000			11944cam a2200649Ii 4500
001			ocn923250387
003			OCoLC
005			20190328114812.0
006			m o d
007			cr cnu|||unuuu
008			151009t20152016ne ob 001 0 eng d
040			_aN$T _beng _erda _epn _cN$T _dN$T _dOCLCO _dYDXCP _dIDEBK _dOPELS _dOCLCF _dEBLCP _dCDX _dQGK _dIDB _dTXI _dOCLCQ _dMERUC _dS4S _dU3W _dAU@ _dOCLCQ _dCUY _dZCU _dICG _dDKC
019			_a949753879
020			_a9780128019092 _q(electronic bk.)
020			_a0128019093 _q(electronic bk.)
020			_a0128018712
020			_a9780128018712
020			_z9780128018712
035			_a(OCoLC)923250387 _z(OCoLC)949753879
050		4	_aQA11.2 _b.D48 2016eb
072		7	_aMAT _x039000 _2bisacsh
072		7	_aMAT _x023000 _2bisacsh
072		7	_aMAT _x026000 _2bisacsh
082	0	4	_a510.71 _223
245	0	0	_aDevelopment of mathematical cognition : neural substrates and genetic influences / _h[electronic resource] _cedited by Daniel B. Berch, David C. Geary and Kathleen Mann Koepke.
264		1	_aAmsterdam : _bElsevier Ltd., _c2015.
264		4	_c�2016
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	1		_aMathematical cognition and learning ; _vvolume 2
588	0		_aOnline resource; title from PDF title page (EBSCO, viewed October 13, 2015).
504			_aIncludes bibliographical references and index.
505	0		_aFront 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.
505	8		_aApproximate 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.
505	8		_aFinger-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.
505	8		_aChanges 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.
505	8		_aCognitive 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.
650		0	_aMathematics _xStudy and teaching _xMethodology.
650		0	_aMathematical ability.
650		0	_aCognition in children.
650		7	_aMATHEMATICS _xEssays. _2bisacsh
650		7	_aMATHEMATICS _xPre-Calculus. _2bisacsh
650		7	_aMATHEMATICS _xReference. _2bisacsh
650		7	_aCognition in children. _2fast _0(OCoLC)fst00866501
650		7	_aMathematical ability. _2fast _0(OCoLC)fst01012053
650		7	_aMathematics _xStudy and teaching _xMethodology. _2fast _0(OCoLC)fst01012250
655		4	_aElectronic books.
655		7	_aElectronic books. _2lcgft
700	1		_aBerch, Daniel B., _eeditor.
700	1		_aGeary, David C., _eeditor.
700	1		_aMann Koepke, Kathleen, _eeditor.
776	0	8	_iPrint version: _tDevelopment of mathematical cognition : neural substrates and genetic influences. _dAmsterdam, [Netherlands] : Academic Press, �2016 _hxxvii, 388 pages _kMathematical cognition and learning ; Volume 2 _z9780128018712
830		0	_aMathematical cognition and learning ; _vv. 2.
856	4	0	_3ScienceDirect _uhttp://www.sciencedirect.com/science/book/9780128018712
999			_c247182 _d247182