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Lyons, Ian M.; Beilock, Sian L. – Cognition, 2011
What predicts human mathematical competence? While detailed models of number representation in the brain have been developed, it remains to be seen exactly how basic number representations link to higher math abilities. We propose that representation of ordinal associations between numerical symbols is one important factor that underpins this…
Descriptors: Mathematics Skills, Competence, Predictor Variables, Arithmetic
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Mussolin, Christophe; Mejias, Sandrine; Noel, Marie-Pascale – Cognition, 2010
Developmental dyscalculia (DD) is a pervasive difficulty affecting number processing and arithmetic. It is encountered in around 6% of school-aged children. While previous studies have mainly focused on general cognitive functions, the present paper aims to further investigate the hypothesis of a specific numerical deficit in dyscalculia. The…
Descriptors: Number Concepts, Arithmetic, Cognitive Processes, Children
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Pinhas, Michal; Fischer, Martin H. – Cognition, 2008
McCrink (McCrink, Dehaene, & Dehaene-Lambertz (2007). "Moving along the number line: Operational momentum in nonsymbolic arithmetic." "Perception and Psychophysics," 69(8), 1324-1333) documented an "Operational Momentum" (OM) effect--overestimation of addition and underestimation of subtraction outcomes in non-symbolic (dot pattern) arithmetic. We…
Descriptors: Number Concepts, Subtraction, Mathematics Instruction, Cognitive Processes
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Campbell, Jamie I. D.; Metcalfe, Arron W. S. – Cognition, 2008
There is evidence for both semantic and asemantic routes for naming Arabic digits, but neuropsychological dissociations suggest that number-fact retrieval (2x3=6) can inhibit the semantic route for digit naming. Here, we tested the hypothesis that such inhibition should slow digit naming, based on the principle that reduced access to multiple…
Descriptors: Numbers, Reaction Time, Semantics, Subtraction
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Rousselle, Laurence; Noel, Marie-Pascale – Cognition, 2007
Forty-five children with mathematics learning disabilities, with and without comorbid reading disabilities, were compared to 45 normally achieving peers in tasks assessing basic numerical skills. Children with mathematics disabilities were only impaired when comparing Arabic digits (i.e., symbolic number magnitude) but not when comparing…
Descriptors: Symbols (Mathematics), Reading Difficulties, Mathematics Education, Learning Disabilities