rafael núñez
research
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Books | Chapters | Selected Articles | Other (refereed) publications

 

Books

G. Lakoff & R. Núñez. (2004). Da dove viene la Matematica: Metafora e astrazione nel progresso cognitivo. Torino: Bollati Boringhieri. [Italian translation of Where Mathematics Comes From, 2000].

G. Lakoff & R. Núñez. (2000). Where Mathematics Comes From: How the Embodied Mind Brings Mathematics into Being. New York: Basic Books.
http://perso.unifr.ch/rafael.nunez/
Table of Contents and Preface [PDF]
Table of Contents [PDF]
Preface [PDF]
Introduction and first four chapters [PDF]

R. Núñez & W.J. Freeman (Eds.). (1999) Reclaiming Cognition: The Primacy of Action, Intention and Emotion. Thorverton, UK: Imprint Academic.
(Also published as a double special issue of the Journal of Consciousness Studies (1999), Vol. 6, No 11-12).

M. Bolognini, B. Plancherel, R. Núñez and W. Bettschart (Eds.). (1994). Préadolescence: Théorie, recherche et clinique [Early adolescence: Theory, research, and clinical practice]. Paris: ESF éditeur.

R. Núñez. (1993). En deçà du transfini: Aspects psychocognitifs sous-jacents au concept d'infini en mathémathiques [On this side of transfinity: Psychocognitive aspects underlying the concept of infinity in mathematics]. Fribourg, Switzerland: University Press.

 

Chapters in Edited Books

Núñez R. (2010). Enacting Infinity: Bringing Transfinite Cardinals into Being. In J. Stewart, O. Gappene, and E. di Paolo (Eds.), Enaction: Towards a New Paradigm in Cognitive Science (pp. 307-333). Cambridge, MA: MIT Press.

Núñez R. (2009). Gesture, Abstraction, and the Embodied Nature of Mathematics. In W-M. Roth (Ed.), Mathematical Representation at the Interface of Body and Culture (pp. 309-328). Charlotte NC: IAP-Information Age Publishing.

Núñez R. (2009). La Mente Matematica. In N. Filograsso & R. Travaglini (Eds.), La Mente: Itinerari di Ricerca (pp. 241-256). Milano, Italy: FrancoAngeli.

Núñez R. (2008). Conceptual Metaphor, Human Cognition, and the Nature of Mathematics. In R. Gibbs (Ed.), Cambridge Handbook of Metaphor and Thought . Cambridge, MA: Cambridge University Press.

Núñez R. (2008). What is Mathematics? Pauli, Jung, and Contemporary Cognitive Science. In H. Altmanspacher & H. Primas (Eds.), Recasting Reality: Wolfgang Pauli's Philosophical Ideas and Contemporary Science. New York: Springer.

Núñez R. (2008). A Fresh Look at the Foundations of Mathematics: Gesture and the Psychological Reality of Conceptual Metaphor. In A. Cienki & C. Müller (Eds.), Gesture and Metaphor. Amsterdam: John Benjamins.

Núñez R. (2008). Mathematics, The Ultimate Challenge to Embodiment: Truth and the Grounding of Axiomatic Systems. In P. Calvo & T. Gomila (Eds.), Handbook of Cognitive Science: An Embodied Approach (pp. 333-353). Amsterdam: Elsevier.

Núñez R. (2007). Body, Mind, and how to figure all that out. In AI-Lab Uni-Zurich (Eds.), The Rediscovery of Intelligence (pp. 146-147). Zurich: Univ. of Zurich.

Núñez R. (2007). Investigar la Mente en América Latina. In E. Kronmüller & C. Cornejo (Eds.), Ciencias de la Mente: Aproximaciones desde Latinoamérica (pp. 7-10). Santiago: J.C. Sáez

Núñez R. (2007). The Cognitive Science of Mathematics: Why is it relevant for Mathematics Education? In R. Lesh, E. Hamilton, & J. Kaput (Eds.), Foundations for the Future in Mathematics Education (pp. 127-154). Mahwah, NJ: Lawrence Erlbaum Associates.

Núñez R. (2007). Inferential Statistics in the Context of Empirical Cognitive Linguistics. In: M González-Márquez, I Mittelberg, S Coulson, & M Spivey (Eds.), Methods in Cognitive Linguistics, (pp. 87-118). Philadelphia PA: John Benjamins.

Núñez, R. (2006). Do Real Numbers Really Move? Language, Thought, and Gesture: The Embodied Cognitive Foundations of Mathematics . Reprinted in R. Hersh (Ed.), 18 Unconventional Essays on the Nature of Mathematics (pp. 160-181). New York: Springer.

Núñez, R. (2006). Encounters with "Le cas de Sophie K." In L. Steels (Ed.), Intensive Science (pp. 26-31). Paris: Sony

Núñez, R. & G. Lakoff (2005). The Cognitive Foundations of Mathematics: The Role of Conceptual Metaphor. In J. Campbell (Ed.), The Handbook of Mathematical Cognition (pp. 109-124). New York: Psychology Press.

Núñez, R. (2004). Do Real Numbers Really Move? Language, Thought, and Gesture: The Embodied Cognitive Foundations of Mathematics . In F. Iida, R. Pfeifer, L. Steels, and Y. Kuniyoshi (Eds). Embodied Artificial Intelligence (pp. 54-73). Berlin: Springer-Verlag.

Núñez, R. (2004). Mente-Cuerpo: una vieja falacia [Mind-Body: an old fallacy]. In A. Fischer (Ed.), Nuevos Paradigmas a Comienzos del Tercer Milenio [New Paradigms for the 3rd Millenium] (pp. 281-305). Santiago, Chile: El Mercurio Aguilar.

Núñez, R. (2004). El paradigma de la mente corporizada [The paradigm of the Embodied Mind]. In A. Fischer (Ed.), Nuevos Paradigmas a Comienzos del Tercer Milenio [New Paradigms for the 3rd Millenium] (pp. 403-422). Santiago, Chile: El Mercurio Aguilar.

Núñez, R. (2004). Astrazione e Matematica: Mente Umana, Cervello e Creazione [Abstraction and Mathematics: Human Mind, Brain, and Creativity]. In A. Benini (Ed.), Fisiologia della Mente e della Coscienza. Ravenna, Italy: Longo.

Núñez, R. (2001). Análise das ideias matematicas/Body, Concepts and Mathematics (Portuguese-English bilingual edition). In P. Cunha e Silva & J. Urbano (Eds.), Corpo Fast Forward (Fast Forward Body, (pp. 94-115). Porto: Númeromagazine.

Retschitzki, J., Corti, D., and Núñez, R. (2001). Etude interculturelle de la rotation mentale chez des élèves Ivoiriens et Suisses. In C. Sabatier & P. Dasen (Eds.), Cultures, Développement et Education: Autres enfants, autres écoles (pp. 145-157). Paris: L’Harmattan

Núñez, R. (2000). Conceptual Metaphor and the Embodied Mind: What makes Mathematics possible? In F. Hallyn (Ed.), Metaphor and Analogy in the History and Philosophy of Science. Dordrecht: Kluwer.

Núñez, R. (1999). Could the Future Taste Purple? Reclaiming Mind, Body, and Cognition. In R. Núñez & W.J. Freeman (Eds.), Reclaiming Cognition: The Primacy of Action, Intention and Emotion. Thorverton, UK: Imprint Academic.

Freeman, W.J. & Núñez, R. (1999). Restoring to Cognition the Forgotten Primacy of Action, Intention, and Emotion. In R. Núñez & W.J. Freeman (Eds.), Reclaiming Cognition: The Primacy of Action, Intention and Emotion. Thorverton, UK: Imprint Academic.

Lakoff, G. & Núñez, R. (1998). Conceptual Metaphor in Mathematics. In J.P. Koenig (Ed.), Discourse and Cognition: Bridging the Gap. Stanford, CA: CSLI/Cambridge University Press.

Lakoff, G. & Núñez, R. (1997). The Metaphorical Structure of Mathematics: Sketching Out Cognitive Foundations for a Mind-Based Mathematics. In L. English (Ed.), Mathematical Reasoning: Analogies, Metaphors, and Images (pp. 21-89). Hillsdale, NJ: Erlbaum.

Plancherel, B., Bolognini, M., and Núñez, R. (1994). L'hypothèse de l'effet buffer à la préadolescence. In M. Bolognini, B. Plancherel, R. Núñez and W. Bettschart (Eds.), Préadolescence: Théorie, recherche et clinique. (pp. 159-172). Paris: ESF éditeur.

Gurtner, J.-L., León, C., Núñez, R. and Vitale, B. (1993). The Representation, Understanding and Mastery of Experience: Modeling and Programming in a School Context. In J. de Lange, I. Huntley, C. Keitel, and M. Niss (Eds.), Innovation in Maths Education by Modelling and Applications (pp. 63-68). New York: Horwood.

Gurtner, J.-L., León, C., Núñez, R. and Vitale, B. (1993). Representation and Modeling of Change over Time by 12-13 Year-Old Children in a School Context. In Cahiers de la Fondation Archives Jean Piaget No 13: Conceptions of Change Over Time (pp. 279-290). Geneva: Fondation Archives Jean Piaget.

Retschitzki, J., Gex, C., Núñez, R., Gobet, F. and Gurtner, J-L. (1991). Pensée récursive et enseignement. In J-L. Gurtner et J. Retschitzki (Eds.), LOGO et apprentissages (pp. 229-240). Paris: Delachaux et Niestlé.

 

Selected Articles (refereed)

Núñez, R. (in press). Squeezing, Striking, and Vocalizing: Is Number Representation Fundamentally Spatial? Cognition.

Núñez, R. (under review). Number Concepts Without Number Lines in an Indigenous Group of Papua New Guinea.

Núñez, R. (under review). Tomorrow, Uphill: Topographic Construals of Deictic Time in an Indigenous Group of Papua New Guinea.

Núñez, R. (2011). No Innate Number Line in the Human Brain. Journal of Cross-Cultural Psychology, 45(4), 651-668.

Núñez, R. & Cornejo, C. (under review). Facing the Sunrise: Mind, World, and Culture in the Bodily-based Lexicalization of East-West Absolute Frames of Reference in Aymara.

Cooperrider, K. & Núñez, R. (2010). Re-mapping topographic terms indoors: A study of everyday spatial construals in the mountains of Papua New Guinea. CRL Technical Reports, 22(2), 3-9.

Marghetis, T. & Núñez, R. (2010). Dynamic construals, static formalisms: Evidence from co-speech gesture during mathematical proving. CRL Technical Reports, 22(1), 3-9.

Núñez, R. (2009). Numbers and Arithmetic: Neither Hard-wired nor Out There. Biological Theory, 4(1), 68-83.

Núñez, R. (2009). Numbers and Numerosities: Absence of Abstract Neural Realization doesn't Mean Non-Abstraction. Behavioral and Brain Sciences, 32(3-4), 344.

Cornejo, C., Simonetti, F., Ibáñez, A., Aldunate, N., Ceric, F., López, V., & Núñez, R. (2009). Gesture and Metaphor Comprehension: Electrophysiological Evidence of Cross-modal Coordination by Audiovisual Stimulation. Brain and Cognition, 70(1), 42-52.

Cooperrider, K. & Núñez, R. (2009). Across Time, Across the Body: Transversal Temporal Gestures. Gesture, 9(2), 181-206.

Núñez, R. (2008). Proto-numerosities and Concepts of Number: Biologically Plausible and Culturally Mediated Top-down Mathematical Schemas. Behavioral and Brain Sciences, 31(6), 665-666.

Núñez, R. (2008). Reading between the Number Lines (Commentary). Science, 321, 1293.

Núñez, R. (2008). Le passé devant soi. La Recherche, 422, 46-49. Paris.

Cooperrider, K. & Núñez, R. (2007). Doing Time: Speech, Gesture, and the Conceptualization of Time. CRL Technical Reports, 19(3), 3-19.

Núñez, R., & Sweetser, E. (2006). With the Future Behind Them : Convergent Evidence From Aymara Language and Gesture in the Crosslinguistic Comparison of Spatial Construals of Time. Cognitive Science, 30(3), 401-450.

Núñez, R., Motz, B., & U. Teuscher, U. (2006). Time after time: The psychological reality of the Ego- and Time-Reference-Point distinction in metaphorical construals of time. Metaphor and Symbol, 21, 133-146.

Núñez, R. (2005). Creating Mathematical Infinities: The Beauty of Transfinite Cardinals. Journal of Pragmatics, 37, 1717-1741.

Núñez, R. (2003). Cognição humana e continuidade na matemática moderna. Vetor Neteclem, 1(1) 9-26.

Lakoff G & Núñez, R. (2001). A reply to Bonnie Gold’s review of “Where Mathematics Comes From: How the Embodied Mind Brings Mathematics into Being”. Mathematical Association of America Online.
http://www.maa.org/reviews/wheremath_reply.html.

Núñez, R. (2000). Mathematical Idea Analysis: What Embodied Cognitive Science can say about the Human Nature of Mathematics. Opening plenary address in Proceedings of the 24th International Conference for the Psychology of Mathematics Education, Vol 1. 1, pp. 3–22. Hiroshima, Japan.

Núñez, R., Edwards, L., & Matos, J-F. (1999). Embodied Cognition as Grounding for Situatedness and Context in Mathematics Education. Educational Studies in Mathematics, 39 (1-3), 45-66.

Núñez, R. & Lakoff, G. (1998). What did Weierstrass really define? The cognitive structure of natural and epsilon-delta continuity. Mathematical Cognition, 4 (2), 85 - 101.

Núñez, R., Corti, D., & Retschitzki, J. (1998). Mental Rotation in Children from Ivory Coast and Switzerland. Journal of Cross-Cultural Psychology, 29 (4), 577-589.

Núñez, R., Neumann, V., & Mamani, M. (1997). Los mapeos conceptuales en la concepción del tiempo en la lengua Aymara del norte de Chile. [Conceptual mappings in the understanding of time in northern Chile’s Aymara]. Boletín de Educación de la Universidad Católica del Norte, 28, 47-55.

Núñez, R. (1997). Eating Soup with Chopsticks: Dogmas, Difficulties, and Alternatives in the Study of Conscious Experience. Journal of Consciousness Studies, 4, (2), 143-166.

Núñez, R. (1997). Infinito en lo pequeño y desarrollo cognitivo: Paradojas y espacios consensuales. Educación Matemática, 9 (1), 20-32.

Núñez, R. (1996). Ecological Naturalism: Conscious Experience as a Supra Indivudual Biological (SIB) Phenomenon. Consciousness Research Abstracts (Journal of Consciousness Studies) Toward a Science of Consciousness 1996. p. 178.

Retschitzki, J., Crivelli, C., Corti, D. & Núñez, R. (1996). Mental rotation and spatial cognition in African children. International Journal of Psychology, 31, (3-4) p. 32422.

Núñez, R. (1995). What Brain for God's-eye?: Biological Naturalism, Ontological Objectivism, and Searle. Journal of Consciousness Studies, 2, (2), 149-166.

Bolognini, M., Plancherel, B., Núñez, R., & W. Bettschart. (1993). La mesure des effets du temps d'apparition de la puberté sur la santé psychique à la pré-adolescence: résultats d'une étude longitudinale (1989-1991). Assessing the relationship between age at puberty and mental health in early adolescence: a longitudinal study (1989-1991). Revue d'Epidémiologie et de Santé Publique, 41(4), 337-345.

Bettschart, W., Plancherel, B., Núñez, R., & Bolognini, M. (1993). Comment les pré-adolescents font-ils face aux difficultés? Présentation d'une version française du questionnaire A-Cope (How do Early Adolescents Face Difficulties? A French Version of teh A-Cope Questionnaire.) Revue Suisse de Psychologie, 52(1), 31-43.

Núñez, R., Plancherel, B., M. Bolognini, & W. Bettschart. (1992). Mental Health, Stress and Protective Factors in Early Adolescence: Longitudinal Study over 3 Years. Medicine and Mind, 7, 1-2: 37-62.

Plancherel, B., Bolognini, M., Núñez, R., Leidi, C. et Bettschart, W. (1992). L'évaluation des événements existentiels comme prédicteurs de la santé psychique à la pré-adolescence (Evaluation of Life Events as Predictors of Mental Health in Early Adolescence.) Revue européenne de psychologie appliquée. European Review of Applied Psychology, 42(3), 229-241.

Bolognini, M., Plancherel, B., Núñez, R., & Bettschart, W. (1992). Personnalité et milieu de vie: étude sur le stress et les facteurs protecteurs à la pré-adolescence. Revue Suisse de Sociologie, 18(2), 339-361.

Bolognini, M., Plancherel, B., Núñez, R., Leidi, C., & Bettschart, W. (1992). Evénements de vie et santé psychique à la pré-adolescence: le rôle du support social. Neuropsychiatrie de l'enfance et de l'adolescence, 8-9, 421-430.

Gurtner, J-L., Gex, C., Gobet, F., Núñez, R., & Retschitzki, J. (1990). La récursivité rend-elle l'intelligence artificielle?. Schweizerische Zeitschrtift für Psychologie, 49, (1), 17-26.

 

Other (refereed) publications

Núñez R. (2007). Neural Correlates of Ego-based Spatial Construals of Time: A Neuroimaging (fMRI) Study. Proceedings of the 10th International Cognitive Linguistics Conference, pp. , Krakow, Poland.

Núñez R., Huang, R-S., Sereno, M. (2007). Neural Basis of Metaphorical Abstraction: An fMRI study of Ego-Reference-Point Spatial Construals of Time. Proceedings of the Cognitive Neuroscience Annual Meeting, New York (pp. 284-285).

Núñez R. (2006). Looking forward to yesterday: Lessons from the study of spatial construals of time in Aymara—gesture, reference points, and the cultural embodied mind. Proceedings of the 2nd Language, Culture, and Mind Conference. Paris, France, 98-99. Paris, France.

Núñez R. (2004). Embodied Cognition and the Nature of Mathematics: Language, Gesture, and Abstraction. In K. Forbus, D. Gentner, and T. Regier (Eds.) Proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 36-37). Mahwah, NJ: Lawrence Erlbaum Associates.

Núñez R. (2004). Commonalities and Differences: Cognitive Science and the Beauty of Actual Infinities in Mathematics. In J. Giménez, G. FitzSimons, C. Hahn (Eds.) A Challenge for Mathematics Education: To Reconcile Commonalities and Differences (pp. 76-77). Barcelona: Editorial Graó.

Núñez R. (2003). Fictive and Metaphorical Motion in Technically Idealized Domains: Limits, Hyperbolae, and Continuity in Mathematics. Proceedings of the 8th International Cognitive Linguistics Conference, Logroño, La Rioja, Spain, 215.

Núñez R. (2003). Conceptual Metaphor and the Cognitive Foundations of Mathematics: Actual Infinity and Human Cognition. In B. Baaquie & P. Pang (Eds.) Metaphor and Contemporary Science (pp. 49-72). University Scholars Occasional Papers Series. Singapore: National University of Singapore.

Núñez, R. (2003). Fictive and Metaphorical Motion in Technically Idealized Domains: Limits, Hyperbolae, and Continuity in Mathematics. Proceedings of the 8th International Cognitive Linguistics Conference, pp. 215, Logroño, Spain.

Núñez, R. & Sweetser, E. (2001). Spatial embodiment of temporal metaphors in Aymara: Blending source-domain gesture with speech. Proceedings of the 7th International Cognitive Linguistics Conference, pp. 249-250, Santa Barbara, California.

Núñez, R. (1999). Le concept de continuité en mathématiques: conflits et sciences cognitives contemporaines. Journées de Rochebrune: Rencontres interdisciplinaires sur les systèmes complexes naturels et artificiels (pp. 215-226).

Núñez, R. (1998). Educación matemática y ciencia cognitiva contemporánea: Reflexiones sobre la teoría del "embodied cognition" [Mathematics education and contemporary cognitive science: Reflections on the theory of embodied cognition]. ProfMat 98 (CD-Rom, Guimaraes, Portugal).

Edwards, L. & Núñez, R. (1995). Cognitive Science and Mathematics Education: A Non-Objectivist View. Proceedings of the 19th International Conference for the Psychology of Mathematics Education (PME XIX, Recife, Brazil. Vol. II, pp. 240-247.

Núñez, R. (1995). What Brain for God's-eye?: Objectivism, Biological Naturalism and Searle. Center for the Study of Language and Information, Stanford University. Report No CSLI-95-194.

Núñez, R. (1994). Subdivision and Small Infinities: Zeno, Paradoxes, and Cognition. Proceedings of the 18th International Conference for the Psychology of Mathematics Education (PME XVIII), Lisbon, Portugal. Vol. III, pp. 368-375.

Núñez, R. (1994). Cognitive Development and Infinity in the Small: Paradoxes and Consensus. In A. Ram and K. Eiselt (Eds.), Proceedings of the 16th Annual Conference of the Cognitive Science Society (pp. 670-674). Hillsdale, NJ: Lawrence Erlbaum Associates.

Gurtner, J.-L., Gurtner, M., Núñez, R., & Vitale, B. (1993). From School Mathematics to Applied Mathematics: Learning to Build Models with a Word Problem Mind. Proceedings of the 15th Annual Meeting of the International Group for the Psychology of Mathematics Education, North American Chapter , Asilomar, California. Vol. I, pp. 218-223.

Núñez, R. (1993). Approaching Infinity: A View from Cognitive Psychology. Proceedings of the 15th Annual Meeting of the International Group for the Psychology of Mathematics Education, North American Chapter, Asilomar, California. Vol. I, pp. 105-111.

Núñez, R. (1993). Big and Small Infinities: Psycho-cognitive Aspects. Proceedings of the 17th International Conference for the Psychology of Mathematics Education (PME-XVII), Tsukuba, Japan. Vol. II, pp. 121-128.

Núñez, R. (1991). A Conceptual Space of Transformations for the Study of the Intuition of Infinity in Mathematics. Proceedings of the 4th European Conference for Research on Learning and Instruction (EARLI), Turku, Finland. pp. 304-305.

Núñez, R. (1991). A 3-dimension Conceptual Space of Transformations for the Study of the Intuition of Infinity in Plane Geometry. Proceedings of the 15h International Conference for the Psychology of Mathematics Education (PME-XV), Assisi, Italy. Vol. III, 109-116.

Núñez, R. (1990). Infinity in Mathematics as a Scientific Subject for Cognitive Psychology. Proceedings of the 14th International Conference for the Psychology of Mathematics Education (PME-XIV), Oaxtepec, Mexico. Vol. I, 77-84.

Gobet, F., Núñez, R., & Retschitzki, J. (1989). Learning Recursion with LOGO: Adolescents' Difficulties. Proceedings of the Second European LOGO Conference, Gent, Belgique. pp. 398-409.

Núñez, R. (1983). El modelo lógico-matemático del pensamiento hipotético-deductivo y los métodos de resolución de problemas en Inteligencia Artificial. Master Thesis. Santiago: Universidad Católica de Chile.

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