Ум в движении. Как действие формирует мысль

Lyons, I. M., & Beilock, S. L. (2011). Numerical ordering ability mediates the relation between number-sense and arithmetic competence. Cognition, 121(2), 256–261.

Park, J., Bermudez, V., Roberts, R. C., & Brannon, E. M. (2016). Non-symbolic approximate arithmetic training improves math performance in preschoolers. Journal of Experimental Child Psychology, 152, 278–293.

Wang, J. J., Odic, D., Halberda, J., & Feigenson, L. (2016). Changing the precision of preschoolers’ approximate number system representations changes their symbolic math performance. Journal of Experimental Child Psychology, 147, 82–99.

История записи чисел

Aczel, A. D. (2016). Finding zero. New York, NY: St. Martin’s Griffin.

Cajori, F. (1928). A history of mathematical notations. Vol. I, Notations in elementary mathematics. North Chelmsford, MA: Courier Corporation.

Cajori, F. (1928). A history of mathematical notations. Vol. II, Notations mainly in higher mathematics. Chicago, IL: Open Court Publishing.

Ifrah, G. (2000). The universal history of numbers: From prehistory to the invention of the computer. Translated by D. Vellos, E. F. Harding, S. Wood, & I. Monk. Toronto, Canada: Wiley.

Mazur, J. (2014). Enlightening symbols: A short history of mathematical notation and its hidden powers. Princeton, NJ: Princeton University Press.

Запись чисел и письменность Запада начались с бухгалтерского учета

Schmandt-Besserat, D. (1992). Before writing, Vol. I: From counting to cuneiform. Austin: University of Texas Press.

Пространство имеет решающее значение для системы математических обозначений

Dehaene, S. (2011). The number sense: How the mind creates mathematics. New York, NY: Oxford University Press.

Gelman, R., & Gallistel, C. R. (1978). The child’s understanding of number. Cambridge, MA: Harvard University Press.

Lakoff, G., & Núñez, R. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. New York, NY: Basic Books.

Движения глаз указывают на отсутствующие места

Kahneman, D. (1973). Attention and effort. Englewood Cliffs, NJ: Prentice Hall.

Воображаемая дистанция влияет на время чтения

Bar-Anan, Y., Liberman, N., Trope, Y., & Algom, D. (2007). Automatic processing of psychological distance: Evidence from a Stroop task. Journal of Experimental Psychology: General, 136(4), 610.

Воображаемая дистанция влияет на оценку личности

Liberman, N., Trope, Y., & Stephan, E. (2007). Psychological distance. In A. W. Kruglanski & E. T. Higgins (Eds.), Social psychology: Handbook of basic principles (2nd ed., pp. 353–383). New York, NY: Guilford Press.

Ross, L. (1977). The intuitive psychologist and his shortcomings: Distortions in the attribution process. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 10, pp. 173–220). New York, NY: Academic Press.

Trope, Y., & Liberman, N. (2010). Construal-level theory of psychological distance. Psychological Review, 117(2), 440.

Бо́льшая дистанция способствует более абстрактному языку и мышлению

Förster, J., Friedman, R. S., & Liberman, N. (2004). Temporal construal effects on abstract and concrete thinking: consequences for insight and creative cognition. Journal of Personality and Social Psychology, 87(2), 177.

Jia, L., Hirt, E. R., & Karpen, S. C. (2009). Lessons from a faraway land: The effect of spatial distance on creative cognition. Journal of Experimental Social Psychology, 45(5), 1127–1131.

Liberman, N., Polack, O., Hameiri, B., & Blumenfeld, M. (2012). Priming of spatial distance enhances children’s creative performance. Journal of Experimental Child Psychology, 111(4), 663–670.