UID:
almafu_9961089680002883
Umfang:
1 online resource (482 pages)
Ausgabe:
1st ed.
ISBN:
0-12-811530-0
,
0-12-811529-7
Anmerkung:
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 -- 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? -- 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 -- 2 - The Interplay Between Learning Arithmetic and Learning to Read: Insights From Developmental Cognitive Neuroscience -- INTRODUCTION -- ARITHMETIC LEARNING AND VERBAL-PHONOLOGICAL PROCESSING.
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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 -- Developmental Neuroimaging Evidence for Procedural Automatization -- CONCLUSION 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 -- 4 - Discussion: Specific Contributions of Language Functions to Numerical Cognition -- INTRODUCTION -- CLINICAL CASE -- ANATOMO-FUNCTIONAL SYSTEMS-LEVEL APPROACH -- WITHIN-DOMAIN AND CROSS-DOMAIN COGNITIVE PROCESSES PERSPECTIVES -- SOME METHODOLOGICAL CONSIDERATIONS -- CONCLUSION -- References -- II - PERFORMANCE CONTROL AND SELECTIVE ATTENTION -- 5 - An Introduction to Attention and Its Implication for Numerical Cognition -- FUNCTIONS OF ATTENTION -- Alerting -- Executive Control -- Orienting -- NUMERICAL COGNITION AND ATTENTION -- Alerting and Numerosity Perception -- Inhibiting Numerical Processing -- Orienting Toward Numerosity -- Acknowledgments -- References -- 6 - The Control of Selective Attention and Emerging Mathematical Cognition: Beyond Unidirectional Influences.
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DEFINING THE CONTROL OF ATTENTION: OPERATIONALIZING CONSTRUCT OVERLAP AND DIFFERENCES -- CORRELATIONAL EVIDENCE FOR RELATIONSHIPS BETWEEN THE CONTROL OF ATTENTION AND EARLY NUMERACY -- DOES ATTENTION PLAY A CAUSAL ROLE IN LEARNING MATHEMATICS? -- BIDIRECTIONAL RELATIONSHIPS BETWEEN ATTENTION AND MATH: EXPERTISE INFLUENCES THE DEPLOYMENT OF ATTENTION -- CONCLUSION -- References -- Further Reading -- 7 - Performance Control in Numerical Cognition: Insights From Strategic Variations in Arithmetic During the Life Span -- A CONCEPTUAL FRAMEWORK FOR UNDERSTANDING STRATEGIC VARIATIONS -- EXECUTIVE RESOURCES AND STRATEGIC VARIATIONS -- Strategy Execution -- Strategy Selection -- Strategy Repertoire and Distribution -- STRATEGIC VARIATIONS IN THE LIFE SPAN -- Strategy Execution and Distribution -- Strategy Selection and Repertoire -- INVESTIGATING EXECUTIVE CONTROL THROUGH SEQUENTIAL EFFECTS -- CONCLUSION -- References -- 8 - The Interplay Between Proficiency and Executive Control -- PROFICIENCY AND ATTENTION CONTROL -- COMPONENTS OF ATTENTION -- STRATEGIES AND CONTROL -- CONCLUSIONS -- References -- III - SPATIAL PROCESSING AND MENTAL IMAGERY -- 9 - How Big Is Many? Development of Spatial and Numerical Magnitude Understanding -- SPATIAL TASKS -- Spatial Estimation -- Spatial Scaling -- MATHEMATICAL TASKS -- Number Lines -- Proportional Reasoning -- Fractions -- USING SPATIAL THINKING IN MATHEMATICS EDUCATION -- References -- 10 - Is Visuospatial Reasoning Related to Early Mathematical Development? A Critical Review -- INTRODUCTION -- CHAPTER OVERVIEW -- MENTAL ROTATION AND VISUALIZATION IN 2-D AND 3-D ACTIVITIES -- Longitudinal Studies -- Training Studies -- MENTAL NUMBER LINE -- Directionality of the Number Line -- Linear Versus Compressive Number Lines -- WHY WOULD VISUOSPATIAL REASONING BENEFIT MATH DEVELOPMENT? CANDIDATE MECHANISMS.
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Visuospatial Reasoning as Mental Model -- Visuospatial Reasoning as an Act of Grounding -- Shared Representational Format and Neural Mechanisms? -- Alternative Systems? Working Memory as a Possibility -- Interim Summary -- CONCLUDING THOUGHTS -- References -- 11 - Neurocognitive Evidence for Spatial Contributions to Numerical Cognition -- THE SPATIAL LAYOUT OF THE MENTAL NUMBER LINE -- THE ORGANIZATION OF ARITHMETIC FACTS IN MEMORY -- MENTAL ARITHMETIC AS A PRIME EXAMPLE OF NEURONAL RECYCLING -- CONCLUSIONS -- References -- 12 - Which Space for Numbers? -- THE MENTAL NUMBER LINE AS A BASIC SPATIALLY DEFINED NUMBER REPRESENTATION -- A DEEPER UNDERSTANDING OF NUMBERS: NUMERICAL AND SPATIAL PROPORTIONS -- THE IMPORTANCE OF ACTIVE PROCESSING -- References -- IV - EXECUTIVE FUNCTIONS -- 13 - Cognitive Interferences and Their Development in the Context of Numerical Tasks: Review and Implications -- INTERFERENCES IN NUMERICAL COGNITION -- THE MODULATION OF NUMERICAL INTERFERENCE AS A FUNCTION OF SKILL OR ABILITY -- Low-Skilled Groups Demonstrate Reduced Interferences -- The Relationship Between the Development of a Skill and the Observed Interference can Be Described as an Inverted u Curve in a W... -- EPILOGUE -- References -- 14 - The Role of Executive Function Skills in the Development of Children's Mathematical Competencies -- INTRODUCTION -- THE DEVELOPMENT OF EXECUTIVE FUNCTION -- EXECUTIVE FUNCTIONS AND ACADEMIC ACHIEVEMENT -- EXECUTIVE FUNCTIONS AND MATHEMATICS ACHIEVEMENT -- Working Memory and Mathematics Achievement -- Inhibition, Shifting, and Mathematics Achievement -- MULTIPLE COMPONENTS OF MATHEMATICS -- EXECUTIVE FUNCTIONS AND COMPONENTS OF ARITHMETIC -- Executive Functions and Procedural Skill -- Executive Functions and Factual Knowledge -- Executive Functions and Conceptual Understanding.
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DIRECT AND INDIRECT INFLUENCES OF EXECUTIVE FUNCTIONS ON MATHEMATICS ACHIEVEMENT -- CONCLUSIONS: EXECUTIVE FUNCTIONS AND LEARNING VERSUS PERFORMANCE -- References -- 15 - Systems Neuroscience of Mathematical Cognition and Learning: Basic Organization and Neural Sources of Heterogeneity in Typical and Atypical Development -- INTRODUCTION -- VENTRAL AND DORSAL VISUAL STREAMS: NEURAL BUILDING BLOCKS OF MATHEMATICAL COGNITION -- Basic Organization -- Heterogeneity in Typical and Atypical Development -- PARIETAL-FRONTAL SYSTEMS: SHORT-TERM AND WORKING MEMORY -- Basic Organization -- Heterogeneity in Typical and Atypical Development -- LATERAL FRONTOTEMPORAL CORTICES: LANGUAGE-MEDIATED SYSTEMS -- Basic Organization -- Heterogeneity in Typical and Atypical Development -- THE MEDIAL TEMPORAL LOBE: DECLARATIVE MEMORY -- Basic Organization -- Heterogeneity in Typical and Atypical Development -- THE CIRCUIT VIEW: ATTENTION AND CONTROL PROCESSES AND DYNAMIC CIRCUITS ORCHESTRATING MATHEMATICAL LEARNING -- Basic Organization -- Heterogeneity in Typical and Atypical Development -- PLASTICITY IN MULTIPLE BRAIN SYSTEMS: RELATION TO LEARNING -- Basic Organization -- Heterogeneity in Typical and Atypical Development -- CONCLUSIONS AND FUTURE DIRECTIONS -- References -- 16 - (How) Are Executive Functions Actually Related to Arithmetic Abilities? -- INTRODUCTION -- THE INVOLVEMENT OF EXECUTIVE FUNCTIONS IN ARITHMETIC ABILITIES -- Cognitive Flexibility -- Inhibition -- Updating -- CONCLUSION -- References -- V - MEMORY -- 17 - Numerical Cognition and Memory(ies) -- MNEMONIC SYSTEMS IN COGNITIVE ARCHITECTURES FOR NUMERICAL COGNITION: SOME EXAMPLES -- WORKING MEMORY IN NUMERICAL COGNITION -- Working Memory for Counting -- Working Memory for Transcoding -- Working Memory for Additions and Subtractions -- IS RETRIEVAL THE PANACEA FOR NUMERICAL COGNITION?.
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WHAT IS EXACTLY RETRIEVED FROM LONG-TERM MEMORY IN "RETRIEVAL" PROCESSES?.
Sprache:
Englisch
Schlagwort(e):
Electronic books.
