Numerical Distance Effect in Developmental Dyscalculia

Autor/inn/en	Ashkenazi, Sarit; Mark-Zigdon, Nitza; Henik, Avishai
Titel	Numerical Distance Effect in Developmental Dyscalculia
Quelle	In: Cognitive Development, 24 (2009) 4, S.387-400 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2014
DOI	10.1016/j.cogdev.2009.09.006
Schlagwörter	Control Groups; Reaction Time; Learning Disabilities; Mathematics Skills; Number Concepts; Grade 3; Grade 4; Elementary School Students; Elementary School Mathematics; Error Patterns; Developmental Disabilities; Cognitive Processes + Suchen Sie Ihr Suchwort? Reaktionsvermögen; Learning handicap; Lernbehinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Number concept; Zahlbegriff; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Elementare Mathematik; Schulmathematik; Fehlertyp; Entwicklungsstörung; Cognitive process; Kognitiver Prozess
Abstract	Children in third and fourth grades suffering from developmental dyscalculia (DD) and typically developing children were asked to compare numbers to a standard. In two separate blocks, they were asked to compare a number between 1 and 9 to 5, or a two-digit number between 10 and 99 to 55. In the single-digit comparisons, DD children were comparable to the control group in reaction time but showed a difference in error rates. In the two-digit number comparisons, DD children presented a larger distance effect than the controls. In addition, they were more influenced by the problem size than controls were. Assuming an analog representation of quantities, this suggests that quantities are less differentiated in those with DD than in typically developing children. (Contains 4 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10