UID:
almafu_9958145701302883
Umfang:
1 online resource (458 p.)
ISBN:
0-12-801793-7
,
0-12-801637-X
Anmerkung:
Description based upon print version of record.
,
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
Sprache:
Englisch
