Continuous Issues in Numerical Cognition

<p>SECTION I. DEVELOPMENT<br>1. Development of quantitative thinking across correlated dimensions<br>  Kelly S. Mix, Susan C. Levine and Nora S. Newcombe <br>2. Link between numbers and spatial extent from birth to adulthood <br>  Maria Dolores de Hevia<br>3. Catching math problems early: Findings from the number sense intervention project<br>  Nancy C. Jordan and Nancy Dyson <br>4. Contextual sensitivity and the large number word bias: When is bigger really more?<br>  Michèle M. Mazzocco, Jenny Yun-Chen Chan and Maria Sera <br>5. Learning, ageing, and the number brain<br>  Marinella Cappelletti<br>6. The development of counting ability - An evolutionary computation point of view<br>  Gali Katz, Amit Benbassat and Moshe Sipper </p> <p>SECTION II. ANIMAL STUDIES<br>7. Number vs. continuous quantities in lower vertebrates<br>  Christian Agrillo, Maria Elena Miletto Petrazzini and Angelo Bisazza <br>8. Going for more: Discrete and continuous quantity judgments by nonhuman animals <br>  Michael J. Beran and Audrey E. Parrish </p> <p>SECTION III. PROCESSES AND MECHANISMS<br>9. Number sense: What's in a name and why should we bother?<br>  Bert Reynvoet, Karolien Smets and Delphine Sasanguie <br>10. The distribution game: evidence for discrete numerosity coding in preschool children<br>  Alain Content and Julie Nys <br>11. Magnitudes in the coding of visual multitudes: Evidence from adaptation<br>  Frank H. Durgin<br>12. The ordinal instinct: A neurocognitive perspective and methodological issues<br>  Orly Rubinstein<br>13. Discrete and continuous presentation of quantities in science and mathematics education<br>  Ruth Stavy and Reuven Babai <br>14. The interaction of numerical and non-numerical parameters in magnitude comparison tasks with children and their relation to arithmetic performance<br>  Swiya Nath and Denes Szucs </p> <p>SECTION IV. MODELS<br>15. Symbolic and nonsymbolic representation of number in the human parietal cortex<br>  Moriah Sokolowski and Daniel Ansari <br>16. What do we measure when we measure magnitudes?<br>  Tali Leibovich, Arava Y. Kallai and Shai Itamar <br>17. How do humans represent numerical and non-numerical magnitudes? Evidence for an integrated system of magnitude representation across development<br>  Stella F. Lourenco<br>18. The sensory integration theory: An alternative to the approximate number system<br>  Wim Gevers, Roi Cohen Kadosh and Titia Gebuis <br></p>