Continuous issues in numerical cognition : how many or how much /

Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Henik, Avishai (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: London, UK : Academic Press is an imprint of Elsevier, 2016.
Temas:
Number concept.
Cognition.
Concept de nombre.
cognition.
MATHEMATICS > Essays.
MATHEMATICS > Pre-Calculus.
MATHEMATICS > Reference.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 5.1
  • Number system across the lifespan.

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