| Description |
1 online resource : illustrations |
| Contents |
Front Cover; HETEROGENEITY OF FUNCTION IN NUMERICAL COGNITION; HETEROGENEITY OF FUNCTION IN NUMERICAL COGNITION; Copyright; Contents; List of Contributors; Acknowledgments; Introduction; References; I -- LANGUAGE; 1 -- Numbers and Language: What's New in the Past 25Years?; THE RELATIONSHIP BETWEEN VERBAL AND ARITHMETICAL PERFORMANCE IN THE WISC INTELLIGENCE TEST; COGNITIVE PROCESSES INVOLVED IN NUMERICAL COGNITION: THE 1990S; WHAT HAVE WE LEARNED ABOUT NUMBERS AND THEIR RELATION TO LANGUAGE SINCE?; THINGS WE HAVE LEARNED I: SMALL NUMBERS ARE EASIER TO PROCESS THAN LARGE NUMBERS |
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THINGS WE HAVE LEARNED II: THE ANALOG-MAGNITUDE SYSTEM ACTIVATES A PART OF THE CORTEX THAT IS NOT INVOLVED IN LANGUAGE PROCESSIN ... THINGS WE HAVE LEARNED III: THERE IS A DIRECT ARABIC-VERBAL TRANSLATION ROUTE; THINGS WE HAVE LEARNED IV: THERE ARE DIFFERENCES IN PROCESSING ARABIC NUMBERS AND VERBAL NUMBERS; THINGS WE HAVE LEARNED V: INDIVIDUALS WITH DYSLEXIA HAVE POORER ARITHMETIC PERFORMANCE; THINGS WE ARE STILL TRYING TO DECIDE I: WHAT IS THE NATURE OF THE NUMBER QUANTITY SYSTEM? |
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THINGS WE ARE STILL TRYING TO DECIDE II: HOW DOES KNOWLEDGE OF NUMBER SYMBOLS AFFECT/SHARPEN THE NUMBER MAGNITUDE SYSTEM?THINGS WE ARE STILL TRYING TO DECIDE III: WHAT IS THE RELATIVE IMPORTANCE OF THE ANS TO MATHEMATICAL PERFORMANCE?; THINGS WE ARE STILL TRYING TO DECIDE IV: DOES LANGUAGE HAVE AN EFFECT ON HOW MATHEMATICAL OPERATIONS ARE PERFORMED?; NEW THINGS LANGUAGE RESEARCHERS HAVE TO OFFER I: SEMANTIC VECTORS; NEW THINGS LANGUAGE RESEARCHERS HAVE TO OFFER II: THE HUB-AND- SPOKE MODEL OF SEMANTIC REPRESENTATION; CONCLUSIONS; References |
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2 -- The Interplay Between Learning Arithmetic and Learning to Read: Insights From Developmental Cognitive NeuroscienceINTRODUCTION; ARITHMETIC LEARNING AND VERBAL-PHONOLOGICAL PROCESSING; The Triple-Code Model; Evidence From Studies in Adults; Evidence From Studies in Children; PROCEDURAL AUTOMATIZATION: A COMMON DENOMINATOR BETWEEN LEARNING TO READ AND LEARNING ARITHMETIC?; The Procedural Learning View of Dyslexia and Dyscalculia; Arithmetic Learning and the Use of Increasingly Efficient Procedures; Procedural Automatization as a Critical Element of Arithmetic Fluency |
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Developmental Neuroimaging Evidence for Procedural AutomatizationCONCLUSION AND FUTURE DIRECTIONS; Acknowledgments; References; 3 -- Language and Arithmetic: The Potential Role of Phonological Processing; INTRODUCTION; ARITHMETIC FACT RETRIEVAL AND THE TRIPLE-CODE MODEL; ARITHMETIC AND READING: THE ROLE OF PHONOLOGICAL CODES; PHONOLOGICAL PROCESSING AND ARITHMETIC FACT RETRIEVAL; Brain Imaging Data; Behavioral Evidence; Atypical Development; Phonological Processing Deficits in Dyscalculia; Arithmetic Fact Retrieval Deficits in Dyslexia; Experimental Data; DISCUSSION; References |
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4 -- Discussion: Specific Contributions of Language Functions to Numerical Cognition |
| Summary |
Heterogeneity of Function in Numerical Cognition presents the latest updates on ongoing research and discussions regarding numerical cognition. With great individual differences in the development or function of numerical cognition at neuroanatomical, neuropsychological, behavioral, and interactional levels, these issues are important for the achievement of a comprehensive understanding of numerical cognition, hence its brain basis, development, breakdown in brain-injured individuals, and failures to master mathematical skills. These functions are essential for the proper development of numerical cognition |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Online resource; title from PDF title page (EBSCO, viewed May 22, 2018) |
| Subject |
Mathematical ability.
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Number concept.
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Mathematics -- Psychological aspects
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Cognition.
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Mathematics.
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Cognition
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Mathematics
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cognition.
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PSYCHOLOGY -- Cognitive Psychology.
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SCIENCE -- Cognitive Science.
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Mathematics
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Cognition
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Mathematical ability
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Mathematics -- Psychological aspects
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Number concept
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| Form |
Electronic book
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| Author |
Henik, Avishai, editor
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Fias, Wim, editor
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| ISBN |
9780128115305 |
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0128115300 |
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