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RT4118_half title page 8/16/04 11:30 AM Page 1

Handbook of
Mathematical
Cognition
RT4118_title page 10/15/04 3:05 PM Page 1

Handbook of
Mathematical
Cognition

Edited by
Jamie I.D. Campbell

PSYCHOLOGY PRESS
NEW YORK AND HOVE
Published in 2005 by
Psychology Press
270 Madison Avenue
New York, NY 10016
www.psypress.com

Published in Great Britain by

Psychology Press Ltd.
27 Church Road
Hove, East Sussex
BN3 2FA
www.psypress.co.uk

Copyright © 2005 by Taylor & Francis, Inc.

Psychology Press is an imprint of the Taylor & Francis Group.

Printed in the United States of America on acid-free paper.

All rights reserved. No part of this book may be reprinted or reproduced or utilized in
any form or by any electronic, mechanical, or other means, now known or hereafter
invented, including photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.

10 9 8 7 6 5 4 3 2 1

Library of Congress Cataloging-in-Publication Data

Handbook of mathematical cognition / edited by Jamie I. D. Campbell.
p. cm.
Includes bibliographical references and index.
ISBN 1–84169–411–8 (hard cover : alk. paper)
1. Mathematics—Study and teaching—Methodology. 2. Mathematical ability.
I. Campbell, Jamie I. D.

QA11. 2.H37 2005

510'.71—dc 22
2004009847
 Contents
ABOUT THE EDITOR IX
CONTRIBUTORS XI
PREFACE XIII
ACKNOWLEDGMENTS XVII

Part 1: Cognitive Representations for Numbers

and Mathematics
1 ABOUT NUMERICAL REPRESENTATIONS:
INSIGHTS FROM NEUROPSYCHOLOGICAL,
EXPERIMENTAL, AND DEVELOPMENTAL
STUDIES 3
Michel Fayol and Xavier Seron

2 NUMBER RECOGNITION IN DIFFERENT FORMATS 23

Marc Brysbaert

3 SPATIAL REPRESENTATION OF NUMBERS 43

Wim Fias and Martin H. Fischer

4 AUTOMATICITY IN PROCESSING ORDINAL

INFORMATION 55
Joseph Tzelgov and Dana Ganor-Stern

5 COMPUTATIONAL MODELING OF NUMERICAL

COGNITION 67
Marco Zorzi, Ivilin Stoianov, and Carlo Umiltà

6 WHAT ANIMALS KNOW ABOUT NUMBERS 85

Elizabeth M. Brannon

7 THE COGNITIVE FOUNDATIONS OF MATHEMATICS:

THE ROLE OF CONCEPTUAL METAPHOR 109
Rafael Núñez and George Lakoff

v
vi Contents

Part 2: Learning and Development

of Numerical Skills
8 THE YOUNG NUMERICAL MIND:
WHEN DOES IT COUNT? 127
Sara Cordes and Rochel Gelman

9 DEVELOPMENT OF ARITHMETIC SKILLS AND

KNOWLEDGE IN PRESCHOOL CHILDREN 143
Jeffrey Bisanz, Jody L. Sherman, Carmen Rasmussen,
and Elaine Ho

10 LEARNING MATHEMATICS IN CHINA AND

THE UNITED STATES: CROSS-CULTURAL INSIGHTS
INTO THE NATURE AND COURSE OF PRESCHOOL
MATHEMATICAL DEVELOPMENT 163
Kevin F. Miller, Melissa Kelly, and Xiaobin Zhou

11 MAGNITUDE REPRESENTATION IN CHILDREN:

ITS DEVELOPMENT AND DYSFUNCTION 179
Marie-Pascale Noël, Laurence Rousselle,
and Christophe Mussolin

12 DEVELOPMENT OF NUMERICAL ESTIMATION:

A REVIEW 197
Robert S. Siegler and Julie L. Booth

13 UNDERSTANDING RATIO AND PROPORTION

AS AN EXAMPLE OF THE APPREHENDING ZONE
AND CONCEPTUAL-PHASE PROBLEM-SOLVING
MODELS 213
Karen C. Fuson and Dor Abrahamson

14 STEREOTYPES AND MATH PERFORMANCE 235

Talia Ben-Zeev, Seth Duncan, and Chad Forbes

Part 3: Learning and Performance Disabilities

in Math and Number Processing
15 LEARNING DISABILITIES IN ARITHMETIC AND
MATHEMATICS: THEORETICAL AND EMPIRICAL
PERSPECTIVES 253
David C. Geary and Mary K. Hoard
 Contents vii

16 MATH PERFORMANCE IN GIRLS WITH TURNER

OR FRAGILE X SYNDROME 269
Michèle M. M. Mazzocco and Michael McCloskey

17 NUMBER PROCESSING IN NEURODEVELOPMENTAL

DISORDERS: SPINA BIFIDA MYELOMENINGOCELE 299
Marcia A. Barnes, Brenda Smith-Chant, and Susan H. Landry

18 MATH ANXIETY AND ITS COGNITIVE

CONSEQUENCES: A TUTORIAL REVIEW 315
Mark H. Ashcraft and Kelly S. Ridley

Part 4: Calculation and Cognition

19 WHAT EVERYONE FINDS: THE PROBLEM-
SIZE EFFECT 331
N. Jane Zbrodoff and Gordon D. Logan

20 ARCHITECTURES FOR ARITHMETIC 347

Jamie I. D. Campbell and Lynette J. Epp

21 MATHEMATICAL COGNITION AND

WORKING MEMORY 361
Jo-Anne LeFevre, Diana DeStefano,
Benjamin Coleman, and Tina Shanahan

22 MATHEMATICAL PROBLEM SOLVING: THE ROLES

OF EXEMPLAR, SCHEMA, AND RELATIONAL
REPRESENTATIONS 379
James A. Dixon

23 AGING AND MENTAL ARITHMETIC 397

Sandrine Duverne and Patrick Lemaire

24 CALCULATION ABILITIES IN EXPERT CALCULATORS 413

Mauro Pesenti
viii Contents

Part 5: Neuropsychology of Number Processing

and Calculation
25 THREE PARIETAL CIRCUITS FOR NUMBER
PROCESSING 433
Stanislas Dehaene, Manuela Piazza, Philippe Pinel,
and Laurent Cohen

26 DEVELOPMENTAL DYSCALCULIA 455

Brian Butterworth

27 REHABILITATION OF ACQUIRED CALCULATION

AND NUMBER-PROCESSING DISORDERS 469
Aliette Lochy, Frank Domahs, and Margarete Delazer

AUTHOR INDEX 487

SUBJECT INDEX 501
 About the Editor

Jamie Campbell is a Professor of Psychology at the University of Saskatchewan, Canada. He

earned a B.A. in Psychology from Queen’s University in Kingston and a Ph.D. from the
University of Waterloo. He has published numerous scientific articles in the area of math-
ematical cognition and previously edited The Nature and Origin of Mathematical Skills (1992).
His main research area is cognitive arithmetic, including computational modeling of memory
for arithmetic facts, cross-cultural differences in arithmetic skills, and issues of cognitive
architecture for calculation and number processing. Other research interests include processes
of visual attention, memory inhibition, perception without awareness, and development of
procedures and software for statistical power analysis. To contact the editor, send email to
[email protected] or visit http://www.usask.ca/~Jamie.Campbell. Professor Campbell’s
research is funded by the Natural Sciences and Engineering Research Council of Canada.

ix
 Contributors
Dor Abrahamson Seth Duncan
Northwestern University, USA San Francisco State University, USA

Mark H. Ashcraft Sandrine Duverne

Cleveland State University, USA CNRS and Université de Provence, France

Marcia A. Barnes Lynette J. Epp

University of Guelph, University of Toronto, Canada University of Saskatchewan, Canada

Talia Ben-Zeev Michel Fayol

San Francisco State University, USA Université Blaise Pascal, France

Jeffrey Bisanz Wim Fias

University of Alberta, Canada Ghent University, Belgium

Julie L. Booth Martin H. Fischer

Carnegie Mellon University, USA University of Dundee, United Kingdom

Elizabeth M. Brannon Chad Forbes

Duke University, USA San Francisco State University, USA

Marc Brysbaert Karen C. Fuson

Royal Holloway University of London, United Kingdom Northwestern University, USA

Brian Butterworth Dana Ganor-Stern

University College London, United Kingdom Ben-Gurion University of the Negev, Israel

Jamie I. D. Campbell David C. Geary

University of Saskatchewan, Canada University of Missouri-Columbia, USA

Laurent Cohen Rochel Gelman

Service Hospitalier Frédéric Joliot, France Rutgers University, USA

Benjamin Coleman Elaine Ho

Carleton University, Canada University of Alberta, Canada

Sara Cordes Mary K. Hoard

Rutgers University, USA University of Missouri-Columbia, USA

Stanislas Dehaene Melissa Kelly

Service Hospitalier Frédéric Joliot, France University of Illinois at Urbana-Champaign, USA

Margarete Delazer George Lakoff

Universitätsklinik für Neurologie, Innsbruck, Austria University of California at Berkeley, USA

Diana DeStefano Susan H. Landry

Carleton University, Canada University of Texas-Houston Health Sciences Center, USA

James A. Dixon Jo-Anne LeFevre

University of Connecticut, USA Carleton University, Canada

Frank Domahs Patrick Lemaire

Universitätsklinik für Neurologie, Innsbruck, Austria CNRS and Université de Provence, France

xi
xii Contributors

Aliette Lochy Kelly S. Ridley

Universitätsklinik für Neurologie, Innsbruck, Austria; and Cleveland State University, USA
Université Catholique de Louvain-la-Neuve, Belgium
Laurence Rousselle
Gordon D. Logan Université Catholique de Louvain, Belgium
Vanderbilt University, USA
Xavier Seron
Michèle M. M. Mazzocco Université Catholique de Louvain, Belgium
Johns Hopkins University, USA
Tina Shanahan
Michael McCloskey Carleton University, Canada
Johns Hopkins University, USA
Jody L. Sherman
Kevin F. Miller University of Alberta, Canada
University of Illinois at Urbana-Champaign, USA
Robert S. Siegler
Christophe Mussolin Carnegie Mellon University, USA
Université Catholique de Louvain, Belgium
Brenda Smith-Chant
Marie-Pascale Noël Trent University, Canada
Université Catholique de Louvain, Belgium
Ivilin Stoianov
Rafael Núñez Università di Padova, Italy
University of California, San Diego, USA
Joseph Tzelgov
Mauro Pesenti Ben-Gurion University of the Negev, Israel
Université Catholique de Louvain, Belgium
Carlo Umiltà
Manuela Piazza Università di Padova, Italy
Service Hospitalier Frédéric Joliot, France
N. Jane Zbrodoff
Philippe Pinel Vanderbilt University, USA
Service Hospitalier Frédéric Joliot, France
Xiaobin Zhou
Carmen Rasmussen University of Illinois at Urbana-Champaign, USA
University of Alberta, Canada
Marco Zorzi
Università di Padova, Italy
 Preface

How does the mind represent number and make mathematical calculations? What underlies
the cognitive development of numerical and mathematical abilities? What factors affect the
learning of numerical concepts and procedures? What are the biological bases of number
knowledge? Do humans and other animals share similar numerical representations and processes?
What underlies numerical and mathematical disabilities and disorders, and what is the prognosis
for rehabilitation?
These questions are the domain of mathematical cognition, the field of research concerned
with the cognitive and neurological processes that underlie numerical and mathematical abilities.
Mathematical cognition research intersects a wide array of subfields including: cognitive develop-
ment; neurological development; computational science; cognitive and educational psychology;
animal cognition; cognitive and clinical neuropsychology; neuroscience; and cognitive science.
This volume is a collection of twenty-seven essays by leading researchers in the field, and
constitutes a comprehensive survey of state-of-the-art research on important facets of math-
ematical cognition. Anyone interested in any aspect of numerical or mathematical cognition
will find pointers to all the major issues, methods, phenomena, and theories in any major
research subarea of the field. The book thereby provides a general reference for mathematical
cognition research, and is intended for academics, scientists, clinicians, and senior students
who want a definitive, comprehensive survey of the field.
The volume is divided into five parts.
Part 1 (Cognitive Representations for Number and Mathematics) addresses diverse repre-
sentational issues of numerical and mathematical thinking. Fayol and Seron (Chapter 1) re-
view neuropsychological, experimental, and developmental research into the cognitive repre-
sentations that mediate elementary number processing. Many important insights have been
gained, but the authors also identify shortcomings of extant theories of number representa-
tion. Brysbaert (Chapter 2) summarizes research on the recognition of numbers presented in
various surface forms (e.g., verbal, Arabic, and analog). A comprehensive model of the func-
tional relations among the underlying symbolic and semantic codes is proposed. Fias and
Fischer (Chapter 3) review evidence that components of the number processing system (e.g.,
visual Arabic number form, and magnitude representations) are linked with spatial process-
ing. Spatial coding of numbers occurs automatically. Its characteristics are determined by
task-dependent numerical and spatial parameters. Tzelgov and Ganor-Stern (Chapter 4) focus
on automatic processing of numerical information and, in particular, on ordinal relations.
Zorzi, Stoianov, and Umiltà (Chapter 5) provide a critical review of existing computational
models of number processing and simple arithmetic. They present simulations of number
comparison, number priming, and simple arithmetic based on a new connectionist theory of
numerosity representation. Brannon (Chapter 6) describes the numerical abilities of non-
human animals and shows that species as diverse as pigeons, rats, cats, and monkeys are
capable of representing numbers and performing operations on numerical representations.

xiii
xiv Preface

There are both important commonalities and differences between non-human and human
number processing. To conclude Part 1, Núñez and Lakoff (Chapter 7) explain how conceptual
metaphor provides the inferential organization and structure of mathematical ideas. Everyday
cognitive mechanisms operating in special ways underlie the inferential organization that
makes mathematics what it is.
In Part 2 (Learning and Development of Numerical Skills), the focus turns to the acquisition
of numerical and mathematical abilities. Cordes and Gelman (Chapter 8) present research and
arguments that development of counting skills is based on a domain-specific, nonverbal counting,
and arithmetic structure. These nonverbal mechanisms provide young learners with a basis for
understanding the cardinal counting principle, and the framework to acquire a verbal count
routine. Bisanz, Sherman, Rasmussen, and Ho (Chapter 9) review research on the development
of procedures and concepts related to mathematical cognition in preschool children, with a
focus on knowledge and skills underlying basic arithmetic. Miller, Kelly, and Zhou (Chapter 10)
explore the nature of cross-national differences in mathematics acquisition by preschoolers.
Cross-national comparisons are essential to distinguish universal problems children face in
acquiring mathematical competence from those that are consequences of linguistic conventions
or of a particular cultural context. Noël, Rousselle, and Mussolin (Chapter 11) review research
on the development of number-magnitude representation in children, including studies of both
normal and dysfunctional development. Siegler and Booth (Chapter 12) examine definitional
and conceptual issues of numerical estimation and its development. Their overlapping waves
model provides a unified theory of the development of computational numerosity and number
line estimation skills. Fuson and Abrahamson (Chapter 13) describe the theoretical background
and framework for a model-based approach to the design of curricular units in mathematics
education, and illustrate this approach with research on fifth graders’ understanding of ratio
and proportion. The final chapter in this section by Ben-Zeev, Duncan, and Forbes (Chapter
14) explores how stereotype threat (when individuals are targets of stereotypes alleging intel-
lectual inferiority) can contribute to underperformance in math. They develop the case that
stereotype threat contributes to males outperforming females on standardized mathematics
achievement tests such as the SAT-M and the GRE-Q.
Part 3 of the book (Learning and Performance Disabilities in Math and Number Processing)
deals with troubled numerical cognition. Geary and Hoard (Chapter 15) provide a review of
prevalence, diagnostic issues, and cognitive correlates of mathematical disabilities (MD). The
authors describe how children with MD differ from their academically-normal peers, and
provide a general framework for the study of the cognitive deficits that underlie various forms
of MD. Mazzocco and McCloskey (Chapter 16) describe mathematical deficits associated with
two genetic disorders: Fragile X Syndrome and Turner Syndrome. The research reviewed
illuminates the cognitive dysfunctions that give rise to math disabilities and may also shed
light on the biological basis of mathematical ability. Barnes, Smith-Chant, and Landry (Chapter
17) describe a series of studies of preschoolers, children, and young adults with spina bifida
myelomeningocele (SBM), a congenital malformation of the spine and brain associated with
impairments in math skills. Their focus is on the early motor and cognitive origins of deficits
in emerging number skills, and the relation of neuropathological variables to math skills in
SBM. Ashcraft and Ridley (Chapter 18) review research showing that math anxious individuals
experience disruption of cognitive processes during math performance, particularly for tasks
that rely on working memory. The authors outline future directions for math anxiety research
in the context of the strong co-variation of math achievement with math anxiety.
Part 4 (Calculation and Cognition) presents a series of reviews of basic issues and phenom-
ena of calculation and mathematical problem solving. Zbrodoff and Logan (Chapter 19) review
research on the ubiquitous problem-size effect in basic calculation, tracing the greater difficulty
of numerically large, simple arithmetic problems to factors that affect both associative memory
 Preface xv

for number facts and algorithmic processes for calculation. Campbell and Epp (Chapter 20)
review evidence that memory for basic number facts is affected by the format in which problems
appear (Arabic digits vs. written number words). They conclude that numeral encoding processes
and mechanisms of calculation are more integrated and interactive than is commonly assumed.
LeFevre, DeStefano, Coleman, and Shanahan (Chapter 21) present a comprehensive survey of
extant research on working memory and cognitive arithmetic, and evaluate it with respect to
current models of mathematical cognition. Dixon (Chapter 22) presents a theory of mathematical
problem solving that merges analogical problem solving research with recent work on repre-
senting the functional relations of arithmetic. As people work with mathematics, they create
both contextually rich problem categories and representations of the relational structure inherent
in each operation. Duverne and Lemaire (Chapter 23) present a review of research on age-
related changes in arithmetic. Their review illustrates both the contributions of studies of
aging for understanding cognitive arithmetic, and the contributions of cognitive arithmetic
research for understanding cognitive aging. Pesenti (Chapter 24) summarizes what is known
about calculating prodigies and reviews evidence that calculation expertise entails a large
repertoire of memorized number facts, complex calculation algorithms, as well as increased
number-specific memory capacities. He reviews related behavioral and neuroanatomical data
both from healthy individuals and people suffering neurological disorders.
Part 5 (Neuropsychology of Number Processing and Calculation) concludes the volume with
a focus on neuropsychological issues of mathematical cognition. Dehaene, Piazza, Pinel, and
Cohen (Chapter 25) review neuropsychological evidence and describe corresponding fMRI
activations during a variety of numerical tasks to identify the organization of number-related
processes in the parietal lobe. Butterworth (Chapter 26) reviews developmental disorders of
arithmetic and of reading and writing numbers. He proposes, on the basis of genetic and
neuroanatomical evidence, that developmental mathematical disorders are due to a congenital
deficit in understanding the core concepts of numerosity. In the concluding chapter, Lochy,
Domahs, and Delazer (Chapter 27) review research on the rehabilitation of disorders of number
processing and calculation after brain lesions, with a focus on methodological principles for
effective design of rehabilitation attempts.
As the contents of this volume illustrate, mathematical cognition research subsumes a
broad, interdisciplinary spectrum of theoretical and practical issues. Yet, there is a strong
cohesiveness, because the research conducted within these diverse areas mutually informs and
reinforces developments across areas. The multidisciplinary interest in mathematical cognition
reflects the central place of mathematics in commerce, education, science and technology; and
also indicates that questions about the nature of mathematical skills have far reaching impli-
cations for psychological science and society.
 Acknowledgments

Creating a large volume of edited chapters such as this involves the efforts and cooperation of
many people. I want to especially thank the authors for the very fine quality of their chapters
and for their sincere efforts to meet deadlines. The excellence of the work presented here also
owes a great debt to the many people who provided careful, thorough, and insightful reviews
of the chapters. Paul Dukes and Stacy Malyil at Psychology Press offered much valuable
advice and encouragement throughout the project. Lynette Epp, who coauthored a chapter
with me in this volume, and Jody Shynkaruk provided acute and very valuable proofreading
for several chapters. Finally, I want to thank my great friend and partner in life, Valerie
Thompson, for innumerable insightful observations related to the book, life, and everything
else.

Jamie Campbell
January 29, 2004

xvii
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