Number Magnitude Processing and Basic Cognitive Functions in Children with Mathematical Learning Disabilities

Autor/inn/en	Andersson, Ulf; Ostergren, Rickard
Titel	Number Magnitude Processing and Basic Cognitive Functions in Children with Mathematical Learning Disabilities
Quelle	In: Learning and Individual Differences, 22 (2012) 6, S.701-714 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2012.05.004
Schlagwörter	Learning Disabilities; Number Systems; Mathematics Instruction; Short Term Memory; Language Processing; Cognitive Ability; Hypothesis Testing; Control Groups; Numeracy; Learning Theories; Grade 5; Grade 6 + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Number system; Zahlensystem; Mathematics lessons; Mathematikunterricht; Kurzzeitgedächtnis; Sprachverarbeitung; Denkfähigkeit; Hypothesenprüfung; Hypothesentest; Rechenkompetenz; Learning theory; Lerntheorie; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	The study sought out to extend our knowledge regarding the origin of mathematical learning disabilities (MLD) in children by testing different hypotheses in the same samples of children. Different aspects of cognitive functions and number processing were assessed in fifth- and sixth-graders (11-13 years old) with MLD and compared to controls. The MLD group displayed weaknesses with most aspects of number processing (e.g., subitizing, symbolic number comparison, number-line estimation) and two cognitive functions (e.g., visual-spatial working memory). These findings favor the defective approximate number system (ANS) hypothesis, but do not fit well with the access deficit hypothesis. Support is also provided for the defective object-tracking system (OTS) hypothesis, the domain general cognitive deficit hypothesis and to some extent the defective numerosity-coding hypothesis. The study suggests that MLD might be caused by multiple deficits and not a single core deficit. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10