Numerical Abilities in Children With Congenital Hemiplegia: An Investigation of the Role of Finger Use in Number Processing

2014 ◽  
Vol 39 (2) ◽  
pp. 88-100 ◽  
Author(s):  
Catherine Thevenot ◽  
Caroline Castel ◽  
Juliette Danjon ◽  
Olivier Renaud ◽  
Cécile Ballaz ◽  
...  
Keyword(s):  
Number Processing ◽  
Numerical Abilities ◽  
Finger Use

Calculation and number processing: Assessment battery; role of demographic factors

1994 ◽  
Vol 16 (2) ◽  
pp. 195-208 ◽  
Author(s):  
G. Deloche ◽  
X. Seron ◽  
C. Larroque ◽  
C. Magnien ◽  
M. N. Metz-lutz ◽  
...  
Keyword(s):  
Demographic Factors ◽  
Number Processing ◽  
Assessment Battery

scholarly journals EXPRESS: The Association of Basic Numerical Abilities and Math Achievement: The Mediating Role of Visuospatial and Arithmetical Abilities

2021 ◽  
pp. 174702182110400
Author(s):  
Franziska Rebholz ◽  
Jessika Golle ◽  
Korbinian Moeller
Keyword(s):  
Number Line ◽  
Mathematical Achievement ◽  
School Students ◽  
Mediating Role ◽  
Solution Strategies ◽  
Domain Specific ◽  
Numerical Abilities ◽  
Visuospatial Abilities ◽  
Number Line Estimation

Basic numerical abilities such as number line estimation have been observed repeatedly to be associated with mathematical achievement. Recently, it was argued that the association between basic numerical abilities and mathematical achievement is fully mediated by visuospatial abilities. However, arithmetical abilities have not yet been considered as influencing this association, even though solution strategies in number line estimation as well as mathematical achievement often involve arithmetical procedures. Therefore, we investigated the mediating role of arithmetical and visuospatial abilities on the association between number line estimation and mathematical achievement in a sample of n = 599 German elementary school students. Results indicated that arithmetical abilities as well as visuospatial abilities mediated the association between number line estimation and mathematical achievement. However, neither visuospatial nor arithmetical abilities fully mediated the association between number line estimation and mathematical achievement when considered in isolation. This substantiates the relevance of the intertwined development of visuospatial and arithemtical abilities as well as basic numerical abilities such as number line estimation (i.e. the combination of domain-specific numerical and domain-general abilities) driving mathematical achievement.

Developmental Dyscalculia

2015 ◽  
Vol 223 (2) ◽  
pp. 69-82 ◽  
Author(s):  
Jörg-Tobias Kuhn
Keyword(s):  
Number Processing ◽  
Cognitive Resources ◽  
Cognitive Profiles ◽  
Developmental Dyscalculia ◽  
Hyperactivity Disorder ◽  
Magnitude Processing ◽  
Specific Learning Disorder ◽  
Behavioral Evidence ◽  
Fact Retrieval

Developmental dyscalculia (DD) is a specific learning disorder that affects the acquisition of arithmetic skills and number processing in children. A high comorbidity between DD and other neurodevelopmental disorders (e.g., dyslexia, attention-deficit/hyperactivity disorder [ADHD]) as well as substantial heterogeneity in cognitive profiles have been reported. Current studies indicate that DD is persistent, has a genetic component, and is related to functional and structural alterations of brain areas involved in magnitude representation. Recent neuronal and behavioral evidence is presented, showing that DD entails (a) impairments in two preverbal core systems of number, an approximate system for estimating larger magnitudes and an exact system for representing small magnitudes, (b) deficits in symbolic number processing, (c) aberrant and nonadaptive neuronal activation in basic magnitude processing and calculation, (d) dysfunctional arithmetic fact retrieval and persistent use of counting strategies in calculation, and (e) deficits in visuospatial working memory and the central executive. Finally, open research questions, including the role of domain-general cognitive resources in DD, causes and developmental consequences of comorbidity, as well as design and evaluation of interventions for DD, are briefly discussed.

scholarly journals The Role of Finger Representations and Saccades for Number Processing: An fMRI Study in Children

2011 ◽  
Vol 2 ◽  
Author(s):  
Helga Krinzinger ◽  
Jan Willem Koten ◽  
Houpand Horoufchin ◽  
Nils Kohn ◽  
Dominique Arndt ◽  
...  
Keyword(s):  
Number Processing ◽  
Fmri Study

scholarly journals Probing the neural basis rational numbers: the role of inhibitory control and magnitude representations

2021 ◽  
Author(s):  
Miriam Rosenberg-Lee
Keyword(s):  
Inhibitory Control ◽  
Rational Number ◽  
Mathematics Curriculum ◽  
Parietal Lobe ◽  
Rational Numbers ◽  
Number Processing ◽  
Neural Basis ◽  
Good Correspondence ◽  
Whole Number

Rational numbers, such as fractions, decimals and percentages, are a persistent challenge in the mathematics curriculum. An underappreciated source of rational number difficulties are whole number properties that apply to some, but not all, rational numbers. I contend that mastery of rational numbers involves refining and expanding whole number representations. Behavioral evidence for the role inhibitory control and magnitude-based processing of rational numbers support this hypothesis, although more attention is needed to task and stimuli selection, especially among fractions. In the brain, there is scant evidence on the role of inhibitory control in rational number processing, but surprisingly good correspondence, in the parietal lobe, between the handful of neuroimaging studies of rational numbers and the accumulated whole number literature. Decimals and discrete nonsymbolic representations are fruitful domains for probing the neural basis role of whole number interference in rational number processing.

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