Children's ability to discriminate nonsymbolic number (e.g., the number of items in a set) is a commonly studied predictor of later math skills. Number discrimination improves throughout development, but what drives this improvement is unclear. Competing theories suggest that it may be due to a sharpening numerical representation or an improved…

Children's ability to discriminate nonsymbolic number (e.g. the number of items in a set) is a commonly studied predictor of later math skills. Number discrimination improves throughout development, but what drives this improvement is unclear. Competing theories suggest it may be due to a sharpening numerical representation or an improved ability…

A long-standing debate in the field of numerical cognition concerns the degree to which symbolic and non-symbolic processing are related over the course of development. Of particular interest is the possibility that this link depends on the range of quantities in question. Behavioral and neuroimaging research with adults suggests that symbolic and…

In the present study we examined whether children with Developmental Dyscalculia (DD) exhibit a deficit in the so-called "Approximate Number System" (ANS). To do so, we examined a group of elementary school children who demonstrated persistent low math achievement over 4 years and compared them to typically developing (TD), aged-matched…

Because number is an abstract quality of a set, the way in which a number is externally represented does not change its quantitative meaning. In this study, we examined the development of the brain regions that support format-independent representation of numerical magnitude. We asked children and adults to perform both symbolic (Hindu-Arabic…