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Serena Dolfi; Gisella Decarli; Maristella Lunardon; Michele De Filippo De Grazia; Silvia Gerola; Silvia Lanfranchi; Giuseppe Cossu; Francesco Sella; Alberto Testolin; Marco Zorzi – Developmental Science, 2024
Impaired numerosity perception in developmental dyscalculia (low "number acuity") has been interpreted as evidence of reduced representational precision in the neurocognitive system supporting non-symbolic number sense. However, recent studies suggest that poor numerosity judgments might stem from stronger interference from non-numerical…
Descriptors: Number Concepts, Learning Disabilities, Numeracy, Mathematics Skills
Cheng, Dazhi; Xiao, Qing; Cui, Jiaxin; Chen, Chuansheng; Zeng, Jieying; Chen, Qian; Zhou, Xinlin – Developmental Science, 2020
Studies have shown that numerosity-based arithmetic training can promote arithmetic learning in typically developing children as well as children with developmental dyscalculia (DD), but the cognitive mechanism underlying this training effect remains unclear. The main aim of the current study was to examine the role of visual form perception in…
Descriptors: Foreign Countries, Short Term Memory, Mathematics Education, Arithmetic
Rosenberg-Lee, Miriam; Ashkenazi, Sarit; Chen, Tianwen; Young, Christina B.; Geary, David C.; Menon, Vinod – Developmental Science, 2015
Developmental dyscalculia (DD) is marked by specific deficits in processing numerical and mathematical information despite normal intelligence (IQ) and reading ability. We examined how brain circuits used by young children with DD to solve simple addition and subtraction problems differ from those used by typically developing (TD) children who…
Descriptors: Developmental Disabilities, Learning Disabilities, Numbers, Mathematics Skills
Bugden, Stephanie; Ansari, Daniel – Developmental Science, 2016
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…
Descriptors: Learning Disabilities, Children, Spatial Ability, Short Term Memory
Mazzocco, Michele M. M.; Devlin, Kathleen T. – Developmental Science, 2008
Many middle-school students struggle with decimals and fractions, even if they do not have a mathematical learning disability (MLD). In the present longitudinal study, we examined whether children with MLD have weaker rational number knowledge than children whose difficulty with rational numbers occurs in the absence of MLD. We found that children…
Descriptors: Learning Disabilities, Numbers, Grade 8, Grade 6
Iuculano, Teresa; Tang, Joey; Hall, Charles W. B.; Butterworth, Brian – Developmental Science, 2008
There are two different conceptions of the innate basis for numerical abilities. On the one hand, it is claimed that infants possess a "number module" that enables them to construct concepts of the exact numerosities of sets upon which arithmetic develops (e.g. Butterworth, 1999 ; Gelman & Gallistel, 1978). On the other hand, it has been proposed…
Descriptors: Number Concepts, Numeracy, Arithmetic, Information Processing

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