Heterogeneous Contributions to Numerical Cognition

Heterogeneous Contributions to Numerical Cognition
Author: Wim Fias,Avishai Henik
Publsiher: Academic Press
Total Pages: 422
Release: 2021-05-28
ISBN: 0128174153
Category: Medical
Language: EN, FR, DE, ES & NL

Heterogeneous Contributions to Numerical Cognition Book Excerpt:

Arithmetic disability stems from deficits in neurodevelopment, with great individual differences in development or function of an individual at neuroanatomical, neuropsychological, behavioral, and interactional levels. Heterogeneous Contributions to Numerical Cognition: Learning and Education in Mathematical Cognition examines research in mathematical education methods and their neurodevelopmental basis, focusing on the underlying neurodevelopmental features that must be taken into account when teaching and learning mathematics. Cognitive domains and functions such as executive functions, memory, attention, and language contribute to numerical cognition and are essential for its proper development. These lines of research and thinking in neuroscience are discussed in this book to further the understanding of the neurodevelopmental and cognitive basis of more complex forms of mathematics – and how to best teach them. By unravelling the basic building blocks of numerical thinking and the developmental basis of human capacity for arithmetic, this book and the discussions within are important for the achievement of a comprehensive understanding of numerical cognition, its brain basis, development, breakdown in brain-injured individuals, and failures to master mathematical skills. A novel innovative reference on the emerging field of numerical cognition and neurodevelopment underlying mathematical education Includes an overview of the multiple disciplines that comprise numerical cognition written by world-leading researchers in the numerical cognition and neurodevelopment fields Features an innovative organization with each section providing a general overview, developmental research, neurocognitive mechanisms, and discussion about relevant studies

The Oxford Handbook of Numerical Cognition

The Oxford Handbook of Numerical Cognition
Author: Roi Kadosh,Ann Dowker
Publsiher: OUP Oxford
Total Pages: 1144
Release: 2015-07-30
ISBN: 0191036005
Category: Psychology
Language: EN, FR, DE, ES & NL

The Oxford Handbook of Numerical Cognition Book Excerpt:

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.

Continuous Issues in Numerical Cognition

Continuous Issues in Numerical Cognition
Author: Avishai Henik
Publsiher: Academic Press
Total Pages: 456
Release: 2016-05-18
ISBN: 0128017937
Category: Psychology
Language: EN, FR, DE, ES & NL

Continuous Issues in Numerical Cognition Book Excerpt:

Continuous Issues in Numerical Cognition: How Many or How Much re-examines the widely accepted view that there exists a core numerical system within human beings and an innate ability to perceive and count discrete quantities. This core knowledge involves the brain’s intraparietal sulcus, and a deficiency in this region has traditionally been thought to be the basis for arithmetic disability. However, new research findings suggest this wide agreement needs to be examined carefully and that perception of sizes and other non-countable amounts may be the true precursors of numerical ability. This cutting-edge book examines the possibility that perception and evaluation of non-countable dimensions may be involved in the development of numerical cognition. Discussions of the above and related issues are important for the achievement of a comprehensive understanding of numerical cognition, its brain basis, development, breakdown in brain-injured individuals, and failures to master mathematical skills. Serves as an innovative reference on the emerging field of numerical cognition and the branches that converge on this diverse topic Features chapters from leading researchers in the field Includes an overview of the multiple disciplines that comprise numerical cognition and discusses the measures that can be used in analysis Introduces novel ideas that connect non-countable continuous variables to numerical cognition

Heterogeneous Contributions to Numerical Cognition

Heterogeneous Contributions to Numerical Cognition
Author: Wim Fias,Avishai Henik
Publsiher: Elsevier
Total Pages: 422
Release: 2021-05-27
ISBN: 0128174145
Category: Medical
Language: EN, FR, DE, ES & NL

Heterogeneous Contributions to Numerical Cognition Book Excerpt:

Arithmetic disability stems from deficits in neurodevelopment, with great individual differences in development or function of an individual at neuroanatomical, neuropsychological, behavioral, and interactional levels. Heterogeneous Contributions to Numerical Cognition: Learning and Education in Mathematical Cognition examines research in mathematical education methods and their neurodevelopmental basis, focusing on the underlying neurodevelopmental features that must be taken into account when teaching and learning mathematics. Cognitive domains and functions such as executive functions, memory, attention, and language contribute to numerical cognition and are essential for its proper development. These lines of research and thinking in neuroscience are discussed in this book to further the understanding of the neurodevelopmental and cognitive basis of more complex forms of mathematics - and how to best teach them. By unravelling the basic building blocks of numerical thinking and the developmental basis of human capacity for arithmetic, this book and the discussions within are important for the achievement of a comprehensive understanding of numerical cognition, its brain basis, development, breakdown in brain-injured individuals, and failures to master mathematical skills. A novel innovative reference on the emerging field of numerical cognition and neurodevelopment underlying mathematical education Includes an overview of the multiple disciplines that comprise numerical cognition written by world-leading researchers in the numerical cognition and neurodevelopment fields Features an innovative organization with each section providing a general overview, developmental research, neurocognitive mechanisms, and discussion about relevant studies

Cognitive Foundations for Improving Mathematical Learning

Cognitive Foundations for Improving Mathematical Learning
Author: David C. Geary,Daniel B. Berch,Kathleen Mann Koepke
Publsiher: Academic Press
Total Pages: 378
Release: 2019-01-30
ISBN: 0128159529
Category: Psychology
Language: EN, FR, DE, ES & NL

Cognitive Foundations for Improving Mathematical Learning Book Excerpt:

Cognitive Foundations for Improving Mathematical Learning, Volume 5, the latest release in the Mathematical Cognition and Learning series, focuses on informal learning environments and other parental influences on numerical cognitive development and formal instructional interventions for improving mathematics learning and performance. Chapters cover the use of numerical play and games for improving foundational number knowledge, school math performance, the link between early math abilities and the approximate number system, and how families can help improve the early development of math skills. In addition, the book examines learning trajectories in early mathematics, the role of mathematical language in acquiring numeracy skills, evidence-based assessments of early math skills, approaches for intensifying early mathematics interventions, the use of analogies in mathematics instruction, schema-based diagrams for teaching ratios and proportions, the role of cognitive processes in treating mathematical learning difficulties, and more. Identifies the relative influence of school and family on math learning Discusses the efficacy of numerical play for improvement in math Features learning trajectories in math Examines the role of math language in numeracy skills Includes assessments of math skills Explores the role of cognition in treating math-based learning difficulties

Heterogeneity of Function in Numerical Cognition

Heterogeneity of Function in Numerical Cognition
Author: Avishai Henik,Wim Fias
Publsiher: Academic Press
Total Pages: 480
Release: 2018-05-17
ISBN: 0128115300
Category: Science
Language: EN, FR, DE, ES & NL

Heterogeneity of Function in Numerical Cognition Book Excerpt:

Heterogeneity of Function in Numerical Cognition presents the latest updates on ongoing research and discussions regarding numerical cognition. With great individual differences in the development or function of numerical cognition at neuroanatomical, neuropsychological, behavioral, and interactional levels, these issues are important for the achievement of a comprehensive understanding of numerical cognition, hence its brain basis, development, breakdown in brain-injured individuals, and failures to master mathematical skills. These functions are essential for the proper development of numerical cognition. Provides an innovative reference on the emerging field of numerical cognition and the branches that converge on this diverse cognitive domain Includes an overview of the multiple disciplines that comprise numerical cognition Focuses on factors that influence numerical cognition, such as language, executive attention, memory and spatial processing Features an innovative organization with each section providing a general overview, developmental research, and evidence from neurocognitive studies

Neuro cognitive Architecture of Numerical Cognition and Its Development

Neuro cognitive Architecture of Numerical Cognition and Its Development
Author: Elise Klein,Korbinian Moeller,Reuven Babai,Anja Ischebeck
Publsiher: Frontiers Media SA
Total Pages: 193
Release: 2021-06-29
ISBN: 2889669203
Category: Science
Language: EN, FR, DE, ES & NL

Neuro cognitive Architecture of Numerical Cognition and Its Development Book Excerpt:

Language and Culture in Mathematical Cognition

Language and Culture in Mathematical Cognition
Author: Daniel B. Berch,David C. Geary,Kathleen Mann Koepke
Publsiher: Academic Press
Total Pages: 364
Release: 2018-07-27
ISBN: 0128125756
Category: Psychology
Language: EN, FR, DE, ES & NL

Language and Culture in Mathematical Cognition Book Excerpt:

Language and Culture in Mathematical Cognition, First Edition focuses on the role of linguistic and cultural factors in math cognition and development. It covers a wide range of topics, including analogical mapping in numerical development, arithmetic fact retrieval in the bilingual brain, cross-cultural comparisons of mathematics achievement, the shaping of numerical processing by number word construction, the influence of Head Start programs, the mathematical skills of children with specific language impairments, the role of culture and language in creating associations between number and space, and electrophysiological studies of linguistic traces in core knowledge at the neural level. Includes cutting-edge findings, innovative measures, recent methodological advances and groundbreaking theoretical developments Synthesizes research from various subdomains of math cognition research Covers the full complement of research in mathematical thinking and learning Informs researchers, scholars, educators, students and policymakers

The Oxford Handbook of Numerical Cognition

The Oxford Handbook of Numerical Cognition
Author: Roi Cohen Kadosh,Ann Dowker
Publsiher: Oxford Library of Psychology
Total Pages: 1217
Release: 2015
ISBN: 0199642346
Category: Medical
Language: EN, FR, DE, ES & NL

The Oxford Handbook of Numerical Cognition Book Excerpt:

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.

Learning and Teaching Number Theory

Learning and Teaching Number Theory
Author: Stephen R. Campbell,Rina Zazkis
Publsiher: Greenwood Publishing Group
Total Pages: 245
Release: 2002
ISBN: 1567506534
Category: Mathematics
Language: EN, FR, DE, ES & NL

Learning and Teaching Number Theory Book Excerpt:

Essential to developing deeper understandings of mathematics, number theory has received scant attention in mathematics education research. This volume redresses this matter and serves as a launch point for further research in this important area.

International Handbook of Mathematical Learning Difficulties

International Handbook of Mathematical Learning Difficulties
Author: Annemarie Fritz,Vitor Geraldi Haase,Pekka Räsänen
Publsiher: Springer
Total Pages: 843
Release: 2019-01-30
ISBN: 3319971484
Category: Education
Language: EN, FR, DE, ES & NL

International Handbook of Mathematical Learning Difficulties Book Excerpt:

This comprehensive volume provides teachers, researchers and education professionals with cutting edge knowledge developed in the last decades by the educational, behavioural and neurosciences, integrating cognitive, developmental and socioeconomic approaches to deal with the problems children face in learning mathematics. The neurocognitive mechanisms and the cognitive processes underlying acquisition of arithmetic abilities and their significance for education have been the subject of intense research in the last few decades, but the most part of this research has been conducted in non-applied settings and there’s still a deep discrepancy between the level of scientific knowledge and its implementation into actual educational settings. Now it’s time to bring the results from the laboratory to the classroom. Apart from bringing the theoretical discussions to educational settings, the volume presents a wide range of methods for early detection of children with risks in mathematics learning and strategies to develop effective interventions based on innovative cognitive test instruments. It also provides insights to translate research knowledge into public policies in order to address socioeconomic issues. And it does so from an international perspective, dedicating a whole section to the cultural diversity of mathematics learning difficulties in different parts of the world. All of this makes the International Handbook of Mathematical Learning Difficulties an essential tool for those involved in the daily struggle to prepare the future generations to succeed in the global knowledge society.

Towards a Meaningful Instrumental Music Education Methods Perspectives and Challenges

Towards a Meaningful Instrumental Music Education  Methods  Perspectives  and Challenges
Author: Andrea Schiavio,Luc Nijs,Dylan van der Schyff,Marja-Leena Juntunen
Publsiher: Frontiers Media SA
Total Pages: 256
Release: 2021-01-18
ISBN: 2889663957
Category: Science
Language: EN, FR, DE, ES & NL

Towards a Meaningful Instrumental Music Education Methods Perspectives and Challenges Book Excerpt:

Development of Mathematical Cognition

Development of Mathematical Cognition
Author: Daniel B. Berch,David C. Geary,Kathleen Mann Koepke
Publsiher: Academic Press
Total Pages: 414
Release: 2015-10-03
ISBN: 0128019093
Category: Psychology
Language: EN, FR, DE, ES & NL

Development of Mathematical Cognition Book Excerpt:

Development of Mathematical Cognition: Neural Substrates and Genetic Influences reviews advances in extant imaging modalities and the application of brain stimulation techniques for improving mathematical learning. It goes on to explore the role genetics and environmental influences have in the development of math abilities and disabilities. Focusing on the neural substrates and genetic factors associated with both the typical and atypical development of mathematical thinking and learning, this second volume in the Mathematical Cognition and Learning series integrates the latest in innovative measures and methodological advances from the top researchers in the field. Provides details about new progress made in the study of neural correlates of numerical and arithmetic cognition Addresses recent work in quantitative and molecular genetics Works to improve instruction in numerical, arithmetical, and algebraic thinking and learning Informs policy to help increase the level of mathematical proficiency among the general public

Mathematical Learning and Cognition in Early Childhood

Mathematical Learning and Cognition in Early Childhood
Author: Katherine M. Robinson,Helena P. Osana,Donna Kotsopoulos
Publsiher: Springer
Total Pages: 274
Release: 2019-05-07
ISBN: 3030128954
Category: Psychology
Language: EN, FR, DE, ES & NL

Mathematical Learning and Cognition in Early Childhood Book Excerpt:

This book explores mathematical learning and cognition in early childhood from interdisciplinary perspectives, including developmental psychology, neuroscience, cognitive psychology, and education. It examines how infants and young children develop numerical and mathematical skills, why some children struggle to acquire basic abilities, and how parents, caregivers, and early childhood educators can promote early mathematical development. The first section of the book focuses on infancy and toddlerhood with a particular emphasis on the home environment and how parents can foster early mathematical skills to prepare their children for formal schooling. The second section examines topics in preschool and kindergarten, such as the development of counting procedures and principles, the use of mathematics manipulatives in instruction, and the impacts of early intervention. The final part of the book focuses on particular instructional approaches in the elementary school years, such as different additive concepts, schema-based instruction, and methods of division. Chapters analyze the ways children learn to think about, work with, and master the language of mathematical concepts, as well as provide effective approaches to screening and intervention. Included among the topics: The relationship between early gender differences and future mathematical learning and participation. The connection between mathematical and computational thinking. Patterning abilities in young children. Supporting children with learning difficulties and intellectual disabilities. The effectiveness of tablets as elementary mathematics education tools. Mathematical Learning and Cognition in Early Childhood is an essential resource for researchers, graduate students, and professionals in infancy and early childhood development, child and school psychology, neuroscience, mathematics education, educational psychology, and social work.

Acquisition of Complex Arithmetic Skills and Higher Order Mathematics Concepts

Acquisition of Complex Arithmetic Skills and Higher Order Mathematics Concepts
Author: David C. Geary,Daniel B. Berch,Robert Ochsendorf,Kathleen Mann Koepke
Publsiher: Academic Press
Total Pages: 360
Release: 2017-02-08
ISBN: 0128133686
Category: Psychology
Language: EN, FR, DE, ES & NL

Acquisition of Complex Arithmetic Skills and Higher Order Mathematics Concepts Book Excerpt:

Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts focuses on typical and atypical learning of complex arithmetic skills and higher-order math concepts. As part of the series Mathematical Cognition and Learning, this volume covers recent advances in the understanding of children’s developing competencies with whole-number arithmetic, fractions, and rational numbers. Each chapter covers these topics from multiple perspectives, including genetic disorders, cognition, instruction, and neural networks. Covers innovative measures and recent methodological advances in mathematical thinking and learning Contains contributions that improve instruction and education in these domains Informs policy aimed at increasing the level of mathematical proficiency in the general public

Numerical Development From cognitive functions to neural underpinnings

Numerical Development   From cognitive functions to neural underpinnings
Author: Korbinian Moeller,Elise Klein,Klaus F Willmes - von Hinckeldey,Karin Kucian
Publsiher: Frontiers Media SA
Total Pages: 282
Release: 2015-02-24
ISBN: 2889194248
Category: Functions
Language: EN, FR, DE, ES & NL

Numerical Development From cognitive functions to neural underpinnings Book Excerpt:

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.

Handy numbers finger counting and numerical cognition

Handy numbers  finger counting and numerical cognition
Author: Frank Domahs,Liane Kaufmann, Martin H. Fischer
Publsiher: Frontiers E-books
Total Pages: 106
Release: 2022
ISBN: 2889190595
Category: Electronic Book
Language: EN, FR, DE, ES & NL

Handy numbers finger counting and numerical cognition Book Excerpt:

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.

Cognition in Education

Cognition in Education
Author: Anonim
Publsiher: Academic Press
Total Pages: 328
Release: 2011-09-02
ISBN: 0123877075
Category: Psychology
Language: EN, FR, DE, ES & NL

Cognition in Education Book Excerpt:

Education and cognitive psychology are natural companions—they both are focused on how people think and learn. Although collaborations have occurred for many years, recently there has been a much greater interest in collaborations that bring cognitive principles into classroom settings. This renewed collaborative research has led both to new evidence-based instructional practices and to a better understanding of cognitive principles. This volume contains overviews of research projects at the intersection of cognitive science and education. The prominent contributors—cognitive psychologists, developmental psychologists, educational psychologists, and science educators—were chosen both for the quality of their work and the variety of their contributions—general principles; influence of affect and motivation; and focus on math and science education. This volume contains overviews of research projects at the intersection of cognitive science and education The prominent contributors were chosen both for the quality of their work and the variety of their contributions general principles; influence of affect and motivation; and focus on math and science education.

Educational Neuroscience Constructivist Learning and the Mediation of Learning and Creativity in the 21st Century

Educational Neuroscience  Constructivist Learning  and the Mediation of Learning and Creativity in the 21st Century
Author: Layne Kalbfleisch
Publsiher: Frontiers Media SA
Total Pages: 127
Release: 2015-05-28
ISBN: 2889195198
Category: Educational psychology
Language: EN, FR, DE, ES & NL

Educational Neuroscience Constructivist Learning and the Mediation of Learning and Creativity in the 21st Century Book Excerpt:

The advent of educational neuroscience, a transdisciplinary exercise emerging from cognitive neuroscience and educational psychology, is the examination of physiological processes that undermine, support, and enhance the capacities to learn and create. The physiological underpinnings of learning and creativity each impact human ability and performance and mediate the processes of becoming educated, expert, and valued. Evidence of learning provides support to an ongoing canon, process, system, field or domain, while evidence of creativity results in an elaboration or departure from an ongoing canon, process, system, field, or domain. Educational neuroscience extends a challenge to scholars from multiple contexts to engage in the characterization and exploration of human ability and performance in these realms. The role of context, both environmental and interoceptive, is an integral part of efforts in educational neuroscience and in theories of constructivist learning to contribute ecologically valid insight to the pragmatic processes of learning and creativity. Examination at this level of specificity is vital to our ability to educate and support human potential in the 21st century. This Research Topic examines the neural basis of cognitive states and processes that influence knowledge and skill acquisition tied to the demonstration of human ability and performance across individual differences and in multiple contexts including STEM learning and the arts.

Evolutionary Origins and Early Development of Number Processing

Evolutionary Origins and Early Development of Number Processing
Author: David C. Geary,Daniel B. Berch,Kathleen Mann Koepke
Publsiher: Academic Press
Total Pages: 400
Release: 2014-10-31
ISBN: 9780124201330
Category: Education
Language: EN, FR, DE, ES & NL

Evolutionary Origins and Early Development of Number Processing Book Excerpt:

The first volume in this ground-breaking series focuses on the origins and early development of numerical cognition in non-human primates, lower vertebrates, human infants, and preschool children. The text will help readers understand the nature and complexity of these foundational quantitative concepts and skills along with evolutionary precursors and early developmental trajectories. Brings together and focuses the efforts and research of multiple disciplines working in math cognition. The contributors bring vast knowledge and experience to bear on resolving extant substantive and methodological challenges to help advance the field of basic number processing. Introductory sections and summaries will be included to provide background for non-specialist readers.