Literaturnachweis - Detailanzeige
| Autor/inn/en | Brankaer, Carmen; Ghesquière, Pol; De Smedt, Bert |
|---|---|
| Titel | The Effect of a Numerical Domino Game on Numerical Magnitude Processing in Children with Mild Intellectual Disabilities |
| Quelle | In: Mind, Brain, and Education, 9 (2015) 1, S.29-39 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1751-2271 |
| DOI | 10.1111/mbe.12065 |
| Schlagwörter | Mild Mental Retardation; Number Concepts; Numbers; Educational Games; Concept Formation; Control Groups; Experimental Groups; Comparative Analysis; Arithmetic; Children; Pretests Posttests; Intervention; Instructional Effectiveness |
| Abstract | Children with mild intellectual disabilities (MID) appear to have particular problems in understanding the numerical meaning of Arabic digits. Therefore, we developed and evaluated a numerical domino game that specifically targeted the association between these digits and the numerical magnitudes they represent. Participants were 30 children with MID (M?=?8.36?years), randomly assigned to either the numerical domino game or to a control color domino game. Findings revealed that both groups of children improved on a nonsymbolic comparison and arithmetic task. Most importantly, only children who played the numerical domino game became significantly faster from pretest to posttest on a symbolic comparison task. These findings suggest that numerical magnitude processing can be successfully trained in children with MID. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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