# Cognitive Foundations for Improving Mathematical Learning

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## Cognitive Foundations for Improving Mathematical Learning

Author | : David C. Geary,Daniel B. Berch,Kathleen Mann Koepke |

Publsiher | : Academic Press |

Total Pages | : 378 |

Release | : 2019-01-30 |

ISBN 10 | : 0128159529 |

ISBN 13 | : 9780128159521 |

Language | : EN, FR, DE, ES & NL |

**Cognitive Foundations for Improving Mathematical Learning Book Review:**

Cognitive Foundations for Improving Mathematical Learning, Volume 5, the latest release in the Mathematical Cognition and Learning series, focuses on informal learning environments and other parental influences on numerical cognitive development and formal instructional interventions for improving mathematics learning and performance. Chapters cover the use of numerical play and games for improving foundational number knowledge, school math performance, the link between early math abilities and the approximate number system, and how families can help improve the early development of math skills. In addition, the book examines learning trajectories in early mathematics, the role of mathematical language in acquiring numeracy skills, evidence-based assessments of early math skills, approaches for intensifying early mathematics interventions, the use of analogies in mathematics instruction, schema-based diagrams for teaching ratios and proportions, the role of cognitive processes in treating mathematical learning difficulties, and more. Identifies the relative influence of school and family on math learning Discusses the efficacy of numerical play for improvement in math Features learning trajectories in math Examines the role of math language in numeracy skills Includes assessments of math skills Explores the role of cognition in treating math-based learning difficulties

## Development of Mathematical Cognition

Author | : Daniel B. Berch,David C. Geary,Kathleen Mann Koepke |

Publsiher | : Academic Press |

Total Pages | : 414 |

Release | : 2015-10-03 |

ISBN 10 | : 0128019093 |

ISBN 13 | : 9780128019092 |

Language | : EN, FR, DE, ES & NL |

**Development of Mathematical Cognition Book Review:**

Development of Mathematical Cognition: Neural Substrates and Genetic Influences reviews advances in extant imaging modalities and the application of brain stimulation techniques for improving mathematical learning. It goes on to explore the role genetics and environmental influences have in the development of math abilities and disabilities. Focusing on the neural substrates and genetic factors associated with both the typical and atypical development of mathematical thinking and learning, this second volume in the Mathematical Cognition and Learning series integrates the latest in innovative measures and methodological advances from the top researchers in the field. Provides details about new progress made in the study of neural correlates of numerical and arithmetic cognition Addresses recent work in quantitative and molecular genetics Works to improve instruction in numerical, arithmetical, and algebraic thinking and learning Informs policy to help increase the level of mathematical proficiency among the general public

## Mathematics Learning in Early Childhood

Author | : National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Early Childhood Mathematics |

Publsiher | : National Academies Press |

Total Pages | : 398 |

Release | : 2009-12-13 |

ISBN 10 | : 0309128064 |

ISBN 13 | : 9780309128063 |

Language | : EN, FR, DE, ES & NL |

**Mathematics Learning in Early Childhood Book Review:**

Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.

## Foundations of Geometric Cognition

Author | : Mateusz Hohol |

Publsiher | : Routledge |

Total Pages | : 188 |

Release | : 2019-09-12 |

ISBN 10 | : 042950859X |

ISBN 13 | : 9780429508592 |

Language | : EN, FR, DE, ES & NL |

**Foundations of Geometric Cognition Book Review:**

The cognitive foundations of geometry have puzzled academics for a long time, and even today are mostly unknown to many scholars, including mathematical cognition researchers. Foundations of Geometric Cognition shows that basic geometric skills are deeply hardwired in the visuospatial cognitive capacities of our brains, namely spatial navigation and object recognition. These capacities, shared with non-human animals and appearing in early stages of the human ontogeny, cannot, however, fully explain a uniquely human form of geometric cognition. In the book, Hohol argues that Euclidean geometry would not be possible without the human capacity to create and use abstract concepts, demonstrating how language and diagrams provide cognitive scaffolding for abstract geometric thinking, within a context of a Euclidean system of thought. Taking an interdisciplinary approach and drawing on research from diverse fields including psychology, cognitive science, and mathematics, this book is a must-read for cognitive psychologists and cognitive scientists of mathematics, alongside anyone interested in mathematical education or the philosophical and historical aspects of geometry.

## Cognitive Science and Mathematics Education

Author | : Alan H. Schoenfeld |

Publsiher | : Routledge |

Total Pages | : 310 |

Release | : 2013-04-03 |

ISBN 10 | : 1136461841 |

ISBN 13 | : 9781136461842 |

Language | : EN, FR, DE, ES & NL |

**Cognitive Science and Mathematics Education Book Review:**

This volume is a result of mathematicians, cognitive scientists, mathematics educators, and classroom teachers combining their efforts to help address issues of importance to classroom instruction in mathematics. In so doing, the contributors provide a general introduction to fundamental ideas in cognitive science, plus an overview of cognitive theory and its direct implications for mathematics education. A practical, no-nonsense attempt to bring recent research within reach for practicing teachers, this book also raises many issues for cognitive researchers to consider.

## Learning and Teaching Early Math

Author | : Douglas H. Clements,Julie Sarama |

Publsiher | : Routledge |

Total Pages | : 468 |

Release | : 2020-12-30 |

ISBN 10 | : 1000288544 |

ISBN 13 | : 9781000288544 |

Language | : EN, FR, DE, ES & NL |

**Learning and Teaching Early Math Book Review:**

The third edition of this significant and groundbreaking book summarizes current research into how young children learn mathematics and how best to develop foundational knowledge to realize more effective teaching. Using straightforward, practical language, early math experts Douglas Clements and Julie Sarama show how learning trajectories help teachers understand children’s level of mathematical understanding and lead to better teaching. By focusing on the inherent delight and curiosity behind young children’s mathematical reasoning, learning trajectories ultimately make teaching more joyous: helping teachers understand the varying levels of knowledge exhibited by individual students, it allows them to better meet the learning needs of all children. This thoroughly revised and contemporary third edition of Learning and Teaching Early Math remains the definitive, research-based resource to help teachers understand the learning trajectories of early mathematics and become confident, credible professionals. The new edition draws on numerous new research studies, offers expanded international examples, and includes updated illustrations throughout. This new edition is closely linked with Learning and Teaching with Learning Trajectories–[LT]2–an open-access, web-based tool for early childhood educators to learn about how children think and learn about mathematics. Head to LearningTrajectories.org for ongoing updates, interactive games, and practical tools that support classroom learning.

## Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers

Author | : Mareike Kunter,Jürgen Baumert,Werner Blum,Ute Klusmann,Stefan Krauss,Michael Neubrand |

Publsiher | : Springer Science & Business Media |

Total Pages | : 378 |

Release | : 2013-03-29 |

ISBN 10 | : 1461451493 |

ISBN 13 | : 9781461451495 |

Language | : EN, FR, DE, ES & NL |

**Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers Book Review:**

This work reports the findings of the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students ́ Mathematical Literacy project (COACTIV). COACTIV applies a broad, innovative conceptualization of teacher competence to examine how mathematics teachers’ knowledge, beliefs, motivational orientations, and self-regulation skills influence their instructional practice and teaching outcomes In this project data was collected on various aspects of teacher competence and classroom instruction from the perspective of both the teachers themselves and their students. Moreover, it gauges the effects of these teacher characteristics on student learning, as indexed by the progress students in each class. Questions addressed in the study which are reported in this volume include: What are the characteristics of successful teaching? What distinguishes teachers who succeed in their profession? How can the quality of instruction be improved?

## Mind in Art

Author | : Charles M. Dorn |

Publsiher | : Routledge |

Total Pages | : 296 |

Release | : 1999-02-01 |

ISBN 10 | : 1135675163 |

ISBN 13 | : 9781135675165 |

Language | : EN, FR, DE, ES & NL |

**Mind in Art Book Review:**

This book is for the reader who believes that thinking about and making art is intelligent behavior and that art as a subject in the K-12 school curriculum should not be used as an alibi for other curricular objectives. It examines and makes explicit those cognitive behaviors normally associated with most higher order thinking and problem solving activity and explains how they function in the act of creative forming. Its goal is ultimately to find ways to use these behaviors in the construction of an intelligent art curriculum for K-12 American schools. This is perhaps the only text in the field designed to assist teachers in meeting the challenges of teaching in the Goals 2000 curriculum and evaluation reform effort, acquainting them with both the National Art Standards and with the assessment processes needed in order for them to become accountable. Mind in Art grapples with current and relevant theory, research, and unsolved problems. It is cohesive as it attempts to bring together information that is only partially known, even among those who are college professors. And it takes a critical look at the ideas and points of view that have created divisiveness and shabby thinking in the field. In this book Charles Dorn significantly advances thinking in the field of art education.

## The Mathematical Brain Across the Lifespan

Author | : Anonim |

Publsiher | : Elsevier |

Total Pages | : 416 |

Release | : 2016-06-20 |

ISBN 10 | : 0444637028 |

ISBN 13 | : 9780444637024 |

Language | : EN, FR, DE, ES & NL |

**The Mathematical Brain Across the Lifespan Book Review:**

The Mathematical Brain Across the Lifespan is the latest volume in the Progress in Brain Research series that focuses on new trends and developments. This established international series examines major areas of basic and clinical research within the neurosciences, as well as popular and emerging subfields. Provides a comprehensive review of the most recent progress in the mathematical brain across the lifespan Explores new trends and developments in the field Enhances the literature of neuroscience by further expanding the established, ongoing international series Progress in Brain Research

## Acquisition of Complex Arithmetic Skills and Higher Order Mathematics Concepts

Author | : David C. Geary,Daniel B. Berch,Robert Ochsendorf,Kathleen Mann Koepke |

Publsiher | : Academic Press |

Total Pages | : 360 |

Release | : 2017-02-08 |

ISBN 10 | : 0128133686 |

ISBN 13 | : 9780128133682 |

Language | : EN, FR, DE, ES & NL |

**Acquisition of Complex Arithmetic Skills and Higher Order Mathematics Concepts Book Review:**

Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts focuses on typical and atypical learning of complex arithmetic skills and higher-order math concepts. As part of the series Mathematical Cognition and Learning, this volume covers recent advances in the understanding of children’s developing competencies with whole-number arithmetic, fractions, and rational numbers. Each chapter covers these topics from multiple perspectives, including genetic disorders, cognition, instruction, and neural networks. Covers innovative measures and recent methodological advances in mathematical thinking and learning Contains contributions that improve instruction and education in these domains Informs policy aimed at increasing the level of mathematical proficiency in the general public

## Narrative Impact

Author | : Melanie C. Green,Jeffrey J. Strange,Timothy C. Brock |

Publsiher | : Taylor & Francis |

Total Pages | : 396 |

Release | : 2003-01-30 |

ISBN 10 | : 1135673284 |

ISBN 13 | : 9781135673284 |

Language | : EN, FR, DE, ES & NL |

**Narrative Impact Book Review:**

The impact of public narratives has been so broad (including effects on beliefs and behavior but extending beyond to emotion and personality), that the stakeholders in the process have been located across disciplines, institutions, governments, and, indeed, across epochs. Narrative Impact draws upon scholars in diverse branches of psychology and media research to explore the subjective experience of public narratives, the affordances of the narrative environment, and the roles played by narratives in both personal and collective spheres. The book brings together current theory and research presented primarily from an empirical psychological and communications perspective, as well as contributions from literary theory, sociology, and censorship studies. To be commensurate with the broad scope of influence of public narratives, the book includes the narrative mobilization of major social movements, the formation of self-concepts in young people, banning of texts in schools, the constraining impact of narratives on jurors in the court room, and the wide use of education entertainment to affect social changes. Taken together, the interdisciplinary nature of the book and its stellar list of contributors set it apart from many edited volumes. Narrative Impact will draw readership from various fields, including sociology, literary studies, and curriculum policy. Providing new explanatory concepts, this book: *is the first account on the psychology of narrative persuasion and brings together the relevant conceptualizations from within various sectors of psychology together with the major issues that concern cognate disciplines outside of psychology; *focuses on understanding the mechanisms that underlie the power of public narratives to achieve broad historical and social changes; *offers breakthroughs to the future: the role of "presence" in virtual reality narratives; the role of "zines" in females' fashioning of their selves; and the central role of imagery in transportation into narrative worlds; *explains varying roles of emotion in narrative immersion; and *addresses the growing blurring of fact and fiction: mechanisms and implications for beliefs and behavior.

## The Handbook of Mathematical Cognition

Author | : Jamie I.D. Campbell |

Publsiher | : Psychology Press |

Total Pages | : 528 |

Release | : 2005-08-15 |

ISBN 10 | : 1135423652 |

ISBN 13 | : 9781135423650 |

Language | : EN, FR, DE, ES & NL |

**The Handbook of Mathematical Cognition Book Review:**

How does the brain represent number and make mathematical calculations? What underlies the development of numerical and mathematical abilities? What factors affect the learning of numerical concepts and skills? 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. The Handbook of Mathematical Cognition is a collection of 27 essays by leading researchers that provides a comprehensive review of this important research field.

## Mathematical Reasoning

Author | : Lyn D. English |

Publsiher | : Routledge |

Total Pages | : 392 |

Release | : 2013-04-03 |

ISBN 10 | : 1136491147 |

ISBN 13 | : 9781136491146 |

Language | : EN, FR, DE, ES & NL |

**Mathematical Reasoning Book Review:**

How we reason with mathematical ideas continues to be a fascinating and challenging topic of research--particularly with the rapid and diverse developments in the field of cognitive science that have taken place in recent years. Because it draws on multiple disciplines, including psychology, philosophy, computer science, linguistics, and anthropology, cognitive science provides rich scope for addressing issues that are at the core of mathematical learning. Drawing upon the interdisciplinary nature of cognitive science, this book presents a broadened perspective on mathematics and mathematical reasoning. It represents a move away from the traditional notion of reasoning as "abstract" and "disembodied", to the contemporary view that it is "embodied" and "imaginative." From this perspective, mathematical reasoning involves reasoning with structures that emerge from our bodily experiences as we interact with the environment; these structures extend beyond finitary propositional representations. Mathematical reasoning is imaginative in the sense that it utilizes a number of powerful, illuminating devices that structure these concrete experiences and transform them into models for abstract thought. These "thinking tools"--analogy, metaphor, metonymy, and imagery--play an important role in mathematical reasoning, as the chapters in this book demonstrate, yet their potential for enhancing learning in the domain has received little recognition. This book is an attempt to fill this void. Drawing upon backgrounds in mathematics education, educational psychology, philosophy, linguistics, and cognitive science, the chapter authors provide a rich and comprehensive analysis of mathematical reasoning. New and exciting perspectives are presented on the nature of mathematics (e.g., "mind-based mathematics"), on the array of powerful cognitive tools for reasoning (e.g., "analogy and metaphor"), and on the different ways these tools can facilitate mathematical reasoning. Examples are drawn from the reasoning of the preschool child to that of the adult learner.

## Sociocognitive Foundations of Educational Measurement

Author | : Robert J. Mislevy |

Publsiher | : Routledge |

Total Pages | : 438 |

Release | : 2018-04-09 |

ISBN 10 | : 1317976525 |

ISBN 13 | : 9781317976523 |

Language | : EN, FR, DE, ES & NL |

**Sociocognitive Foundations of Educational Measurement Book Review:**

Several key developments challenge the field of educational measurement today: demands for tests at larger scales with higher stakes, an improved understanding of how people develop capabilities, and new technologies for interactive digital assessments. Sociocognitive Foundations of Educational Measurement integrates new developments in educational measurement and educational psychology in order to provide researchers, testing professionals, and students with an innovative sociocognitive perspective on assessment. This comprehensive volume begins with a broad explanation of the sociocognitive perspective and the foundations of assessment, then provides a series of focused applications to major topics such as assessment arguments, validity, fairness, interactive assessment, and a conception of "measurement" in educational assessment. Classical test theory, item response theory, categorical models, mixture models, cognitive diagnosis models, and Bayesian networks are explored from the resulting perspective. Ideal for specialists in these areas, graduate students, developers, and scholars in both educational measurement and fields that contribute to a sociocognitive perspective, this book consolidates nearly a decade of research into a fresh perspective on educational measurement.

## Transforming the Workforce for Children Birth Through Age 8

Author | : National Research Council,Institute of Medicine,Board on Children, Youth, and Families,Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success |

Publsiher | : National Academies Press |

Total Pages | : 706 |

Release | : 2015-07-23 |

ISBN 10 | : 0309324882 |

ISBN 13 | : 9780309324885 |

Language | : EN, FR, DE, ES & NL |

**Transforming the Workforce for Children Birth Through Age 8 Book Review:**

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

## Associations between Reading and Mathematics Genetic Brain Imaging Cognitive and Educational Perspectives

Author | : Sarit Ashkenazi,Orly Rubinsten,Bert De Smedt |

Publsiher | : Frontiers Media SA |

Total Pages | : 329 |

Release | : 2017-10-05 |

ISBN 10 | : 2889452654 |

ISBN 13 | : 9782889452651 |

Language | : EN, FR, DE, ES & NL |

**Associations between Reading and Mathematics Genetic Brain Imaging Cognitive and Educational Perspectives Book Review:**

Converging evidence demonstrates a strong link between reading and mathematics: multiple cognitive processes are shared between reading and mathematics, including the representation and retrieval of symbolic information, attention, working memory, and cognitive control. Additionally, multiple brain networks are involved in both math and reading, and last, common genetic factors might influence both reading and math. Hence, it comes as no surprise that there are meaningful associations between (aspects of) math and reading abilities. Moreover, comorbidity rates between math learning disabilities (MD) and reading disabilities (RD) are high (up to 66%) and prevalence rate of the comorbid condition is reported to be more common than the prevalence rate of isolated math learning disabilities. Accordingly, the goal of the research topic is to explore the underline mechanisms of this overlap between reading and math. The research topic aims to include the following topics: • Genetics - it has been found that both RD and MD are based on genetic factors and run in families. Moreover, math problem solving shares significant genetic overlap with general cognitive ability and reading decoding, whereas math fluency shares significant genetic overlap with reading fluency and general cognitive ability. Hence, this topic will explore the shared and unique genetic risk factors to RD and MD, In addition to shared and unique genetic influence on reading and math. • Neural perspective - converging evidence from both structural and multiple functional imaging studies, involving a wide range of numerical tasks, points to the intraparietal sulcus (IPS) as a core region that involve in quantity manipulation. However, several additional brain areas, such as frontoparietal and temporoparietal areas were found to be involved in numerical tasks. Individuals with MD show deficits in a distributed, set of brain regions that include the IPS, fusiform gyrus in posterior brain regions and pre frontal cortex regions. Similarly, converging evidence indicate that the left hemisphere regions centered in the fusiform gyrus, temporoparietal cortex, and pre frontal cortex regions are strongly involve in typical reading and present lower activity, connectivity or abnormal structure in RD. Thus, there is a meaningful neural overlap between reading and math. Hence, the authors can submit empirical studies on the role of several of brain regions that are involved in math and reading (commonality and diversity) both in the typical and a-typical development. • Cognitive factors that play role in mathematics and reading, and comorbidity between RD and MD - There is a long lasting debate whether MD and RD originate from unique cognitive mechanisms or not. Multiple cognitive processes are shared between reading and mathematics. Therefore, impairments in any one of domain-general skills could conceivably play an important role in both pure and comorbid conditions. Moreover, it has been suggested that phonological processing has a significant role in some aspects of numerical processing such as retrieval of arithmetical facts. • Education - it will be interesting to look at the effect of interventions that aim to improve reading (such as phonological awareness) and there transfer effect on improving mathematical processing. Alternatively, it will be good to test whether math interventions will improve reading.

## Cognitive Strategies for Special Education

Author | : Adrian F. Ashman,Robert N.F. Conway |

Publsiher | : Routledge |

Total Pages | : 292 |

Release | : 2017-09-13 |

ISBN 10 | : 1351985140 |

ISBN 13 | : 9781351985147 |

Language | : EN, FR, DE, ES & NL |

**Cognitive Strategies for Special Education Book Review:**

Research on training programs for students with learning difficulties has usually focused on the development of social and behavioural skills and the acquisition of cognitive interventions and procedures. Originally published in 1989, this book attempts to apply the methods validated by research and synthesize the discoveries made in the psychological laboratory for the benefit of teachers in regular classrooms. It reviews the literature relevant to special needs teaching and traces the development of cognitive research as it applies to education. The authors propose a specific and practical teaching strategy which has been successfully used by those working with students with special needs. Starting from the basic belief that education is an interactive process between the participants, the authors have emphasised the role and responsibility both of the teacher and the learner. Their book should be of value to researchers and practitioners in psychology and special education.

## Cognitive Science Foundations of Instruction

Author | : Mitchell Rabinowitz |

Publsiher | : Routledge |

Total Pages | : 256 |

Release | : 2020-02-13 |

ISBN 10 | : 1135443661 |

ISBN 13 | : 9781135443665 |

Language | : EN, FR, DE, ES & NL |

**Cognitive Science Foundations of Instruction Book Review:**

This volume presents and discusses current research that makes the connection between cognitive theory and instructional application. Addressing two general issues, the first set of chapters specifies the relation between cognitive theory and the development and evaluation of instruction, while the second set deals with the questions involved in understanding and assessing cognitive skills. The outstanding feature of these chapters is that they all present in-depth discussions of the theoretical issues underlying instructional decisions. Many present specific implementations that provide examples of concrete applications of theory. In addition, the settings for implementing these examples span a broad range of instructional areas and environments, illustrating the generality and transferability of the application of theory to practice.

## Resources in Education

Author | : Anonim |

Publsiher | : Unknown |

Total Pages | : 329 |

Release | : 1991 |

ISBN 10 | : |

ISBN 13 | : MINN:30000004837633 |

Language | : EN, FR, DE, ES & NL |

**Resources in Education Book Review:**

## Cognitive Processes and Economic Behaviour

Author | : Marcello Basili,Nicola Dimitri,ITZHAK GILBOA |

Publsiher | : Routledge |

Total Pages | : 264 |

Release | : 2012-12-06 |

ISBN 10 | : 1134362285 |

ISBN 13 | : 9781134362288 |

Language | : EN, FR, DE, ES & NL |

**Cognitive Processes and Economic Behaviour Book Review:**

In recent years the understanding of the cognitive foundations of economic behavior has become increasingly important. This volume contains contributions from such leading scholars as Adam Brandenburger, Michael Bacharach and Patrick Suppes. It will be of great interest to academics and researchers involved in the field of economics and psychology as well as those interested in political economy more generally.