Impaired Acuity of the Approximate Number System Underlies Mathematical Learning Disability (Dyscalculia)

Mazzocco, Michèle M.M.; Feigenson, Lisa; Halberda, Justin

doi:10.1111/j.1467-8624.2011.01608.x

Cited by 492 publications

(559 citation statements)

References 42 publications

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“…Significantly, the correspondence between a number's name or symbol and the quantity represented is, essentially, a human invention requiring instruction (Geary 2013). Children who have difficulty with this mapping process tend to experience later mathematical difficulties (Kroesbergen et al 2009;Mazzocco et al 2011).…”

Section: Awareness Of the Relationship Between Number And Quantitymentioning

confidence: 99%

Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses

Andrews

Sayers

2014

Early Childhood Educ J

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It is known that an appropriately developed foundational number sense (FONS), or the ability to operate flexibly with number and quantity, is a powerful predictor of young children's later mathematical achievement. However, until now not only has FONS been definitionally elusive but instruments for identifying opportunities for children to acquire its various components have been missing from the classroom observation tools available. In this paper, drawing on a constant comparison analysis of appropriate literature, we outline the development of an eight dimensional FONS framework. We then show, by applying this framework to three culturally diverse European grade one lessons, one English, one Hungarian and one Swedish, that it is both straightforwardly operationalised and amenable to cross cultural analyses of classroom practice. Some implications are discussed.

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Section: Awareness Of the Relationship Between Number And Quantitymentioning

confidence: 99%

Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses

Andrews

Sayers

2014

Early Childhood Educ J

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“…Later on, the influence of parallel surface processing decreases (Rousselle & Noël, 2008) but even adults continue to be sensitive to perceptual dimensions in their numerical judgments (Gebuis & Reynvoet, 2012a, 2012bSzucs, Nobes, Devine, Gabriel, & Gebuis, 2013). Even if the majority of studies currently try to control the influence of perceptual variables when assessing non-symbolic magnitude processing Halberda, Mazzocco, & Feigenson, 2008;Mazzocco, Feigenson, & Halberda, 2011;Piazza et al, 2010;Piazza, Izard, Pinel, Le Bihan, & Dehaene, 2004), the visual stimulus properties (e.g., surface, density) cannot be controlled for in each individual trial (Gebuis & Reynvoet, 2011, 2012a.…”

Section: Discussionmentioning

confidence: 99%

Evidence of the impact of visuo-spatial processing on magnitude representation in 22q11.2 microdeletion syndrome

et al. 2017

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The influence of visuo-spatial skills on numerical magnitude processing is the subject of a long-standing debate. As most of the numerical and non-numerical magnitude abilities underpinning mathematical development are visual by nature, they are often assessed in the visual modality, thereby confusing visuo-spatial and numerical processing. In order to assess the influence of visuo-spatial processing on numerical magnitude representation, we examined magnitude processing in patients with 22q11.2 deletion syndrome (22q11DS), a genetic condition characterized by a cognitive profile with a relative weakness in visuo-spatial abilities but with preserved verbal abilities. Twenty-seven participants with 22q11DS were compared to two control groups (one matched on verbal intelligence and the other on visuospatial abilities) on several magnitude comparison tasks each with different visuo-spatial processing requirements. Our results showed that participants with 22q11DS present a consistent pattern of impairment in magnitude comparison tasks requiring the processing of visuo-spatial dimensions: comparison of lengths and collections. In contrast, their performance did not differ from the control groups in a visual task with no spatial processing requirement (i.e. numerical comparison of flashed dot sequences) or in auditory tasks (i.e., duration comparison and numerical comparison of sound sequences). Finally, a specific deficit of enumeration processes was observed in the subitizing range. Taken together, these results show that deficits in magnitude can occur as a consequence of a visuo-spatial deficit.

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“…Several recent studies have shown that individuals' ANS acuities are correlated with achievement in symbolic mathematics (e.g. Gilmore, McCarthy & Spelke, 2010;Libertus, Feigenson & Halberda, 2011;Mazzocco, Feigenson & Halberda, 2011a, 2011b; but see Inglis, Attridge, Batchelor & Gilmore, 2011;Price, Palmer, Battista & Ansari, 2012), lending credence to the suggestion that the ANS is implicated in the development of symbolic mathematics competence.…”

mentioning

confidence: 86%

Sampling from the mental number line: How are approximate number system representations formed?

Inglis

Gilmore

2013

Cognition

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Sampling from the Mental Number Line 2 AbstractNonsymbolic comparison tasks are commonly used to index the acuity of an individual's approximate number system (ANS), a cognitive mechanism believed to be involved in the development of number skills. Here we asked whether the time that an individual spends observing numerical stimuli influences the precision of the resultant ANS representations.Contrary to standard computational models of the ANS, we found that the longer the stimulus was displayed, the more precise was the resultant representation. We propose an adaptation of the standard model, and suggest that this finding has significant methodological implications for numerical cognition research.

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Impaired Acuity of the Approximate Number System Underlies Mathematical Learning Disability (Dyscalculia)

Cited by 492 publications

References 42 publications

Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses

Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses

Evidence of the impact of visuo-spatial processing on magnitude representation in 22q11.2 microdeletion syndrome

Sampling from the mental number line: How are approximate number system representations formed?

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