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Direct linkWilkey, Eric D.; Shanley, Lina; Sabb, Fred; Ansari, Daniel; Cohen, Jason C.; Men, Virany; Heller, Nicole A.; Clarke, Ben – Grantee Submission, 2021
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…
Descriptors: Numbers, Mathematics Skills, Predictor Variables, Number Concepts
Wilkey, Eric D.; Pollack, Courtney; Price, Gavin R. – Grantee Submission, 2018
Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during…
Descriptors: Learning Disabilities, Mathematics Skills, Executive Function, Mathematics Achievement
Siegler, Robert S.; Pyke, Aryn A. – Grantee Submission, 2013
We examined developmental and individual differences in 6th and 8th graders' fraction arithmetic and overall mathematics achievement and related them to differences in understanding of fraction magnitudes, whole number division, executive functioning, and metacognitive judgments within a crosssectional design. Results indicated that the difference…
Descriptors: Age Differences, Individual Development, Individual Differences, Mathematics
