Online resource; title from PDF title page (EBSCO, viewed October 13, 2015).

Includes bibliographical references and index.

Front Cover -- Development of Mathematical Cognition: Neural Substrates and Genetic Influences -- Copyright -- Contents -- Contributors -- Foreword -- References -- Preface -- Chapter 1: Introduction: How the Study of Neurobiological and Genetic Factors Can Enhance Our Understanding of Mathematica ... -- Introduction -- Neurobiological Perspectives on Mathematical Cognitive Development -- Using Neuroimaging Methods to Study Children's Mathematical Development -- Mathematical Cognition and Development: Brain Structure and Function -- A Brief History -- The Developing Brain -- Brain Imaging Methods Used in Studying Mathematical Cognitive Development -- Criticisms of fMRI -- Reverse Inference -- How Brain Imaging Can Advance Cognitive Theorizing -- Behavioral and Neuro-genetics of Mathematical Cognition -- Interpretive Challenges -- Behavioral Genetics in the Age of Molecular Genetics and Neuroscience -- Summary and Conclusions -- References -- Part I: Neural substrates -- Chapter 2: Number Symbols in the Brain -- Introduction -- Which Brain Regions Are Engaged During the Processing of Numerical Symbols? -- Evidence from Comparison Tasks -- Response-Selection Confounds -- Evidence from fMRI Adaptation Studies -- Semantic or Perceptual Processing of Number Symbols in the IPS? -- Numerical Symbols in the Brain-Evidence from Developmental Studies -- Perceptual Representation of Number Symbols in the Brain -- Are Symbolic and Nonsymbolic Quantity Representations Linked in the Brain? -- Differences in Cardinal and Ordinal Processing of Number Symbols in the Brain -- Conclusions and Future Directions -- Acknowledgments -- References -- Chapter 3: Neural and Behavioral Signatures of Core Numerical Abilities and Early Symbolic Number Development -- Introduction -- Two Systems for Nonverbal Numerical Cognition -- Parallel Individuation System.

Approximate Number System -- Behavioral Evidence for Distinct Systems of Numerical Cognition -- The Cognitive Neuroscience of Two Core Systems of Number -- Establishing the Neural Signatures of Two Systems -- Distinct Brain Mechanisms of Two Systems -- Continuity in Neural Signatures over Development -- Change in Core Numerical Processing over Development -- The Relationship Between Core Systems and Symbolic Number Abilities -- Approximate Number System and Symbolic Number and Mathematics Abilities -- The Relationship of Core Systems to Early Number Concept Development -- Conclusions -- Acknowledgments -- References -- Chapter 4: A Neurodevelopmental Perspective on the Role of Memory Systems in Children's Math Learning -- Introduction -- Development of Memory-Based Strategies in Children's Mathematics Learning -- Declarative Memory and Its Development -- Medial Temporal Lobe Memory System -- Memory Processes in the Context of Mathematics Learning -- Children Engage the MTL Memory System Differently Than Adults -- Individual Differences in Children's Retrieval Strategy Use Are Associated with the MTL -- Decoding Brain Activity Patterns Associated with Counting and Retrieval Strategies -- Hippocampal-Prefrontal Cortex Circuits and Their Role in Children's Mathematics Learning -- Longitudinal Changes in MTL Response, Representations and Connectivity Associated with Memory-Based Retrieval -- Why Adults May Not Rely on MTL Memory Systems for Mathematics Performance and Learning -- Conclusions -- Acknowledgments -- References -- Chapter 5: Finger Representation and Finger-Based Strategies in the Acquisition of Number Meaning and Arithmetic -- Introduction -- Fingers in Numerical and Arithmetic Processing -- The Role of Fingers and Finger Representation in Number Processing -- Neural Substrates for Hand and Number Processing.

Finger-Based Strategies and Finger Representation in Arithmetic -- Neural Substrates for Finger-Related Activation During Arithmetic Problem Solving -- Finger-Based Strategies and Operation-Specific Processes -- A Model Supporting Operation-Specific Processes -- Behavioral Evidence for Operation-Specific Processes -- Operation-Specific Neural Networks -- Operation-Specific Processes as a Consequence of Operation-Dependent Teaching Methods -- Operation-Dependent Finger-Related Activations -- Finger Counting, Cultural Influence, and Spatial-Numerical Relations -- Future Directions -- Conclusions -- References -- Chapter 6: Neurocognitive Architectures and the Nonsymbolic Foundations of Fractions Understanding -- Introduction -- Fundamental Limitations of the Human Cognitive Architecture -- A Competing View: The Ratio Processing System -- How the RPS May Influence Fraction Learning -- Emerging Behavioral and Neuroimaging Evidence for RPS Model Predictions -- Open Questions -- Charting the Development and Architecture of the RPS -- Leveraging the RPS to Support Fraction Learning -- RPS and Dyscalculia? -- Summary and Conclusions -- Acknowledgments -- References -- Chapter 7: Developmental Dyscalculia and the Brain * -- Introduction -- Developmental Dyscalculia -- Diagnosis of Developmental Dyscalculia -- What Neuroimaging Is Telling Us about Developmental Dyscalculia -- Magnetic Resonance Imaging (MRI) -- Positron Emission Tomography -- Electroencephalography/Magnetoencephalography (MEG) -- Near Infrared Spectroscopy -- Neuronal Correlates of Developmental Dyscalculia -- Numbers in the Adult Brain -- Typical Development of Number Representations in the Brain -- Deficient Functional Networks -- Aberrant Brain Activation in Number-Related Areas in DD -- Aberrant Brain Activation in Domain-General Areas in DD -- Compensatory Mechanisms in DD.

Changes of Brain Function Due to Development and Intervention -- Abnormal Neuronal Macro- and Microstructures -- Brain Structure -- Fiber Connections -- Neurometabolites -- Conclusions and Future Directions -- References -- Chapter 8: Neurocognitive Components of Mathematical Skills and Dyscalculia -- Introduction -- Accessing Quantity Representations -- Working Memory: The Role of Serial Order -- Executive Functions -- Discussion and Conclusions -- References -- Chapter 9: Individual Differences in Arithmetic Fact Retrieval -- Introduction -- Development and Measurement of Arithmetic Fact Retrieval -- Neurocognitive Determinants of Individual Differences in Arithmetic Fact Retrieval -- Numerical Magnitude Processing -- Phonological Processing -- Neural Correlates of Arithmetic Fact Retrieval -- Arithmetic Fact Retrieval in the (Developing) Brain -- Individual Differences in Brain Activity During Fact Retrieval -- Connections Between Areas of the Arithmetic Fact-Retrieval Network -- Conclusions and Future Directions -- References -- Chapter 10: Transcranial Electrical Stimulation and the Enhancement of Numerical Cognition -- Introduction -- A Brief History -- tES Today -- The Forms of tES -- tDCS -- tRNS -- Principles and Limitations of tES Experiments -- Placebo Effects -- Online and Offline Effects: Single Session and Training Studies -- Depth of Stimulation -- Choosing the Brain Region -- Size, Number, and Placement of the Electrodes -- Choosing the Type of Stimulation -- Evidence of tES-Induced Enhancement of Numerical Cognition -- Numerosity -- Symbolic and Magnitude Processing -- Symbolic-magnitude mapping -- Multiple electrodes -- Arithmetic Operations -- All or Null? The Case of Nonsignificant Results -- Evidence of tES-Induced Enhancements in Dysfunctional Numerical Cognition -- Mathematics Anxiety -- Dyscalculia -- The To-Do List.

Cognitive Cost -- Transfer Effects -- Individual Differences -- Ecological Validity -- Conclusions -- References -- Part II: Genetic Influences -- Chapter 11 Individual Differences in Mathematics Ability: A Behavioral Genetic Approach -- Introduction -- Introduction to Quantitative Genetics -- Etiology of Individual Differences in Mathematics -- Etiology of the Links between Mathematics Ability and Other Traits -- Multivariate Genetic Designs -- Etiology of Relationships between Mathematics and Reading as well as Language-Related Skills -- Origin of Relationships between Mathematics and Spatial Ability -- Etiology of Relationships among Mathematical Subskills -- Overlap in Genetic Influences on Academic Subjects -- Genetic Effects Specific to Mathematics -- Etiology of Relationships between Mathematical Ability and Related Affective Factors -- Mathematical Development -- Molecular Genetic Studies of Mathematics -- Neurobiological Mechanisms -- Conclusions -- Acknowledgment -- References -- Chapter 12: Genetic Syndromes as Model Pathways to Mathematical Learning Difficulties: Fragile X, Turner, and 22q Deletion ... -- Introduction -- Why Focus on Fragile X, Turner, and 22q Deletion Syndromes to Study MLD? -- Contributions of Syndrome Research to Understanding MLD -- Syndromes as Models of MLD -- Fragile X Syndrome -- Turner Syndrome -- Chromosome 22q11.2 Deletion Syndrome -- MLD Frequency and Severity in Children with Fragile X, Turner, or 22q11.2 Deletion Syndromes -- Correlates as Indicators of Pathways to or Subtypes of MLD: Contributions and Limitations -- Correlates as Indicators of MLD Specificity in Fragile X, Turner, and 22q11.2DS -- Characterizing MLD in Girls with Fragile X Syndrome -- Characterizing MLD in Girls with Turner Syndrome -- Characterizing MLD in Children with 22q11.2DS.