LEADER 04304nam 2200613 450 001 9910137539003321 005 20230621140327.0 010 $a9782889194247$b(ebook) 035 $a(CKB)3710000000569636 035 $a(SSID)ssj0001684394 035 $a(PQKBManifestationID)16517176 035 $a(PQKBTitleCode)TC0001684394 035 $a(PQKBWorkID)15045298 035 $a(PQKB)10436805 035 $a(WaSeSS)IndRDA00056748 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/54915 035 $a(EXLCZ)993710000000569636 100 $a20160829d2015 uy | 101 0 $aeng 135 $aur||#|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aNumerical development $efrom cognitive functions to neural underpinnings /$ftopic editors, Korbinian Moeller, Elise Klein, Klaus Willmes and Karin Kucian 210 $cFrontiers Media SA$d2015 210 31$aFrance :$cFrontiers Media SA,$d2015 215 $a1 online resource (281 pages) $cdigital, PDF file(s) 225 0 $aFrontiers Research Topics 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a2-88919-424-8 320 $aIncludes bibliographical references. 330 $aLiving at the beginning of the 21st century requires being numerate, because numerical abilities not only essential for life prospects of individuals but also for economic interests of post-industrial knowledge societies. Thus, numerical development is at the core of both individual as well as societal interests. There is the notion that we are already born with a very basic ability to deal with small numerosities. Yet, this often called ?number sense? seems to be very restricted, approximate, and driven by perceptual constraints. During our numerical development in formal (e.g., school) but also informal contexts (e.g., family, street) we acquire culturally developed abstract symbol systems to represent exact numerosities ? in particular number words and Arabic digits ? refining our numerical capabilities. In recent years, numerical development has gained increasing research interest documented in a growing number of behavioural, neuro-scientific, educational, cross-cultural, and neuropsychological studies addressing this issue. Additionally, our understanding of how numerical competencies develop has also benefitted considerably from the advent of different neuro-imaging techniques allowing for an evaluation of developmental changes in the human brain. In sum, we are now starting to put together a more and more coherent picture of how numerical competencies develop and how this development is associated with neural changes as well. In the end, this knowledge might also lead to a better understanding of the reasons for atypical numerical development which often has grieve consequences for those who suffer from developmental dyscalculia. Therefore, this Research Topic deals with all aspects of numerical development: findings from behavioural performance to underlying neural substrates, from cross-sectional to longitudinal evaluations, from healthy to clinical populations. To this end, we encourage empirical contributions using different experimental methodologies but also welcome theoretical contributions, review articles, or opinion papers. We hope that in this Research Topic the expertise of researchers from different backgrounds will be brought together to advance a topic with both scientific and every-day relevance. 606 $aCalculus$2HILCC 606 $aMathematics$2HILCC 606 $aPhysical Sciences & Mathematics$2HILCC 610 $adevelopmental dyscalculia 610 $amathematics learning disability 610 $aapproximate number system 610 $alanguage development 610 $aspatial-numerical association 610 $anumerical development 615 7$aCalculus 615 7$aMathematics 615 7$aPhysical Sciences & Mathematics 676 $a510.1/9 700 $aKarin Kucian$4auth$01364022 702 $aWillmes$b Klaus 702 $aMoeller$b Korbinian 702 $aKlein$b Elise 801 0$bPQKB 801 2$bUkMaJRU 912 $a9910137539003321 996 $aNumerical development$93385190 997 $aUNINA