LEADER 04529nam 22006254a 450 001 9910783860103321 005 20200520144314.0 010 $a1-135-42366-0 010 $a1-280-17474-9 010 $a9786610174744 010 $a0-203-99804-9 035 $a(CKB)1000000000250507 035 $a(EBL)241910 035 $a(OCoLC)475959157 035 $a(SSID)ssj0000167817 035 $a(PQKBManifestationID)11149632 035 $a(PQKBTitleCode)TC0000167817 035 $a(PQKBWorkID)10177996 035 $a(PQKB)11075640 035 $a(Au-PeEL)EBL241910 035 $a(CaPaEBR)ebr10162216 035 $a(CaONFJC)MIL17474 035 $a(MiAaPQ)EBC241910 035 $a(EXLCZ)991000000000250507 100 $a20040426d2005 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aHandbook of mathematical cognition$b[electronic resource] /$fedited by Jamie I.D. Campbell 210 $aNew York $cPsychology Press$d2005 215 $a1 online resource (527 p.) 300 $aDescription based upon print version of record. 311 $a1-138-00606-8 311 $a1-84169-411-8 320 $aIncludes bibliographical references and indexes. 327 $aHANDBOOK OF MATHEMATICAL COGNITION; Copyright; Contents; About the Editor; Contributors; Preface; Acknowledgments; Part 1: Cognitive Representations for Numbers and Mathematics; 1 About Numerical Representations: Insights from Neuropsychological, Experimental, and Developmental Studies; 2 Number Recognition in Different Formats; 3 Spatial Representation of Numbers; 4 Automaticity in Processing Ordinal Information; 5 Computational Modeling of Numerical Cognition; 6 What Animals Know about Numbers; 7 The Cognitive Foundations of Mathematics: The Role of Conceptual Metaphor 327 $aPart 2: Learning and Development of Numerical Skills8 The Young Numerical Mind: When Does It Count?; 9 Development of Arithmetic Skills and Knowledge in Preschool Children; 10 Learning Mathematics in China and the United States: Cross-Cultural Insights into the Nature and Course of Preschool Mathematical Development; 11 Magnitude Representation in Children: Its Development and Dysfunction; 12 Development of Numerical Estimation: A Review; 13 Understanding Ratio and Proportion as an Example of the Apprehending Zone and Conceptual-Phase Problem-Solving Models 327 $a14 Stereotypes and Math PerformancePart 3: Learning and Performance Disabilities in Math and Number Processing; 15 Learning Disabilities in Arithmetic and Mathematics: Theoretical and Empirical Perspectives; 16 Math Performance in Girls with Turner or Fragile X Syndrome; 17 Number Processing in Neurodevelopmental Disorders: Spina Bifida Myelomeningocele; 18 Math Anxiety and Its Cognitive Consequences: A Tutorial Review; Part 4: Calculation and Cognition; 19 What Everyone Finds: The Problem-Size Effect; 20 Architectures for Arithmetic; 21 Mathematical Cognition and Working Memory 327 $a22 Mathematical Problem Solving: The Roles of Exemplar, Schema, and Relational Representations23 Aging and Mental Arithmetic; 24 Calculation Abilities in Expert Calculators; Part 5: Neuropsychology of Number Processing and Calculation; 25 Three Parietal Circuits for Number Processing; 26 Developmental Dyscalculia; 27 Rehabilitation of Acquired Calculation and Number Processing Disorders; Author Index; Subject Index 330 $aHow does the brain represent number and make mathematical calculations? What underlies the development of numerical and mathematical abilities? What factors affect the learning of numerical concepts and skills? What are the biological bases of number knowledge? Do humans and other animals share similar numerical representations and processes? What underlies numerical and mathematical disabilities and disorders, and what is the prognosis for rehabilitation? These questions are the domain of mathematical cognition, the field of research concerned with the cognitive and neurological processes t 606 $aMathematics$xStudy and teaching$xMethodology 606 $aMathematical ability 615 0$aMathematics$xStudy and teaching$xMethodology. 615 0$aMathematical ability. 676 $a510/.71 701 $aCampbell$b Jamie I. D$0291708 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910783860103321 996 $aHandbook of mathematical cognition$9740060 997 $aUNINA