Numerical Estimation in Children With Autism

Aagten-Murphy, David; Attucci, Claudia; Daniel, Niki; Klaric, Elena; Burr, David; Pellicano, Liz

doi:10.1002/aur.1482

Cited by 21 publications

(29 citation statements)

References 47 publications

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“…Therefore, we can assume that the two groups do not present important differences regarding their school performance in mathematics. This finding is in keeping with recent research according to which the performance of students with HF-ASD is similar to that of TD students (Aagten-Murphy et al, 2015;Chiang & Lin, 2007;Layton & Hao, 2017) and in contrast with other researches which report that students with HF-ASD have higher or even exceptional skills in mathematics ( Baron-Cohen et al, 2001;Baron-Cohen et al 2007;Happè & Frith, 2010;Iuculano et al, 2014;Layton & Hao, 2017). However, in order to be precise regarding the performance of students with HF-ASD in mathematics, various methods and mathematical tests should be conducted.…”

Section: Discussionsupporting

confidence: 90%

Math Anxiety of Students with High Functioning Autism Spectrum Disorder

Georgiou¹,

Soulis²,

Rapti³

et al. 2018

AIJSS

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It is widely accepted that many students with High Functioning Autism Spectrum Disorder (HF-ASD) experience anxiety which reportedly affects their performance at school and particularly their abilities in mathematics. However, although mathematics is an area of great interest for students with HF-ASD, the degree of their math anxiety is not clear. The present research examined the math anxiety of 32 students with HF-ASD, aged 12 to 17, and 32 typical developing (TD) students who were chosen as a control group. The two groups of students were matched for age, gender and full IQ scale while they were exposed to the same level of mathematics curriculum material. Results showed that students with HF-ASD experience significantly lower math anxiety compared to TD students. Furthermore, in both groups of students, factors such as their grade in mathematics, their attitude towards mathematics and the support they receive significantly affect their math anxiety.

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Section: Discussionsupporting

confidence: 90%

Math Anxiety of Students with High Functioning Autism Spectrum Disorder

Georgiou¹,

Soulis²,

Rapti³

et al. 2018

AIJSS

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“…This task used the number‐to‐position version, in which children used their finger to indicate the position on the number line where a target number should go. This version used 1–10 and 1–20 scales, and it was framed as a game in which the children had to help Postman Pat to deliver presents to houses on different streets (Aagten‐Murphy et al., ). There were six experimental trials, in which the child was asked to indicate the position of numbers 3, 4, 6, 7, 8 and 9.…”

Section: Methodsmentioning

confidence: 99%

“…The number line task (Cohen & Blanc-Goldhammer, 2011;Laski & Siegler, 2007, Link, Huber, Nuerk, & Moeller, 2014Siegler & Opfer, 2003) This version used 1-10 and 1-20 scales, and it was framed as a game in which the children had to help Postman Pat to deliver presents to houses on different streets (Aagten-Murphy et al, 2015).…”

Section: Number Line Taskmentioning

confidence: 99%

Young children's non‐numerical ordering ability at the start of formal education longitudinally predicts their symbolic number skills and academic achievement in maths

O’Connor

Morsanyi

McCormack

2018

Developmental Science

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Ordinality is a fundamental feature of numbers and recent studies have highlighted the role that number ordering abilities play in mathematical development (e.g., Lyons et al., ), as well as mature mathematical performance (e.g., Lyons & Beilock, ). The current study tested the novel hypothesis that non-numerical ordering ability, as measured by the ordering of familiar sequences of events, also plays an important role in maths development. Ninety children were tested in their first school year and 87 were followed up at the end of their second school year, to test the hypothesis that ordinal processing, including the ordering of non-numerical materials, would be related to their maths skills both cross-sectionally and longitudinally. The results confirmed this hypothesis. Ordinal processing measures were significantly related to maths both cross-sectionally and longitudinally, and children's non-numerical ordering ability in their first year of school (as measured by order judgements for everyday events and the parents' report of their child's everyday ordering ability) was the strongest longitudinal predictor of maths one year later, when compared to several measures that are traditionally considered to be important predictors of early maths development. Children's everyday ordering ability, as reported by parents, also significantly predicted growth in formal maths ability between Year 1 and Year 2, although this was not the case for the event ordering task. The present study provides strong evidence that domain-general ordering abilities play an important role in the development of children's maths skills at the beginning of formal education.

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“…Third, unlike face recognition skills, number skills are often reported anecdotally as a relative strength for individuals with autism (for example, in the popular film "Rain Man"). Although there is evidence for superior number skills in some autistic individuals (36), it is currently unclear whether such superiorities are manifest more broadly (37,38).…”

mentioning

confidence: 99%

Children with autism spectrum disorder show reduced adaptation to number

Turi

Burr

Igliozzi

et al. 2015

Proc. Natl. Acad. Sci. U.S.A.

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Autism is known to be associated with major perceptual atypicalities. We have recently proposed a general model to account for these atypicalities in Bayesian terms, suggesting that autistic individuals underuse predictive information or priors. We tested this idea by measuring adaptation to numerosity stimuli in children diagnosed with autism spectrum disorder (ASD). After exposure to large numbers of items, stimuli with fewer items appear to be less numerous (and vice versa). We found that children with ASD adapted much less to numerosity than typically developing children, although their precision for numerosity discrimination was similar to that of the typical group. This result reinforces recent findings showing reduced adaptation to facial identity in ASD and goes on to show that reduced adaptation is not unique to faces (social stimuli with special significance in autism), but occurs more generally, for both parietal and temporal functions, probably reflecting inefficiencies in the adaptive interpretation of sensory signals. These results provide strong support for the Bayesian theories of autism.utism is a heritable, lifelong neurodevelopmental condition with striking effects on social communication. The condition, however, is also associated with a range of nonsocial symptoms, including both hypersensitivity and hyposensitivity to perceptual stimuli, and sensory-seeking behaviors such as attraction to light, intense looking at objects, and fascination with brightly colored objects. These sensory atypicalities, which now form part of the diagnostic criteria for autism (1), can have debilitating effects on the lives of autistic people (2) and their families (3).We have recently proposed a Bayesian account of autism (4), suggesting that it is not sensory processing itself that is disrupted in individuals with autism, but the interpretation of the sensory input. The Bayesian class of theories, including predictive coding and other generative models (5-7), assumes that perception is an optimized combination of external sensory data (the likelihood) and an internal model (the prior). We suggested that this process may be atypical in autism, in that the internal priors are underweighted and less used than in typical individuals. Our theory has been followed by several others along similar lines (8-11).The suggestion of underutilization of priors leads to several specific predictions. One strong prediction is that autistic individuals should show reduced adaptation aftereffects. Adaptation, which occurs throughout sensory systems, represents a form of experience-dependent plasticity in which our current sensory experience is intimately affected by how we viewed the world only moments before. It is widely held to pose numerous functional advantages (12-16), including serving to autocalibrate perceptual systems to their environment by dynamically tuning its responses to match the distribution of stimuli to make maximal use of the limited working range of the system (12-16). It achieves this by reducing the transm...

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Numerical Estimation in Children With Autism

Cited by 21 publications

References 47 publications

Math Anxiety of Students with High Functioning Autism Spectrum Disorder

Math Anxiety of Students with High Functioning Autism Spectrum Disorder

Young children's non‐numerical ordering ability at the start of formal education longitudinally predicts their symbolic number skills and academic achievement in maths

Children with autism spectrum disorder show reduced adaptation to number

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