Nonsymbolic numerical magnitude processing and arithmetic performance : an investigation on first-grade children with and without mathematics difficulties

Tang, Wai-yan Ronald; 鄧偉茵,

doi:10.5353/th_b5156763

Cited by 2 publications

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“… 3 The 20th and 35th percentiles are commonly used as cutoff scores to select participants with and without reading/mathematics difficulties (e.g., Badian, 1999 ; Landerl et al, 2004 ; Fuchs et al, 2008 ; Tang, 2012 ). However, as indicated in Swanson and Jerman’s (2006) meta-analysis, measures used to establish math disabilities vary from the 48th percentile to the 8th percentile.…”

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confidence: 99%

Do Chinese Children With Math Difficulties Have a Deficit in Executive Functioning?

Wang

Georgiou

et al. 2018

Front. Psychol.

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Several studies have shown that Executive Functioning (EF) is a unique predictor of mathematics performance. However, whether or not children with mathematics difficulties (MD) experience deficits in EF remains unclear. Thus, the purpose of this study was to examine if Chinese children with MD experience deficits in EF. We assessed 23 children with MD (9 girls, mean age = 10.40 years), 30 children with reading difficulties and MD (RDMD; 12 girls, mean age = 10.82 years), and 31 typically-developing (TD) peers (16 girls, mean age = 10.41 years) on measures of inhibition (Color-Word Stroop, Inhibition), shifting of attention (Planned Connections, Rapid Alternating Stimuli), working memory (Digit Span Backwards, Listening Span), processing speed (Visual Matching, Planned Search), reading (Character Recognition, Sentence Verification), and mathematics (Addition and Subtraction Fluency, Math Standard Achievement Test). The results of MANOVA analyses showed first that the performance of the MD children in all EF tasks was worse than their TD peers. Second, with the exception of the shifting tasks in which the MD children performed better than the RDMD children, the performance of the two groups was similar in all measures of working memory and inhibition. Finally, covarying for the effects of processing speed eliminated almost all differences between the TD and MD groups (the only exception was Listening Span) as well as the differences between the MD and RDMD groups in shifting of attention. Taken together, our findings suggest that although Chinese children with MD (with or without comorbid reading difficulties) experience significant deficits in all EF skills, most of their deficits can be accounted by lower-level deficits in processing speed.

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Do Chinese Children With Math Difficulties Have a Deficit in Executive Functioning?

Wang

Georgiou

et al. 2018

Front. Psychol.

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“…In contrast, as an innate intuition for magnitude (Dehaene, 1997) and a building block of learned mathematics (Barth et al, 2006), nonsymbolic magnitude comparison may pose a challenge for Chinese children with DD. Tang (2012) showed that Chinese first-graders with mathematics disabilities performed significantly worse than their agematched TD children on the nonsymbolic comparison task. Cheng et al (2018) also indicated that TD Chinese children from third to fifth grade had higher scores on the nonsymbolic comparison task than children with mathematics difficulties.…”

Section: Domain-specific Abilities Related To Developmental Dyscalculiamentioning

confidence: 98%

What Skills Could Distinguish Developmental Dyscalculia and Typically Developing Children: Evidence From a 2-Year Longitudinal Screening

Zhang

2022

J Learn Disabil

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Developmental dyscalculia (DD) is a mathematics learning disorder that affects approximately 5% to 7% of the population. This study aimed to detect the underlying domain-specific and domain-general differences between DD and typically developing (TD) children. We recruited 9-year-old primary school children to form the DD group via a 2-year longitudinal screening process. In total, 75 DD children were screened from 1,657 children after the one-time screening, and 13 DD children were screened from 1,317 children through a consecutive 2-year longitudinal screening. In total, 13 experimental tasks were administered to assess their cognitive abilities to test the domain-specific magnitude representation hypothesis (including symbolic and nonsymbolic magnitude comparisons) and four alternative domain-general hypotheses (including working memory, executive function, attention, and visuospatial processing). The DD group had worse performance than the TD group on the number sense task, finger sense task, shifting task, and one-back task after both one-time and two-time screening. Logistic regressions further indicated the differences on the shifting task and the nonsymbolic magnitude comparison task could distinguish DD and TD children. Our findings suggest that domain-specific nonsymbolic magnitude representation and domain-general executive function both contribute to DD. Thus, both domain-specific and domain-general abilities will be necessary to investigate and to intervene in DD groups in the future.

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Nonsymbolic numerical magnitude processing and arithmetic performance : an investigation on first-grade children with and without mathematics difficulties

Cited by 2 publications

References 0 publications

Do Chinese Children With Math Difficulties Have a Deficit in Executive Functioning?

Do Chinese Children With Math Difficulties Have a Deficit in Executive Functioning?

What Skills Could Distinguish Developmental Dyscalculia and Typically Developing Children: Evidence From a 2-Year Longitudinal Screening

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