Continuous issues in numerical cognition : how many or how much /: how many or how much. (2016)

• Record Type: Book
• Further Information: Note: Edited by Avishai Henik.
• Editors: Henik, Avishai
• Contents: 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
• Publisher Details: London, UK : Academic Press is an imprint of Elsevier
• Publication Date: 2016
• Extent: 1 online resource
• Subjects: 510; Number concept; Cognition; MATHEMATICS / Essays; MATHEMATICS / Pre-Calculus; MATHEMATICS / Reference; Cognition; Number concept; Electronic books; Electronic books
• Languages: English
• ISBNs: 9780128017937; 0128017937
• Related ISBNs: 9780128016374; 012801637X
• Notes: Note: Online resource; title from PDF title page (ScienceDirect, viewed June 6, 2016).
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.