Developmental dyscalculia: A deficit in the approximate number system or an access deficit?
2016 (English)In: Cognitive development, ISSN 0885-2014, E-ISSN 1879-226X, Vol. 39, 154-167 p.Article in journal (Refereed) Published
Developmental dyscalculia (DD), a pervasive learning difficulty, affects 5-6% of the population. The current study sought to identify the underlying deficits by contrasting third graders (10-year old) performance against predictions made by two main hypotheses; the preverbal ANS and/or OTS and the access deficit. Through a mathematical and general cognitive screening, identified DD children were compared to individually matched controls on experimental tasks containing non-symbolic and symbolic tasks. DD children showed impairment on almost all symbolic tasks. Results on the non-symbolic tasks showed that DD children had poorer ANS acuity and reduced subitizing range. Most of the results were in support of the defective preverbal ANS and OTS hypothesis. However, as the effect sizes for the symbolic tasks were greater than for the non-symbolic, results indicate that the DD group was more impaired on the symbolic tasks. (C) 2016 Elsevier Inc. All rights reserved.
Place, publisher, year, edition, pages
ELSEVIER SCIENCE INC , 2016. Vol. 39, 154-167 p.
Dyscalculia; Approximate number system (ANS); Object tracking system (OTS); Access deficit; Non-symbolic and symbolic processing; Subitizing
Psychology (excluding Applied Psychology)
IdentifiersURN: urn:nbn:se:liu:diva-131713DOI: 10.1016/j.cogdev.2016.04.006ISI: 000381955000014OAI: oai:DiVA.org:liu-131713DiVA: diva2:1010240
Funding Agencies|Swedish Council for Working Life and Social Research [Dnr 721-2011-2872]; Swedish Research Council [421-2007-1881]2016-10-032016-09-302016-10-03