|
|
|
|
| LEADER |
00000cam a2200000 i 4500 |
| 001 |
SCIDIR_ocn950518682 |
| 003 |
OCoLC |
| 005 |
20231120112111.0 |
| 006 |
m o d |
| 007 |
cr cnu|||unuuu |
| 008 |
160525s2016 enk o 001 0 eng d |
| 040 |
|
|
|a N$T
|b eng
|e rda
|e pn
|c N$T
|d YDXCP
|d UIU
|d EBLCP
|d OPELS
|d N$T
|d OCLCF
|d IDEBK
|d D6H
|d IDB
|d OCLCQ
|d U3W
|d NLE
|d UKMGB
|d OCLCQ
|d WYU
|d LQU
|d DCT
|d OCLCQ
|d OCLCO
|d OCLCQ
|
| 016 |
7 |
|
|a 017875226
|2 Uk
|
| 019 |
|
|
|a 951221983
|a 1066460112
|a 1105171730
|a 1105569245
|
| 020 |
|
|
|a 9780128017937
|q (electronic bk.)
|
| 020 |
|
|
|a 0128017937
|q (electronic bk.)
|
| 020 |
|
|
|z 9780128016374
|
| 020 |
|
|
|z 012801637X
|
| 035 |
|
|
|a (OCoLC)950518682
|z (OCoLC)951221983
|z (OCoLC)1066460112
|z (OCoLC)1105171730
|z (OCoLC)1105569245
|
| 050 |
|
4 |
|a QA141.15
|
| 072 |
|
7 |
|a MAT
|x 039000
|2 bisacsh
|
| 072 |
|
7 |
|a MAT
|x 023000
|2 bisacsh
|
| 072 |
|
7 |
|a MAT
|x 026000
|2 bisacsh
|
| 082 |
0 |
4 |
|a 510
|2 23
|
| 245 |
0 |
0 |
|a Continuous issues in numerical cognition :
|b how many or how much /
|c edited by Avishai Henik.
|
| 264 |
|
1 |
|a London, UK :
|b Academic Press is an imprint of Elsevier,
|c 2016.
|
| 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
|
| 500 |
|
|
|a Includes index.
|
| 588 |
0 |
|
|a Online resource; title from PDF title page (ScienceDirect, viewed June 6, 2016).
|
| 505 |
0 |
|
|a Cover; Title Page; Copyright Page; Dedication; Contents; List of Contributors; Acknowledgments; Introduction; References; I -- Development; Chapter 1 -- Development of Quantitative Thinking Across Correlated Dimensions; 1.1 -- The Use of Looking Time to Measure Infant Quantification; 1.1.1 -- Early Work on Infant Perception: The Advent of Looking Time Measures; 1.1.2 -- Studies of Infant Number; 1.2 -- Generalized over what?; 1.3 -- Mechanisms of differentiation; 1.3.1 -- Redundant Cues; 1.3.2 -- Unitization; 1.3.3 -- Selective Attention; 1.3.3.1 -- Object Segregation; 1.3.3.2 -- Language.
|
| 505 |
8 |
|
|a 1.4 -- Mechanisms of reintegration1.4.1 -- Proportional Scaling and Spatial Division; 1.4.2 -- Symbolic Representation; 1.4.2.1 -- Measurement; 1.4.2.2 -- Proportional Reasoning and Probabilities; 1.4.2.3 -- Fractions; 1.4.2.4 -- Number Line Estimation; 1.5 -- Conclusions; References; Chapter 2 -- Link Between Numbers and Spatial Extent From Birth to Adulthood; 2.1 -- Introduction; 2.2 -- Numbers and space; 2.3 -- Nondirectional number-space mapping; 2.3.1 -- Specificity of the Nondirectional Number-Space Mapping; 2.4 -- Directional number-space mapping.
|
| 505 |
8 |
|
|a 2.4.1 -- Origins of a Directional Number-Space Mapping2.4.2 -- Use of Space to Represent Other Dimensions; 2.5 -- Conclusions; References; Chapter 3 -- Catching Math Problems Early: Findings From the Number Sense Intervention Project; 3.1 -- Conceptual framework; 3.1.1 -- Number Sense in the 3- to 6-Year-Old Age Period Refers to Core Knowledge of Number, Number Relations, and Number Op ... ; 3.1.1.1 -- Number; 3.1.1.2 -- Number Relations; 3.1.1.3 -- Number Operations; 3.1.2 -- Number Sense Follows a Developmental Progression; 3.1.3 -- Number Sense in Kindergarten Predicts Success in Mathematics.
|
| 505 |
8 |
|
|a 3.1.4 -- Deficiencies in Number Sense can be Identified Early3.1.5 -- Number Sense is Malleable and Targeted Help in Number Sense Leads to Improved Math Achievement in School; 3.2 -- Number sense interventions; 3.2.1 -- Participants; 3.2.2 -- Experimental Design; 3.2.3 -- Overview of the Number Sense Curriculum; 3.2.3.1 -- Number; 3.2.3.2 -- Number Relations; 3.2.3.3 -- Number Operations; 3.2.3.4 -- Number-List Practice; 3.2.4 -- Findings in the First 3 Years; 3.2.5 -- Revisions in the Fourth Year Along With Findings; 3.3 -- Summary and conclusions; Acknowledgment; References.
|
| 505 |
8 |
|
|a Chapter 4 -- Contextual Sensitivity and the Large Number Word Bias: When Is Bigger Really More?4.1 -- Why are number words confusing?; 4.2 -- Number words and number sense; 4.3 -- Number word meanings; 4.4 -- Sources of ambiguity in number word meanings; 4.4.1 -- Sets Versus Individuation; 4.4.2 -- Syntax and Morphology; 4.4.3 -- Lexical Ambiguity; 4.5 -- Measuring children's responses to numerical ambiguity: the large number word bias; 4.6 -- Implications of the large number word bias; 4.7 -- Conclusions and future directions; References; Chapter 5 -- Learning, Aging, and the Number Brain.
|
| 505 |
8 |
|
|a 5.1 -- Number system across the lifespan.
|
| 650 |
|
0 |
|a Number concept.
|
| 650 |
|
0 |
|a Cognition.
|
| 650 |
|
6 |
|a Concept de nombre.
|0 (CaQQLa)201-0010469
|
| 650 |
|
6 |
|a Cognition.
|0 (CaQQLa)201-0022586
|
| 650 |
|
7 |
|a cognition.
|2 aat
|0 (CStmoGRI)aat300055149
|
| 650 |
|
7 |
|a MATHEMATICS
|x Essays.
|2 bisacsh
|
| 650 |
|
7 |
|a MATHEMATICS
|x Pre-Calculus.
|2 bisacsh
|
| 650 |
|
7 |
|a MATHEMATICS
|x Reference.
|2 bisacsh
|
| 650 |
|
7 |
|a Cognition.
|2 fast
|0 (OCoLC)fst00866457
|
| 650 |
|
7 |
|a Number concept.
|2 fast
|0 (OCoLC)fst01041202
|
| 700 |
1 |
|
|a Henik, Avishai,
|e editor.
|
| 776 |
0 |
8 |
|i Print version:
|a Henik, Avishai.
|t Continuous Issues in Numerical Cognition : How Many or How Much.
|d : Elsevier Science, �2016
|z 9780128016374
|
| 856 |
4 |
0 |
|u https://sciencedirect.uam.elogim.com/science/book/9780128016374
|z Texto completo
|
