Basic number processing deficits in ADHD: a broad examination of elementary and complex number processing skills in 9- to 12-year-old children with ADHD-C

2008 ◽  
Vol 11 (5) ◽  
pp. 692-699 ◽  
Author(s):  
Liane Kaufmann ◽  
Hans-Christoph Nuerk
Keyword(s):  
Complex Number ◽  
Basic Number ◽  
Number Processing ◽  
Children With Adhd ◽  
Processing Deficits

Basic number processing deficits in developmental dyscalculia: Evidence from eye tracking

2009 ◽  
Vol 24 (4) ◽  
pp. 371-386 ◽  
Author(s):  
K. Moeller ◽  
S. Neuburger ◽  
L. Kaufmann ◽  
K. Landerl ◽  
H.-C. Nuerk
Keyword(s):  
Eye Tracking ◽  
Basic Number ◽  
Number Processing ◽  
Developmental Dyscalculia ◽  
Processing Deficits

Basic number processing and difficulties in single-digit arithmetic: Evidence from Velo-Cardio-Facial Syndrome

Cortex ◽  
2009 ◽  
Vol 45 (2) ◽  
pp. 177-188 ◽  
Author(s):  
Bert De Smedt ◽  
Bert Reynvoet ◽  
Ann Swillen ◽  
Lieven Verschaffel ◽  
Bart Boets ◽  
...  
Keyword(s):  
Basic Number ◽  
Number Processing ◽  
Single Digit ◽  
Velo Cardio Facial Syndrome

Number Processing and Arithmetic in Children and Adults with Reading Difficulties

2014 ◽  
Author(s):  
Silke M. Göbel
Keyword(s):  
Reading Difficulties ◽  
Basic Number ◽  
Number Processing ◽  
Angular Gyrus ◽  
Long Term Memory ◽  
Co Morbidity ◽  
And Mathematics ◽  
A Site ◽  
Left Angular Gyrus ◽  
Fact Retrieval

Basic number processing skills in individuals with reading difficulties (RD) are intact. However, children and adults with RD show clear difficulties in arithmetic, in particular in retrieving known answers from long-term memory (fact retrieval). Fact retrieval deficits are associated with weaknesses in phonological awareness, the ability to segment and manipulate speech sounds. The left angular gyrus has been suggested as a site of neurological overlap between RD and fact retrieval deficits. While there is evidence for an involvement of the angular gyrus in fact retrieval in adults, the evidence for children is less clear. The same genetic risk factors may underlie difficulties in reading and mathematics and cause the high co-morbidity between RD and mathematical difficulties. Implications for interventions are discussed.

Individual Differences

2015 ◽  
Author(s):  
Chris Donlan
Keyword(s):  
Individual Differences ◽  
Primary School ◽  
Strong Evidence ◽  
Number System ◽  
Basic Number ◽  
Number Processing ◽  
Approximate Number System ◽  
Identification Task ◽  
Comparison Task ◽  
Primary School Mathematics

This article discusses the results of three studies that have attempted to identify the factors underlying individual differences in mathematics. Holloway and Ansari (2009), explored the relation between basic number processing and attainment in primary school mathematics. Mazzocco et al. (2011) used a non-symbolic comparison task as an indicator of a preschool child’s Approximate Number System (ANS). Goebel et al. (2014), who tested the number knowledge of 173 six-year olds using a number identification task. All three studies tested specific hypotheses by making use of individual differences and associations between them. They also strongly validate two fundamental principles: that correlational models are limited by the measurements they contain, and that evidence consistent with a particular hypothesis does not necessarily constitute strong evidence in its favour. This article concludes by providing an overview of the topics covered in this book concerning individual differences in mathematics.

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