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|a 949753879
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|a Development of mathematical cognition :
|b neural substrates and genetic influences /
|c edited by Daniel B. Berch, David C. Geary and Kathleen Mann Koepke.
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| 264 |
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|a Amsterdam :
|b Elsevier Ltd.,
|c [2015]
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|c �2016
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|a 1 online resource
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|a text
|b txt
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| 490 |
1 |
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|a Mathematical cognition and learning ;
|v volume 2
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|a Online resource; title from PDF title page (EBSCO, viewed October 13, 2015).
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|a Includes bibliographical references and index.
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|a 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.
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|a 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.
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|a 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.
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| 505 |
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|a 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.
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| 505 |
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|a 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.
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| 650 |
|
0 |
|a Mathematics
|x Study and teaching
|x Methodology.
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| 650 |
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0 |
|a Mathematical ability.
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| 650 |
|
0 |
|a Cognition in children.
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| 650 |
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6 |
|a Math�ematiques
|0 (CaQQLa)201-0021237
|x �Etude et enseignement
|0 (CaQQLa)201-0021237
|x M�ethodologie.
|0 (CaQQLa)201-0379663
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| 650 |
|
6 |
|a Aptitude pour les math�ematiques.
|0 (CaQQLa)201-0024128
|
| 650 |
|
6 |
|a Cognition chez l'enfant.
|0 (CaQQLa)201-0018307
|
| 650 |
|
7 |
|a MATHEMATICS
|x Essays.
|2 bisacsh
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| 650 |
|
7 |
|a MATHEMATICS
|x Pre-Calculus.
|2 bisacsh
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| 650 |
|
7 |
|a MATHEMATICS
|x Reference.
|2 bisacsh
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| 650 |
|
7 |
|a Cognition in children
|2 fast
|0 (OCoLC)fst00866501
|
| 650 |
|
7 |
|a Mathematical ability
|2 fast
|0 (OCoLC)fst01012053
|
| 650 |
|
7 |
|a Mathematics
|x Study and teaching
|x Methodology
|2 fast
|0 (OCoLC)fst01012250
|
| 700 |
1 |
|
|a Berch, Daniel B.,
|e editor.
|
| 700 |
1 |
|
|a Geary, David C.,
|e editor.
|
| 700 |
1 |
|
|a Mann Koepke, Kathleen,
|e editor.
|
| 776 |
0 |
8 |
|i Print version:
|t Development of mathematical cognition : neural substrates and genetic influences.
|d Amsterdam, [Netherlands] : Academic Press, �2016
|h xxvii, 388 pages
|k Mathematical cognition and learning ; Volume 2
|z 9780128018712
|
| 830 |
|
0 |
|a Mathematical cognition and learning ;
|v v. 2.
|
| 856 |
4 |
0 |
|u https://sciencedirect.uam.elogim.com/science/book/9780128018712
|z Texto completo
|
