Double Dissociation of Functions in Developmental Dyslexia and Dyscalculia

Autor/inn/en	Rubinsten, Orly; Henik, Avishai
Titel	Double Dissociation of Functions in Developmental Dyslexia and Dyscalculia
Quelle	In: Journal of Educational Psychology, 98 (2006) 4, S.854-867 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Adults; Dyslexia; Learning Disabilities; Association (Psychology); Orthographic Symbols; Experiments; Comparative Analysis; Numbers; Control Groups; Semitic Languages; Phonemes + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Learning handicap; Lernbehinderung; Assoziation; Erprobung; Zahlenraum; Arabisch; Hebräisch; Fonem
Abstract	This work examines the association between symbols and their representation in adult developmental dyscalculia and dyslexia. Experiment 1 used comparative judgment of numerals, and it was found that in physical comparisons (e.g., 3-5 vs. 3-5) the dyscalculia group showed a significantly smaller congruity effect than did the dyslexia and the control groups. Experiment 2 used Navon figures (D. Navon, 1977) in Hebrew, and participants were asked to name the large or the small letters. Phoneme similarity modulated performance of the control and the dyscalculia groups and showed a very small effect in the dyslexia group. This suggests that the dyscalculia population has difficulties in automatically associating numerals with magnitudes but no problems in associating letters with phonemes, whereas the dyslexia population shows the opposite pattern. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10