Fingerbasierte Repräsentationen als verkörperlichte Vorläuferfähigkeit mathematischer Kompetenzen: Ein Plädoyer für mehr Dialog zwischen Fachdidaktik und Neuropsychologie
Replik auf Kommentare zu: Moeller & Nuerk (2012). Zählen und Rechnen mit den Fingern: Hilfe, Sackgasse oder bloßer Übergang auf dem Weg zu komplexen arithmetischen Kompetenzen?
Literatur
(2008). Effects of development and enculturation on number representation in the brain.. Nature Reviews Neuroscience, 9, 278– 91.
(2010). Neurocognitive approaches to developmental disorders of numerical and mathematical cognition: the perils of neglectic development. Learning and Individual Differences, 20, 123– 129.
(2006). Bridge over troubled waters: education and cognitive neuroscience. Trends in Cognitive Sciences, 10, 146– 151.
(in press). “Neuroeducation” – a critical overview of an emerging field. Neuroethics.
(2007). Number magnitude potentiates action judgment. Experimental Brain Research, 180, 525– 534.
(2005). Number sense in children with visuospatial disabilities: Orientation of the mental number line. Psychology Science, 47, 172– 183.
(2008). Grounded cognition. Annual Review of Psychology, 59, 617– 645.
(2010). Grounded cognition: Past, Present, and Future. Topics in Cognitive Science, 2, 716– 724.
(2011). Explicating numerical information: when and how fingers support (or hinder) number comprehension and handling. Frontiers in Psychology, 2, 214.
(2008). Numerical magnitude representations influence arithmetic learning. Child Development, 79, 1016– 1031.
(2011). Using mental representations of space when words are unavailable: studies of enumeration and arithmetic in indigenous Australia. Journal of Cross Cultural Psychology, 42, 630– 638.
(1997). The Number Sense: How the Mind Creates Mathematics. New York: Oxford University Press.
(1644/2005). Principia philosophiae. Elzevier Verlag: Amsterdam. deutsch: (2005). Die Prinzipien der Philosophie , Felix Meiner Verlag: Leipzig.
(2010). Cognitive Neuroscience meets mathematics education. Educational Research Review, 5, 97– 105.
(2011). Finger numeral representations: more than just another symbolic code. Frontiers in Psychology, 2, 272.
(2011). Multimodal semantic quantity representations: Further evidence from Korean Sign Language. Frontiers in Psychology, 389.
(2008). Mind the gap between both hands: Evidence for internal finger-based number representations in children’s mental calculation. Cortex, 44, 359– 367.
(2010). Embodied numerosity: Implicit hand-based representations influence symbolic number processing across cultures. Cognition, 116, 251– 266.
(2010). Numerical performance increased by finger training: a fallacy due to regression toward the mean?. Cortex, 46, 272– 273.
(2011). When digits help digits: spatial–numerical associations point to finger counting as prime example of embodied cognition. Frontiers in Psychology, 2, 260.
(2008). Does finger training increase young children’s numerical performance?. Cortex, 44, 368– 375.
(2011). Passive hand movements disrupts adults’ counting strategies. Frontiers in Psychology, 2, 201.
(2009). The exact vs. approximate distinction in numerical cognition may not be exact, but only approximate: How different processes work together in multi-digit addition. Brain and Cognition, 69, 369– 381.
(2011). The influence of implicit hand-based representations on mental arithmetic. Frontiers in Psychology, 2, 197.
(2003). Vorhersage von Rechenschwäche in der Grundschule. Hamburg. Kovac.
(2005). Vorschulische Mengenbewusstheit von Zahlen und ihre Bedeutung für die Früherkennung von Rechenschwäche. In: Hasselhorn, Marcus, Marx, Harald, Schneider, Wolfgang (Hrsg.). Diagnostik von Mathematikleistungen. Göttingen.: Hogrefe. S. 49 – 70.
(1980). Metaphors we live by. Chicago: University of Chicago Press.
(2009). Lese-/Rechtschreibstörung. In. J. Margraf & S. Schneider (Hrsg.), Lehrbuch der Verhaltenstherapie, Band e: Störungen im Kindes- und Jugendalter, (S. 395– 410): Berlin: Springer Verlag.
(2007). Getting a grip on numbers: Numerical magnitude priming in object grasping. Journal of Experimental Psychology: Human Perception and Performance, 33, 1400– 1409.
(2011a). Three processes underlying the carry effect in addition – Evidence from eye-tracking. British Journal of Psychology, 102, 623– 645.
(2011b). (No) small adults – Children’s processing of carry addition problems. Developmental Neuropsychology, 36, 702– 720.
(2009). Children’s early mental number line: Logarithmic or rather decomposed linear?. Journal of Experimental Child Psychology, 103, 503– 515.
(2006). Grundlagen der Zahlenverarbeitung und des Rechnens. Sprache, Stimme, Gehör: Zeitschrift für Kommunikationsstörungen, 30, 147– 153.
(2008). Dyslexie [Dyslexia]. In S. Gauggel und M. Herrmann: Handbuch der Neuro- und Biopsychologie. Göttingen:Hogrefe, Germany, pp. 585– 590.
(2011). Extending the mental number line – A review of multi-digit number processing. Zeitschrift für Psychologie/Journal of Psychology, 219, 3– 22.
(2001). Decade breaks in the mental number line? Putting tens and units back into different bins. Cognition, 82, B25– B33.
(2005). Grounding cognition: The role of perception and action in memory, language, and thought. New York: Cambridge University Press.
(2005). Functional links between motor and language systems. European Journal of Neuroscience, 21, 793– 797.
(2008). Promoting broad and stable inprovements in low-income children’s numerical knowledge through playing number board games. Child Development, 79, 375– 394.
(2011). Reducing the gap in numerical knowledge between low- and middle-income preschoolers. Journal of Applied Developmental Psychology, 32, 146– 159.
(2011). Five- to 7-year-olds’ finger gnosia and calculation abilities. Frontiers in Psychology, 2, 359.
(1980). Minds, brains, and programs. Behavioral and Brain Sciences, 3, 417– 424.
(2008). Embodied grounding: Social, cognitive, affective, and neuroscientific approaches. New York: Cambridge University Press.
(1996). Emerging minds: The process of change in children’s thinking. New York: Oxford University Press.
(2003). The development of numerical estimation: evidence for multiple representations of numerical quantity. Psychological Science, 14, 237– 243.
(2007). Educational Neuroscience: Defining a new discipline for the study of mental representations. Mind, Brain, and Education, 1, 114– 127.
(2008). Symbols, embodiment, and meaning. Oxford, England: Oxford University Press.
(2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9, 625– 636.
(2008). On the cognitive link between space and number: A meta-analysis of the SNARC Effect. Psychology Science Quarterly, 50, 489– 525.