Impairment of non-symbolic number processing in children with mathematical learning disability

Lafay, Anne; St-Pierre, Marie-Catherine; Macoir, Joël

doi:10.5964/jnc.v5i1.177

Cited by 6 publications

(4 citation statements)

References 58 publications

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“…However, the VLA group exhibited significant deficits in subitizing compared to the controls and the LA group. Previous studies have shown similar results in children with mathematical learning disabilities (Lafay et al, 2019;Schleifer & Landerl, 2011). Also, we found significant differences between TA and the two groups with arithmetical difficulties in the counting range.…”

Section: Contribution Of Exact Numerosity Estimation and Numerical Mapping Skills To Arithmetic Achievementsupporting

confidence: 86%

Exploring basic numerical capacities in children with difficulties in simple arithmetical achievement

Cañizares

Dartnell

Pérez

2021

Sumapsi

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Introduction: The Center for Epidemiologic Studies Depression Scale – Revised (CESD-R) was developed to provide an efficient screening scale for depression syndrome, mimicking the original CESD, one of the most widely used screening tools to measure depressive symptoms globally. This investigation examined the factor structure of the CESD-R with a non-clinical Brazilian population. Method: We performed exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) of two adult samples, and also conducted invariance analysis by sex and place of residence of the participants. The full sample consisted of 1,427 adults, divided into two groups. The first sample (n = 400) was used for the EFA and the second sample (n = 1027) for the CFA. Results: The EFA indicated an internal structure composed of a single factor, which explained 53.2% of the variance. The CFA attested to the unidimensionality of the measure. Fit indices and reliability indicators showed values higher than expected, without modifications in the initial structure. The model was invariant in relation to the variables investigated at four different levels (configural, metric, scalar, and strict). Conclusions: Our findings support the utility of the CESD-R and suggest its validity for application to the Brazilian population in general.

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Section: Contribution Of Exact Numerosity Estimation and Numerical Mapping Skills To Arithmetic Achievementsupporting

confidence: 86%

Exploring basic numerical capacities in children with difficulties in simple arithmetical achievement

Cañizares

Dartnell

Pérez

2021

Sumapsi

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“…Other studies, however, have not found such effects (e.g. De Smedt & Gilmore, 2011;Lafay et al, 2019). In contrast, more consistent and robust differences between children with or without MLD or dyscalculia (Cañizares et al, 2012;De Smedt et al, 2013;De Smedt & Gilmore, 2011;Desoete et al, 2012;Landerl et al, 2009) have been found in studies using SNMP measures, thus supporting "access deficit" (Rousselle & Noël, 2007) as an alternative explanation for dyscalculia, according to which the core deficit lies in not being able to access the number magnitude in symbols.…”

Section: Snmp and Wm As Predictors Of Mathematical Learning Difficultiesmentioning

confidence: 90%

“…Some studies using non-symbolic NMP measures have shown children with dyscalculia to perform poorly in tasks of comparing two magnitudes (Desoete et al, 2012;Landerl et al, 2009;Mazzocco et al, 2011), or matching them (i.e. deciding whether two magnitudes are same or not) (Lafay et al, 2019), thus supporting the "defective number module" (Butterworth, 2005) as a primary cause of dyscalculia. Other studies, however, have not found such effects (e.g.…”

Section: Snmp and Wm As Predictors Of Mathematical Learning Difficultiesmentioning

confidence: 99%

Patterns of symbolic numerical magnitude processing and working memory as predictors of early mathematics performance

Mononen

Niemivirta

2022

Eur J Psychol Educ

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Although the roles of symbolic numerical magnitude processing (SNMP) and working memory (WM) in mathematics performance are well acknowledged, studies examining their joint effects are few. Here, we investigated the profiles of SNMP (1- and 2-digit comparison) and WM (verbal, visual and central executive) among Norwegian first graders (N = 256), and how these predict performance in counting, arithmetic facts and word problem–solving. Using latent class cluster analysis, four groups were identified: (1) weak SNMP (33.6%), (2) strong SNMP (25.8%), (3) weak SNMP and WM (23.4%) and (4) strong WM (17.2%). Group differences in mathematics performance were significant with explained variance ranging from 7 to 16%, even after controlling for relevant demographics and domain-general cognitive skills. Our findings suggest that children may display relative strengths in SNMP and WM, and that they both have a unique, even compensatory role in mathematics performance.

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“…Mathematical learning difficulties have an important prevalence, ranging from 1 to 10% depending on the research conditions (Chinn, 2014;De La Peña & Bernabéu, 2018;Lafay et al, 2019). These mathematical difficulties negatively influence classroom learning environment and daily life activities (Aguilar et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Mental calculation achievement according to teaching approach: A study with eye-tracking from a neurocognitive approach

et al. 2023

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Currently mathematics difficulties in schools are a major problem due to several factors. Some research suggest that mathematics teaching-learning methodology could be one of the causes. As a result, alternative teaching methods to the traditional approach (ciphers-based closed algorithm [CBC]) have emerged, such as numbers-based open algorithm (ABN) method. Some research about this new approach has emerged, including neuropsychological studies. The current study aims to analyze performance and potential cognitive differences in solving a computerized task linked to eye-tracking device, comparing CBC and ABN approaches. 18 5th & 6th graders participants were evaluated through a computerized mental arithmetic task. Nine participants learned mathematics with CBC, and nine with ABN approach. Participants were distributed according to his/her mathematical performance rate in three sub-groups, three students per sub-group: low, medium, and high. The ABN method group obtained a higher overall score in the computerized task (mean [M]CBC=16.22; MABN=17.11), but the differences were not statistically significant (p=.690). However, significant differences have been found in two eye-tracking measures. ABN method group obtained a lower number of fixations average in areas of interest [AOIs]) (MCBC=5.01; MABN=3.85; p=.001), and a lower pupil diameter average in AOIs (MCBC=4.07; MABN=3.91; p=.001). This occurred regardless of the participants’ mathematical performance. These results suggest that differences between groups were not in task performance, but in cognitive effort spent in solving the task.

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Impairment of non-symbolic number processing in children with mathematical learning disability

Cited by 6 publications

References 58 publications

Exploring basic numerical capacities in children with difficulties in simple arithmetical achievement

Exploring basic numerical capacities in children with difficulties in simple arithmetical achievement

Patterns of symbolic numerical magnitude processing and working memory as predictors of early mathematics performance

Mental calculation achievement according to teaching approach: A study with eye-tracking from a neurocognitive approach

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