetic Fact Retrieval
- Numerical Magnitude Processing
- Phonological Processing
- Neural Correlates of Arithmetic Fact Retrieval
- Arithmetic Fact Retrieval in the (Developing) Brain
- Individual Differences in Brain Activity During Fact Retrieval
- Connections Between Areas of the Arithmetic Fact-Retrieval Network
- Conclusions and Future Directions
- References
- Chapter 10: Transcranial Electrical Stimulation and the Enhancement of Numerical Cognition
- Introduction
- A Brief History
- tES Today
- The Forms of tES
- tDCS
- tRNS
- Principles and Limitations of tES Experiments
- Placebo Effects
- Online and Offline Effects: Single Session and Training Studies
- Depth of Stimulation
- Choosing the Brain Region
- Size, Number, and Placement of the Electrodes
- Choosing the Type of Stimulation
- Evidence of tES-Induced Enhancement of Numerical Cognition
- Numerosity
- Symbolic and Magnitude Processing
- Symbolic-magnitude mapping
- Multiple electrodes
- Arithmetic Operations
- All or Null? The Case of Nonsignificant Results
- Evidence of tES-Induced Enhancements in Dysfunctional Numerical Cognition
- Mathematics Anxiety
- Dyscalculia
- The To-Do List.
- Cognitive Cost
- Transfer Effects
- Individual Differences
- Ecological Validity
- Conclusions
- References
- Part II: Genetic Influences
- Chapter 11 Individual Differences in Mathematics Ability: A Behavioral Genetic Approach
- Introduction
- Introduction to Quantitative Genetics
- Etiology of Individual Differences in Mathematics
- Etiology of the Links between Mathematics Ability and Other Traits
- Multivariate Genetic Designs
- Etiology of Relationships between Mathematics and Reading as well as Language-Related Skills
- Origin of Relationships between Mathematics and Spatial Ability
- Etiology of Relationships among Mathematical Subskills
- Overlap in Genetic Influences on Academic Subjects
- Genetic Effects Specific to Mathematics
- Etiology of Relationships between Mathematical Ability and Related Affective Factors
- Mathematical Development
- Molecular Genetic Studies of Mathematics
- Neurobiological Mechanisms
- Conclusions
- Acknowledgment
- References
- Chapter 12: Genetic Syndromes as Model Pathways to Mathematical Learning Difficulties: Fragile X, Turner, and 22q Deletion ...
- Introduction
- Why Focus on Fragile X, Turner, and 22q Deletion Syndromes to Study MLD?
- Contributions of Syndrome Research to Understanding MLD
- Syndromes as Models of MLD
- Fragile X Syndrome
- Turner Syndrome
- Chromosome 22q11.2 Deletion Syndrome
- MLD Frequency and Severity in Children with Fragile X, Turner, or 22q11.2 Deletion Syndromes
- Correlates as Indicators of Pathways to or Subtypes of MLD: Contributions and Limitations
- Correlates as Indicators of MLD Specificity in Fragile X, Turner, and 22q11.2DS
- Characterizing MLD in Girls with Fragile X Syndrome
- Characterizing MLD in Girls with Turner Syndrome
- Characterizing MLD in Children with 22q11.2DS.