Number Processing and Heterogeneity of Developmental Dyscalculia: Subtypes with Different Cognitive Profiles and Deficits

Autor/inn/en	Skagerlund, Kenny; Träff, Ulf
Titel	Number Processing and Heterogeneity of Developmental Dyscalculia: Subtypes with Different Cognitive Profiles and Deficits
Quelle	In: Journal of Learning Disabilities, 49 (2016) 1, S.36-50 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219414522707
Schlagwörter	Learning Disabilities; Cognitive Ability; Number Concepts; Mathematics Skills; Cognitive Processes; Hypothesis Testing; Early Adolescents; Arithmetic; Comparative Analysis; Numbers; Foreign Countries; Student Characteristics; Statistical Analysis; Intelligence Tests; Interference (Learning); Color; Reaction Time; Visual Stimuli; Short Term Memory; Inhibition; Reading Skills; Sweden; Raven Progressive Matrices; Stroop Color Word Test + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Denkfähigkeit; Number concept; Zahlbegriff; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Cognitive process; Kognitiver Prozess; Hypothesenprüfung; Hypothesentest; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Zahlenraum; Ausland; Statistische Analyse; Intelligence test; Intelligenztest; Colour; Farbbezeichnung; Farbe; Reaktionsvermögen; Kurzzeitgedächtnis; Hemmung; Reading skill; Lesefertigkeit; Schweden
Abstract	This study investigated if developmental dyscalculia (DD) in children with different profiles of mathematical deficits has the same or different cognitive origins. The defective approximate number system hypothesis and the access deficit hypothesis were tested using two different groups of children with DD (11-13 years old): a group with arithmetic fact dyscalculia (AFD) and a group with general dyscalculia (GD). Several different aspects of number magnitude processing were assessed in these two groups and compared with age-matched typically achieving children. The GD group displayed weaknesses with both symbolic and nonsymbolic number processing, whereas the AFD group displayed problems only with symbolic number processing. These findings provide evidence that the origins of DD in children with different profiles of mathematical problems diverge. Children with GD have impairment in the innate approximate number system, whereas children with AFD suffer from an access deficit. These findings have implications for researchers' selection procedures when studying dyscalculia, and also for practitioners in the educational setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01