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Book cover for The Oxford Handbook of Numerical Cognition The Oxford Handbook of Numerical Cognition
Roi Cohen Kadosh (ed.), Ann Dowker (ed.)
https://doi.org/10.1093/oxfordhb/9780199642342.001.0001
Published online:
03 March 2014
Published in print:
30 July 2015
Online ISBN:
9780191750878
Print ISBN:
9780199642342

Contents

Book cover for The Oxford Handbook of Numerical Cognition The Oxford Handbook of Numerical Cognition
Front Matter

List of Tables

https://doi.org/10.1093/oxfordhb/9780199642342.002.0007
Pages
xxi–xxii
  • Published:
    March 2014
Subject
Psychology
Series
Oxford Library of Psychology
Collection: Oxford Handbooks Online
2.1

Instances of the structure of the natural numbers.  29

7.1

Effects specific to multi-digit number processing.  113–16

7.2

Overview of tasks used to study multi-digit number processing with exemplary studies employing the respective task.  117–18

7.3

Effects directly associated to, or influenced by, the assumed underlying basic numerical representations.  119

17.1

Summary of studies investigating the relationship between ANS measures and mathematics achievement.  322–3

21.1

The Time Events Are Locations in Sagittal Uni-dimensional Space metaphor.  381

21.2

The Arithmetic Is Object Collection metaphor.  384

21.3

The Arithmetic Is Motion Along a Path metaphor.  385

23.1

Number naming systems of English, Chinese, Japanese, and Korean.  417

23.2

Two number naming systems in Korean.  423

23.3

Two number naming systems in Japanese.  424

24.1

Structure and cycles of TIMSS and PISA.  431–2

32.1

TMS studies on quantity processing and the corresponding MNI coordinates of sites showing disruption.  592

32.2

TMS studies on spatial-numerical processing and the corresponding MNI coordinates of sites showing disruption.  597

37.1

Percentage of children performing accurately on number knowledge items, among girls with fragile X syndrome and children without fragile X.  684

37.2

Percentage of children performing accurately on number knowledge items, among girls with Turner syndrome and children without Turner syndrome.  689

41.1

Meta-analytic studies of the effectiveness of CAI on mathematical skills in elementary education, 1985–2011.  753

44.1

Examples of impaired and spared number skills and their associated brain lesions.  812–3

44.2

Examples of associations and dissociations between the number system and other cognitive systems.  822–3

44.3

Suggested numerical and calculation tasks for the diagnosis of acalculia.  826

45.1

Summary of the main results of learning studies.  838–40

49.1

Percentage of observed and predicted group membership in children with stable mathematical abilities (LA and TA) and disabilities (MD).  918

49.2

The prevalence of motor problems in children mathematical abilities (TA) and disabilities (MD).  920

49.3

Prediction of the scores for reading, spelling, motor skills, and handwriting based on the probability of belonging to a cluster of mathematical abilities or disabilities.  921

Chapter 49

(Appendix A) Subtests and examples of test-items of the TEDI-MATH.  931–2

52.1

Key findings and concepts by section.  987–8

54.1

Variation in standard scores and the age equivalent ranges on WIAT Numerical Operations and Mathematical Reasoning.  1026

55.1

Four Phases in the Class Learning Path to Well-Formed Networks of Individual Internal Forms.  1039

57.1

Number sense screener.  1085

57.2

Building Blocks preschool intervention activities.  1087

57.3

Kindergarten Number Sense Intervention Activities.  1090

58.1

The Numbers Count curriculum.  1102

58.2

30-minute lesson structure.  1104

58.3

Age and test scores.  1108

58.4

Group outcomes.  1109

58.5

Attitudes.  1111

59.1

Range of tasks used to assess conceptual knowledge.  1121–2

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