Cognitive Phenotype of Mathematical Learning Disabilities: What Can We Learn from Siblings?

Autor/inn/en	Desoete, Annemie; Praet, Magda; Titeca, Daisy; Ceulemans, Annelies
Titel	Cognitive Phenotype of Mathematical Learning Disabilities: What Can We Learn from Siblings?
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 34 (2013) 1, S.404-412 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2012.08.022
Schlagwörter	Logical Thinking; Learning Disabilities; Arithmetic; Kindergarten; Number Concepts; Siblings; Mathematics Instruction; Mathematics Skills; Cognitive Ability; Neurological Impairments; Comparative Analysis; Computation; Numbers; Numeracy; At Risk Persons + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Number concept; Zahlbegriff; Sibling; Geschwister; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Neurodegenerative Erkrankung; Zahlenraum; Rechenkompetenz; Risikogruppe
Abstract	The sensitivity of number sense as cognitive phenotype for mathematical learning disabilities (MLD) was assessed in siblings of children with MLD (n = 9) and age matched children without family members with MLD (n = 63). A number line estimation paradigm was used as a measure of children's early number sense. In line with the triple code model of Dehaene (1992), three different presentation formats were presented. The results of the study confirmed that number line estimation was related to early arithmetic achievement in kindergarten. In addition siblings were less proficient in number line placements compared to non-siblings, with a larger effect size for symbolic and especially number word estimation compared to the non-symbolic results. Siblings also differed from non-siblings on procedural and conceptual counting skills and logical thinking in kindergarten. Moreover MLD had a familial aggregation, since about three out of five sibling girls had clinical scores on an Early Numeracy Test in kindergarten, pointing to a risk to develop MLD themselves. Implications of the study to our understanding of MLD are discussed. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10