C. G. Jung's work in his later years suggested that the seemingly divergent sciences of psychology and modern physics might, in fact, be approaching a unified world model in which the dualism of matter and psyche would be resolved. Jung believed that the natural integers are the archetypal patterns that regulate the unitary realm of psyche and matter, and that number serves as a special instrument for man's becoming conscious of this unity. Writen in a clear style and replete with illustrations which help make the mathematical ideas visible, Number and Time is a piece of original scholarship which introduces a view of how "mind" connects with "matter" at the most fundamental level.

The study of mathematical cognition and the ways in which the ideas of space, time and number are encoded in brain circuitry has become a fundamental issue for neuroscience. How such encoding differs across cultures and educational level is of further interest in education and neuropsychology. This rapidly expanding field of research is overdue for an interdisciplinary volume such as this, which deals with the neurological and psychological foundations of human numeric capacity. A uniquely integrative work, this volume provides a much needed compilation of primary source material to researchers from basic neuroscience, psychology, developmental science, neuroimaging, neuropsychology and theoretical biology. The first comprehensive and authoritative volume dealing with neurological and psychological foundations of mathematical cognition Uniquely integrative volume at the frontier of a rapidly expanding interdisciplinary field Features outstanding and truly international scholarship, with chapters written by leading experts in a variety of fields

An exploration of sacred geometry, space, and time encoded in stone structures during four successive ages of megalithic building • Examines the sacred knowledge carefully preserved in the Stone Age structures of Carnac, Stonehenge, Giza, and Teotihuacan • Shows how our Stone Age ancestors created a practical system of mathematics, sophisticated enough to discern cycles lasting up to thousands of years • Reveals how the Earth’s shape and proportions mirror the time cycles of the heavens above Our Stone Age ancestors discovered that the geometry of the Earth provided a sacred connection between human experience and the spiritual worlds. Exploring the numerical patterns of time and then the size and shape of the Earth, they created an exact science of measures and preserved their discoveries within sacred structures, spiritualized landscapes, and mythologies, which interpreted the religious ideas associated with their science. In this way, the ancient measures of space and time reached our present age and still embody the direct but forgotten truths of our sacred planet. By recovering the megalithic secrets of space and time, carefully preserved in megalithic stone structures, Richard Heath tells an untold story of four megalithic ages. He identifies a first age of astronomical discovery in the French sites around Carnac, where, using only counted lengths and simple geometries, the ancients created a sophisticated cosmic clockwork. A second age centered in Britain, and including Stonehenge, successfully measured the Earth and revealed a simple pattern held within the Earth’s shape, using metrological ratios. A third age, centered in Egypt and Greece, saw a perfecting of the monumental arts, associated metrology, and religious ideas, revealing the Earth and the heavens as the work of a numerical genius. The fourth age saw pyramids and other metrological buildings spread to the New World, at Teotihuacan in Mexico, and also to the Far East. Examining Earth’s harmonic relevance to the Universe as a whole, Heath shows how we can recognize the long-forgotten foundations of our own civilization and revive the sacred teaching preserved by the four great megalithic ages.

This unit is intended to provide a fun, comprehensive way for your preschoolers to learn all about the numbers one to ten. It consists of straight-forward sets of activities that both you and your children will enjoy doing together. Each number has its own unit which includes learning experiences, art activities and games. One activity a day is a good way to start, then move on to the next activity when the previous one has been completed. Remember to always give your children lots of praise and encouragement. Show how proud you are of their efforts by displaying their completed work. This will build self-confidence and a receptive attitude towards learning. Remember to take time and always try to make the learning activities interesting.

This book Index Number and Time Series has been written to meet the requirement of graduate/post graduate students of all Indian Universities. This book is also helpful for the preparation of I.A.S/P.C.S and other competitions. The book contains a large number of solved examples including those asked in previous years universities papers. Theory and proof of the theorems are given in a very simple manner. Short note on important topics also included. The book contains exhaustive list of formulae for ready reference.

The crux of the debate between proponents of behavioral psychology and cognitive psychology focuses on the issue of accessibility. Cognitivists believe that mental mechanisms and processes are accessible, and that their inner workings can be inferred from experimental observations of behavior. Behaviorists, on the contrary, believe that mental processes and mechanisms are inaccessible, and that nothing important about them can be inferred from even the most cleverly designed empirical studies. One argument that is repeatedly raised by cognitivists is that even though mental processes are not directly accessible, this should not be a barrier to unravelling the nature of the inner mental processes and mechanisms. Inference works for other sciences, such as physics, so why not psychology? If physics can work so successfully with their kind of inaccessibility to make enormous theoretical progress, then why not psychology? As with most previous psychological debates, there is no "killer argument" that can provide an unambiguous resolution. In its absence, author William Uttal explores the differing properties of physical and psychological time, space, and mathematics before coming to the conclusion that there are major discrepancies between the properties of the respective subject matters that make the analogy of comparable inaccessibilities a false one. This title was first published in 2008.