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Author: Frank Domahs
Publisher: Frontiers E-books
ISBN: 2889190595
Category :
Languages : en
Pages : 106
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Book Description
We are born with a “number sense” - the ability to respond to numerosity, which we share with other vertebrates. This inherited numerosity representation is approximate and follows the Weber-Fechner law that governs sensory perception. As educated adults we can also use culturally developed abstract symbol systems to represent exact numerosities – in particular number words and Arabic numbers. This developmental stage is preceded by an apparently transient phase of finger counting and finger calculation. In fact, the use of fingers to represent number is ubiquitous across ages and cultures. Children use finger counting even if they are discouraged to do so, sometimes even before they are able to utter the number word sequence. Furthermore, finger counting strategies may also be used by adults diagnosed with dyscalculia to make up for a deficient or absent mental number representation. The advantages of finger counting are evident: Fingers are readily available and perceptually salient, finger-numerical representations support short term memory and they provide a transparent one-to-one relationship between to-be-counted objects and their representation. Obviously, however, these advantages only hold for small numbers. Fully transparent finger counting systems are limited to the number range between zero and ten. Larger numbers can only be represented in perceptually less salient or symbolic ways. In recent years, a growing body of evidence has suggested that finger-based representations of number do not form an arbitrary and transient stage of cognitive development. Rather, they seem to provide a good example of embodied cognition. According to this influential viewpoint, all of our knowledge is represented together with the sensory and motor activity that was present during its acquisition. As a consequence, even a supposedly abstract cognitive ability such as numerical cognition reuses the neural substrate and inherits functional properties of more basic perceptual and/or motor processes. Consistent with this assumption, finger counting habits and numerical processing do interact even in educated adults, casting doubts on purely abstract accounts of mental number representations. The objective of this Research Topic is to document embodiment signatures in number processing and calculation – a domain of cognition that was long considered to epitomize the abstract symbol manipulation approach to human cognition. To this end, we invite empirical contributions using different methodologies including behavioural, developmental, neuroscientific, educational, cross-cultural, and neuropsychological studies. Moreover, we also seek theoretical contributions, review articles, or opinion papers. Questions to be tackled may include, but are not restricted to the following: Is finger counting only a useful or even a necessary step towards the acquisition of symbolic number representations? What are the neural correlates of the finger-number relationship? Which features of finger counting influence adult number processing – both approximate and exact? How can finger counting systems be classified typologically and how do different finger counting systems influence numerical cognition across cultures and populations? Should finger counting and finger calculation be promoted or discouraged in maths education? How are disturbances of finger gnosis and numerical abilities linked? We hope that this Research Topic will bring together researchers from different backgrounds to fruitfully discuss a topic which has both scientific and every-day relevance.
Author: Frank Domahs
Publisher: Frontiers E-books
ISBN: 2889190595
Category :
Languages : en
Pages : 106
Get Book Here
Book Description
We are born with a “number sense” - the ability to respond to numerosity, which we share with other vertebrates. This inherited numerosity representation is approximate and follows the Weber-Fechner law that governs sensory perception. As educated adults we can also use culturally developed abstract symbol systems to represent exact numerosities – in particular number words and Arabic numbers. This developmental stage is preceded by an apparently transient phase of finger counting and finger calculation. In fact, the use of fingers to represent number is ubiquitous across ages and cultures. Children use finger counting even if they are discouraged to do so, sometimes even before they are able to utter the number word sequence. Furthermore, finger counting strategies may also be used by adults diagnosed with dyscalculia to make up for a deficient or absent mental number representation. The advantages of finger counting are evident: Fingers are readily available and perceptually salient, finger-numerical representations support short term memory and they provide a transparent one-to-one relationship between to-be-counted objects and their representation. Obviously, however, these advantages only hold for small numbers. Fully transparent finger counting systems are limited to the number range between zero and ten. Larger numbers can only be represented in perceptually less salient or symbolic ways. In recent years, a growing body of evidence has suggested that finger-based representations of number do not form an arbitrary and transient stage of cognitive development. Rather, they seem to provide a good example of embodied cognition. According to this influential viewpoint, all of our knowledge is represented together with the sensory and motor activity that was present during its acquisition. As a consequence, even a supposedly abstract cognitive ability such as numerical cognition reuses the neural substrate and inherits functional properties of more basic perceptual and/or motor processes. Consistent with this assumption, finger counting habits and numerical processing do interact even in educated adults, casting doubts on purely abstract accounts of mental number representations. The objective of this Research Topic is to document embodiment signatures in number processing and calculation – a domain of cognition that was long considered to epitomize the abstract symbol manipulation approach to human cognition. To this end, we invite empirical contributions using different methodologies including behavioural, developmental, neuroscientific, educational, cross-cultural, and neuropsychological studies. Moreover, we also seek theoretical contributions, review articles, or opinion papers. Questions to be tackled may include, but are not restricted to the following: Is finger counting only a useful or even a necessary step towards the acquisition of symbolic number representations? What are the neural correlates of the finger-number relationship? Which features of finger counting influence adult number processing – both approximate and exact? How can finger counting systems be classified typologically and how do different finger counting systems influence numerical cognition across cultures and populations? Should finger counting and finger calculation be promoted or discouraged in maths education? How are disturbances of finger gnosis and numerical abilities linked? We hope that this Research Topic will bring together researchers from different backgrounds to fruitfully discuss a topic which has both scientific and every-day relevance.
Author: Elise Klein
Publisher: Frontiers Media SA
ISBN: 2889669203
Category : Science
Languages : en
Pages : 193
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Book Description
Author: Yan Ping Xin
Publisher: Springer Nature
ISBN: 3030952169
Category : Education
Languages : en
Pages : 389
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Book Description
This book provides prospective and practicing teachers with research insights into the mathematical difficulties of students with learning disabilities and classroom practices that address these difficulties. This linkage between research and practice celebrates teachers as learners of their own students’ mathematical thinking, thus contributing an alternative view of mathematical progression in which students are taught conceptually. The research-based volume presents a unique collaboration among researchers in special education, psychology, and mathematics education from around the world. It reflects an ongoing work by members of the International Group for the Psychology of Mathematics Education (PME) and the North American Chapter of the PME Working Groups. The authors of chapters in this book, who have been collaborating extensively over the past 7 years, are from Australia, Canada, the United Kingdom, and the United States.
Author: Martin H. Fischer
Publisher: Routledge
ISBN: 1317616731
Category : Psychology
Languages : en
Pages : 317
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Book Description
This two-volume set provides a comprehensive overview of the multidisciplinary field of Embodied Cognition. With contributions from internationally acknowledged researchers from a variety of fields, Foundations of Embodied Cognition reveals how intelligent behaviour emerges from the interplay between brain, body and environment. Drawing on the most recent theoretical and empirical findings in embodied cognition, Volume 2 Conceptual and Interactive Embodiment is divided into four distinct parts, bringing together a number of influential perspectives and new ideas. Part one introduces the field of embodied language processing, before part two presents recent developments in our understanding of embodied conceptual understanding. The final two parts look at the applied nature of embodied cognition, exploring the embodied nature of social co-ordination as well as the emerging field of artificial embodiment. Building on the idea that knowledge acquisition, retention and retrieval are intimately interconnected with sensory and motor processes, Foundations of Embodied Cognition is a landmark publication in the field. It will be of great interest to researchers and advanced students from across the cognitive sciences, including those specialising in psychology, neuroscience, intelligent systems and robotics, philosophy, linguistics and anthropology.
Author: Annalisa Setti
Publisher: Frontiers Media SA
ISBN: 2889454924
Category :
Languages : en
Pages : 293
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Book Description
While Embodied Cognition has now been accepted as mainstream in Cognitive Science, the study of its potential contribution to understding child developemnt and ageing, as well as its potential applications, is still in its infancy. This collection of articles explores the contribution of Embodied Cognition to studying the lifespan and potential applied fields. The contributions are theoretical and empirical and offer an important framework for future research and its applications.
Author: Robbin Gibb
Publisher: Academic Press
ISBN: 012804084X
Category : Psychology
Languages : en
Pages : 497
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Book Description
The Neurobiology of Brain and Behavioral Development provides an overview of the process of brain development, including recent discoveries on how the brain develops. This book collates and integrates these findings, weaving the latest information with core information on the neurobiology of brain development. It focuses on cortical development, but also features discussions on how the other parts of the brain wire into the developing cerebral cortex. A systems approach is used to describe the anatomical underpinnings of behavioral development, connecting anatomical and molecular features of brain development with behavioral development.The disruptors of typical brain development are discussed in appropriate sections, as is the science of epigenetics that presents a novel and instructive approach on how experiences, both individual and intergenerational, can alter features of brain development. What distinguishes this book from others in the field is its focus on both molecular mechanisms and behavioral outcomes. This body of knowledge contributes to our understanding of the fundamentals of brain plasticity and metaplasticity, both of which are also showcased in this book. - Provides an up-to-date overview of the process of brain development that is suitable for use as a university textbook at an early graduate or senior undergraduate level - Breadth from molecular level (Chapters 5-7) to the behavioral/cognitive level (Chapters 8-12), beginning with Chapters 1-4 providing a historical context of the ideas - Integrates the neurobiology of brain development and behavior, promoting the idea that animal models inform human development - Presents an emphasis on the role of epigenetics and brain plasticity in brain development and behavior
Author: Korbinian Moeller
Publisher: Frontiers Media SA
ISBN: 2889194248
Category : Functions
Languages : en
Pages : 282
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Book Description
Living at the beginning of the 21st century requires being numerate, because numerical abilities are not only essential for life prospects of individuals but also for economic interests of post-industrial knowledge societies. Thus, numerical development is at the core of both individual as well as societal interests. There is the notion that we are already born with a very basic ability to deal with small numerosities. Yet, this often called “number sense” seems to be very restricted, approximate, and driven by perceptual constraints. During our numerical development in formal (e.g., school) but also informal contexts (e.g., family, street) we acquire culturally developed abstract symbol systems to represent exact numerosities – in particular number words and Arabic digits – refining our numerical capabilities. In recent years, numerical development has gained increasing research interest documented in a growing number of behavioural, neuro-scientific, educational, cross-cultural, and neuropsychological studies addressing this issue. Additionally, our understanding of how numerical competencies develop has also benefitted considerably from the advent of different neuro-imaging techniques allowing for an evaluation of developmental changes in the human brain. In sum, we are now starting to put together a more and more coherent picture of how numerical competencies develop and how this development is associated with neural changes as well. In the end, this knowledge might also lead to a better understanding of the reasons for atypical numerical development which often has grieve consequences for those who suffer from developmental dyscalculia or mathematics learning disabilities. Therefore, this Research Topic deals with all aspects of numerical development: findings from behavioural performance to underlying neural substrates, from cross-sectional to longitudinal evaluations, from healthy to clinical populations. To this end, we included empirical contributions using different experimental methodologies, but also theoretical contributions, review articles, or opinion papers.
Author: Markus Pantsar
Publisher: Cambridge University Press
ISBN: 100946888X
Category : Science
Languages : en
Pages : 265
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Book Description
The first book-length philosophical account of arithmetical knowledge that is based on the state-of-the-art empirical studies of numerical cognition.
Author: Roi Cohen Kadosh
Publisher: Oxford University Press
ISBN: 0191036013
Category : Psychology
Languages : en
Pages : 1515
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Book Description
How do we understand numbers? Do animals and babies have numerical abilities? Why do some people fail to grasp numbers, and how we can improve numerical understanding? Numbers are vital to so many areas of life: in science, economics, sports, education, and many aspects of everyday life from infancy onwards. Numerical cognition is a vibrant area that brings together scientists from different and diverse research areas (e.g., neuropsychology, cognitive psychology, developmental psychology, comparative psychology, anthropology, education, and neuroscience) using different methodological approaches (e.g., behavioral studies of healthy children and adults and of patients; electrophysiology and brain imaging studies in humans; single-cell neurophysiology in non-human primates, habituation studies in human infants and animals, and computer modeling). While the study of numerical cognition had been relatively neglected for a long time, during the last decade there has been an explosion of studies and new findings. This has resulted in an enormous advance in our understanding of the neural and cognitive mechanisms of numerical cognition. In addition, there has recently been increasing interest and concern about pupils' mathematical achievement in many countries, resulting in attempts to use research to guide mathematics instruction in schools, and to develop interventions for children with mathematical difficulties. This handbook brings together the different research areas that make up the field of numerical cognition in one comprehensive and authoritative volume. The chapters provide a broad and extensive review that is written in an accessible form for scholars and students, as well as educationalists, clinicians, and policy makers. The book covers the most important aspects of research on numerical cognition from the areas of development psychology, cognitive psychology, neuropsychology and rehabilitation, learning disabilities, human and animal cognition and neuroscience, computational modeling, education and individual differences, and philosophy. Containing more than 60 chapters by leading specialists in their fields, the Oxford Handbook of Numerical Cognition is a state-of-the-art review of the current literature.
Author: Michael L. Anderson
Publisher: MIT Press
ISBN: 0262544733
Category : Psychology
Languages : en
Pages : 411
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Book Description
A proposal for a fully post-phrenological neuroscience that details the evolutionary roots of functional diversity in brain regions and networks. The computer analogy of the mind has been as widely adopted in contemporary cognitive neuroscience as was the analogy of the brain as a collection of organs in phrenology. Just as the phrenologist would insist that each organ must have its particular function, so contemporary cognitive neuroscience is committed to the notion that each brain region must have its fundamental computation. In After Phrenology, Michael Anderson argues that to achieve a fully post-phrenological science of the brain, we need to reassess this commitment and devise an alternate, neuroscientifically grounded taxonomy of mental function. Anderson contends that the cognitive roles played by each region of the brain are highly various, reflecting different neural partnerships established under different circumstances. He proposes quantifying the functional properties of neural assemblies in terms of their dispositional tendencies rather than their computational or information-processing operations. Exploring larger-scale issues, and drawing on evidence from embodied cognition, Anderson develops a picture of thinking rooted in the exploitation and extension of our early-evolving capacity for iterated interaction with the world. He argues that the multidimensional approach to the brain he describes offers a much better fit for these findings, and a more promising road toward a unified science of minded organisms.
