This Oxford Handbook offers a comprehensive and authoritative review of important developments in computational and mathematical psychology. With chapters written by leading scientists across a variety of subdisciplines, it examines the field's influence on related research areas such as cognitive psychology, developmental psychology, clinical psychology, and neuroscience. The Handbook emphasizes examples and applications of the latest research, and will appeal to readers possessing various levels of modeling experience. The Oxford Handbook of Computational and mathematical Psychology covers the key developments in elementary cognitive mechanisms (signal detection, information processing, reinforcement learning), basic cognitive skills (perceptual judgment, categorization, episodic memory), higher-level cognition (Bayesian cognition, decision making, semantic memory, shape perception), modeling tools (Bayesian estimation and other new model comparison methods), and emerging new directions in computation and mathematical psychology (neurocognitive modeling, applications to clinical psychology, quantum cognition). The Handbook would make an ideal graduate-level textbook for courses in computational and mathematical psychology. Readers ranging from advanced undergraduates to experienced faculty members and researchers in virtually any area of psychology--including cognitive science and related social and behavioral sciences such as consumer behavior and communication--will find the text useful.

This book offers an innovative introduction to the psychological basis of mathematics and the nature of mathematical thinking and learning, using an approach that empowers students by fostering their own construction of mathematical structures. Through accessible and engaging writing, award-winning mathematician and educator Anderson Norton reframes mathematics as something that exists first in the minds of students, rather than something that exists first in a textbook. By exploring the psychological basis for mathematics at every level—including geometry, algebra, calculus, complex analysis, and more—Norton unlocks students’ personal power to construct mathematical objects based on their own mental activity and illustrates the power of mathematics in organizing the world as we know it. Including reflections and activities designed to inspire awareness of the mental actions and processes coordinated in practicing mathematics, the book is geared toward current and future secondary and elementary mathematics teachers who will empower the next generation of mathematicians and STEM majors. Those interested in the history and philosophy that underpins mathematics will also benefit from this book, as well as those informed and curious minds attentive to the human experience more generally.

Mathematical Psychology and Psychophysiology promotes an understanding of the mind and its neural substrates by applying interdisciplinary approaches to issues concerning behavior and the brain. The contributions present model from many disciplines that share common, conceptual, functional, or mechanistic substrates and summarize recent models and data from neural networks, mathematical genetics, psychoacoustics, olfactory coding, visual perception, measurement, psychophysics, cognitive development, and other areas. The contributors to Mathematical Psychology and Psychophysiology show the conceptual and mathematical interconnectedness of several approaches to the fundamental scientific problem of understanding mind and brain. The book's interdisciplinary approach permits a deeper understanding of theoretical advances as it formally structures a broad overview of the data.

Cutting edge research from a diverse range of viewpoints Central section dedicated to the arithmetical development of memory.

The art or skill of problem solving in mathematics is mostly relegated to the strategies one can use to solve problems in the field. Although this book addresses that issue, it delves deeply into the psychological aspects that affect successful problem-solving. Such topics as decision-making, judgment, and reasoning as well as using memory effectively and a discussion of the thought processes that could help address certain problem-solving situations.Most books that address problem-solving and mathematics focus on the various skills. This book goes beyond that and investigates the psychological aspects to solving problems in mathematics.

Many of the earliest books, particularly those dating back to the 1900s and before, are now extremely scarce and increasingly expensive. We are republishing these classic works in affordable, high quality, modern editions, using the original text and artwork.

Fifty years ago when Jacques Hadamard set out to explore how mathematicians invent new ideas, he considered the creative experiences of some of the greatest thinkers of his generation, such as George Polya, Claude Lévi-Strauss, and Albert Einstein. It appeared that inspiration could strike anytime, particularly after an individual had worked hard on a problem for days and then turned attention to another activity. In exploring this phenomenon, Hadamard produced one of the most famous and cogent cases for the existence of unconscious mental processes in mathematical invention and other forms of creativity. Written before the explosion of research in computers and cognitive science, his book, originally titled The Psychology of Invention in the Mathematical Field, remains an important tool for exploring the increasingly complex problem of mental life. The roots of creativity for Hadamard lie not in consciousness, but in the long unconscious work of incubation, and in the unconscious aesthetic selection of ideas that thereby pass into consciousness. His discussion of this process comprises a wide range of topics, including the use of mental images or symbols, visualized or auditory words, "meaningless" words, logic, and intuition. Among the important documents collected is a letter from Albert Einstein analyzing his own mechanism of thought.

Sometime in the late sixties, one of the editors of this volume realized that the mathematica psychologists in Europe-an odd lot mostly concentrated in Germany, the Netherlands, France, England and Belgium-were suffering from an acute sense of isolation. The papers that they presented at meetings of their national or regional societies had to be 'sanitized' to the point of misrepresentation. They were misunderstood. The mood was grim, depression was lurking. He decided that urgent action was required: a European gathering of mathematical psychologists was called in April 1971. Not being foolhardy, however, he took the precaution of choosing Paris as the meeting place. Around thirty mathematical psychologists received an invitation. They all came, justifying at least Paris's reputation. The meeting took place at the 'Maison des Belges' of the Cite Universitaire, Boulevard Jourdan, in front of the Parc Montsouris. As far as everyone remembers, the meeting was a full success. A happy birth had taken place. This editor then irresponsibly accepted a position in a university in the US, leaving an infant to the whims of the passers-by. Fortunately, a godfather came along. The next meeting took place in Nijmegen, in November 1971, under the loving care of Eddy Roskam. A tradition was established. The third meeting was in Oxford (1972); then in Marseilles (1973), Regensburg (1974), Stirling (1975), Stockholm (1976) . . . The infant became a toddler, then a vigorous child. This annual meeting is now an important event in the field.

This classic text presents problems of learning and teaching mathematics from both a psychological and mathematical perspective. The Psychology of Learning Mathematics, already translated into six languages (including Chinese and Japanese), has been revised for this American Edition to include the author's most recent findings on the formation of mathematical concepts, different kinds of imagery, interpersonal and emotional factors, and a new model of intelligence. The author contends that progress in the areas of learning and teaching mathematics can only be made when such factors as the abstract and hierarchical nature of mathematics, the relation to mathematical symbolism and the distinction between intelligent learning and rote memorization are taken into account and instituted in the classroom.

A drawback of standard approaches to try and understand the world of feelings such as love, hate, fear, and anger plus consciousness via quantum concepts results from the old problem that Quantum Theory does not appear to be fully compatible with Einstein’s General Theory of Relativity. To overcome these difficulties, we explicitly tried to avoid "pushing" any existing theory into the comprehension of the human mind and all its derivatives. On the assumption that everything, including consciousness, may consist of attributes or properties and subjecting them to a general Hamilton extremal principle, we surprisingly ended up in generalized Einstein field equations with the whole ensemble having the characteristics of a Quantum Gravity Theory. The field of psychology has lacked a unified theory to support phenomenological observations until now, and it took a mathematical physicist to find it. With example concepts of group-think and quantum-gravity–based human thought processes given among many more, it provides a basis for understanding and mitigating and potentially even preventing socioeconomic debt cycles and war... ...and it shows why love can become the black hole in a universe of feelings.