Cognition
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Cognition and the Book: Typologies of Formal Organisation of Knowledge in the Printed Book of the Early Modern Period
The printed book, the most important invention of the early modern period, brought about not only an explosion of knowledge, but also major changes in the perception of texts. This volume investigates the methods by which knowledge was presented to the early modern reader and the organisation of material that guided his cognition of them. It focuses not merely on book-historical questions, but on the intersection of layout and paratexts with issues of genre, content and intended function of texts. A team of experts in various disciplines, English, French, German, Neo-Latin, philosophy, art history, the history of science and book history, makes a first effort to understanding this fascinating topic. Contributors include: Maximilian Bergengruen, Manuel Braun, Kai Bremer, Karl A.E. Enenkel, Romy Günthart, Detlef Haberland, Frans A. Janssen, Jörg Jungmayr, Ursula Kocher, Robert Luff, Ann Moss, Wolfgang Neuber, Matthijs van Otegem, Hilmar M. Pabel, Thomas Rahn, Paul J. Smith, Dietmar Till, Ian F. Verstegen, and Claus Zittel.
The Nature of Cognition
This book is the first to introduce the study of cognition in terms of the major conceptual themes that underlie virtually all the substantive topics.
An Introduction to Mathematical Cognition
The last decade has seen a rapid growth in our understanding of the cognitive systems that underlie mathematical learning and performance, and an increased recognition of the importance of this topic. This book showcases international research on the most important cognitive issues that affect mathematical performance across a wide age range, from early childhood to adulthood. The book considers the foundational competencies of nonsymbolic and symbolic number processing before discussing arithmetic, conceptual understanding, individual differences and dyscalculia, algebra, number systems, reasoning and higher-level mathematics such as formal proof. Drawing on diverse methodology from behavioural experiments to brain imaging, each chapter discusses key theories and empirical findings and introduces key tasks used by researchers. The final chapter discusses challenges facing the future development of the field of mathematical cognition and reviews a set of open questions that mathematical cognition researchers should address to move the field forward. This book is ideal for undergraduate or graduate students of psychology, education, cognitive sciences, cognitive neuroscience and other academic and clinical audiences including mathematics educators and educational psychologists.