Zobrazeno 1 - 10
of 129
pro vyhledávání: '"Matthew Inglis"'
Publikováno v:
Journal of Numerical Cognition, Vol 10 (2024)
Research has identified that children differ in the extent to which they spontaneously focus on numerical aspects of the environment (Spontaneous Focusing on Numerosity, SFON) and that this correlates with their mathematics achievement. It is assumed
Externí odkaz:
https://doaj.org/article/75ab569344b04cccb7f7facf1c57c063
Publikováno v:
Journal of Numerical Cognition, Vol 9, Iss 1, Pp 129-144 (2023)
Previous research suggests that the Approximate Number System (ANS) allows people to approximate the cardinality of a set. This ability to discern numerical quantities may explain how meaning becomes associated with number symbols. However, recently
Externí odkaz:
https://doaj.org/article/9334cab24aa949d7a09513035732f7c3
Publikováno v:
Royal Society Open Science, Vol 10, Iss 6 (2023)
The question of how numerical symbols gain semantic meaning is a key focus of mathematical cognition research. Some have suggested that symbols gain meaning from magnitude information, by being mapped onto the approximate number system, whereas other
Externí odkaz:
https://doaj.org/article/b7aff53a7a7b4271bdb476fe9b616b03
Publikováno v:
Journal of Numerical Cognition, Vol 6, Iss 3, Pp 378-392 (2020)
Mathematical notation includes a vast array of signs. Most mathematical signs appear to be symbolic, in the sense that their meaning is arbitrarily related to their visual appearance. We explored the hypothesis that mathematical signs with iconic asp
Externí odkaz:
https://doaj.org/article/cf1f15ca7e59487780b4df7abb2239e4
Autor:
Matthew Inglis, Steven O'Hagan
Publikováno v:
PLoS ONE, Vol 17, Iss 5, p e0267699 (2022)
Stereotype threat has been proposed as one cause of gender differences in post-compulsory mathematics participation. Danaher and Crandall argued, based on a study conducted by Stricker and Ward, that enquiring about a student's gender after they had
Externí odkaz:
https://doaj.org/article/0ffeae4128ae4b9ea1a2936f7fb15328
Publikováno v:
PLoS ONE, Vol 16, Iss 11 (2021)
Background Pain’s disruptive effects on cognition are well documented. The seminal goal-pursuit account of pain suggests that cognitive disruption is less likely if participants are motivated to attended to a focal goal and not a pain goal. Objecti
Externí odkaz:
https://doaj.org/article/15bee4a410bd45968f13774d79ce8187
Autor:
Raymond Goerke, Matthew Inglis-Whalen
Publikováno v:
Journal of High Energy Physics, Vol 2018, Iss 5, Pp 1-16 (2018)
Abstract We make progress towards resummation of power-suppressed logarithms in dijet event shapes such as thrust, which have the potential to improve high-precision fits for the value of the strong coupling constant. Using a newly developed formalis
Externí odkaz:
https://doaj.org/article/bda4511ef34049759c1188f0f9ff90f3
Autor:
Lara Alcock, Daniel Ansari, Sophie Batchelor, Marie-Josée Bisson, Bert De Smedt, Camilla Gilmore, Silke M. Göbel, Minna Hannula-Sormunen, Jeremy Hodgen, Matthew Inglis, Ian Jones, Michèle Mazzocco, Nicole McNeil, Michael Schneider, Victoria Simms, Keith Weber
Publikováno v:
Journal of Numerical Cognition, Vol 2, Iss 1, Pp 20-41 (2016)
This paper reports on a collaborative exercise designed to generate a coherent agenda for research on mathematical cognition. Following an established method, the exercise brought together 16 mathematical cognition researchers from across the fields
Externí odkaz:
https://doaj.org/article/dec584de063c425e9e1314313b9a83e8
Autor:
Nina Attridge, Matthew Inglis
Publikováno v:
PLoS ONE, Vol 8, Iss 7, p e69399 (2013)
Since the time of Plato, philosophers and educational policy-makers have assumed that the study of mathematics improves one's general 'thinking skills'. Today, this argument, known as the 'Theory of Formal Discipline' is used in policy debates to pri
Externí odkaz:
https://doaj.org/article/1af0630095bb4cac82b4557093b35db8
Autor:
Camilla Gilmore, Nina Attridge, Sarah Clayton, Lucy Cragg, Samantha Johnson, Neil Marlow, Victoria Simms, Matthew Inglis
Publikováno v:
PLoS ONE, Vol 8, Iss 6, p e67374 (2013)
Given the well-documented failings in mathematics education in many Western societies, there has been an increased interest in understanding the cognitive underpinnings of mathematical achievement. Recent research has proposed the existence of an App
Externí odkaz:
https://doaj.org/article/0f6dde518a89491cbbcd327e84c60d5f