By Jamie I.D. Campbell
How does the mind symbolize quantity and make mathematical calculations? What underlies the improvement of numerical and mathematical talents? What components impact the training of numerical options and abilities? What are the organic bases of quantity wisdom? Do people and different animals percentage comparable numerical representations and methods? What underlies numerical and mathematical disabilities and problems, and what's the diagnosis for rehabilitation? those questions are the area of mathematical cognition, the sector of analysis desirous about the cognitive and neurological strategies that underlie numerical and mathematical talents. The instruction manual of Mathematical Cognition is a suite of 27 essays by way of top researchers that offers a complete evaluation of this significant study box.
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Additional resources for Handbook of Mathematical Cognition
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Bideaud & H. ), Le développement des activités numériques (pp. 151–173). Paris: Hermès. Fayol, M. , & Renaud, A. (1996). Pourquoi l’écriture des grands nombres est-elle aussi difficile? Revue de Psychologie de l’Education, 1, 109–132. , & Marinthe, C. (1998). Predicting arithmetical achievement from neuropsychological performance: A longitudinal study. Cognition, 68, B63–B70. , & Hauser, M. (2002). The representations underlying infants’ choice of more: Object files versus analog magnitudes. Psychological Science, 13, 150–156.
From one to ten) in both western and eastern cultures attests (Miller & Paredes, 1996). Furthermore, the establishment of associations between cardinalities and values seems to be based on the same mechanisms that are involved in the other types of categorization. In particular, the availability of a lexicon makes it possible to consider sets whose appearance would tend to cause them to be processed separately as equivalent in terms of their cardinality. During this stage, language would thus act as a cognitive tool facilitating the formation of cardinality.
Bialystok, E. (1992). Symbolic representation of letters and numbers. Cognitive Development, 7, 301–316. , & Codd, J. (1997). pmd 18 10/20/2004, 4:12 PM About Numerical Representations 19 developing concept of number. Cognitive Development, 12, 85–106. , & Mehler, J. (1991). How do four-day-old infants categorize multisyllabic utterances. Developmental Psychology, 29, 711–721. Brannon, E. , & Roitman, J. D. (2003). Nonverbal representations of time and number in animals and human infants. In W.