Profound Developmental Dyscalculia: Evidence for a Cardinal/Ordinal Skills Acquisition Device

Ta'ir, Judy; Brezner, Amichai; Ariel, Raya

doi:10.1006/brcg.1997.0937

Cited by 18 publications

(8 citation statements)

References 26 publications

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“…In Experiment 3 (mathematics), the subjects were also instructed that the rating should describe the pleasure evoked by the logic of the item not by its nature. None of the 12 subjects in Experiment 3 was discalculic [14]. All efforts were made to dedramatize the experiment as anxiety was shown to affect the mathematical performance [15].…”

Section: Methodsmentioning

confidence: 99%

Pleasure in decision-making situations

et al. 2002

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Abstract

Background

This study explores the role of pleasure in decision making.

Results

In Experiment 1, 12 subjects were presented with a questionnaire containing 46 items taken from the literature. Twenty-three items described a situation where a decision should be made and ended with a suggested solution. The other items served as filler items. The subjects were requested not to make a decision but to rate the pleasure or displeasure they experienced when reading the situation described in the item. The subjects' ratings were then compared to the decisions on the same situations made by the other subjects of the studies published by other workers. The ratings of pleasure/displeasure given by our subjects correlated significantly with the choices published by other authors. This result satisfies a necessary condition for pleasure to be the key of the decision making process in theoretical situations. In Experiment 2, a new group of 12 subjects rated their experience of pleasure/displeasure when reading various versions of 50 situations taken from daily life where an ethical decision had to be made (Questionnaire I) including 200 items. This was followed by a multiple-choice test with the 50 situations (Questionnaire II) using the same 200 items and offering the various behaviors. Subjects tended to choose ethical and unethical responses corresponding to their highest pleasure rating within each problem. In all cases the subjects' behavior was higher than chance level, and thus, followed the trend to maximize pleasure. In Experiment 3, 12 subjects reading 50 mathematical short problems followed by correct and incorrect versions of the answer to the problem (Questionnaire III), including 200 items. This was followed by a multiple-choice mathematical test with the 50 problems (Questionnaire IV) using the same 200 items and offering the correct and incorrect answers. In questionnaire IV, subjects tended to choose correct as well as incorrect responses corresponding to their highest hedonic rating within each problem. In all cases the subjects' behavior was higher than chance level, and thus, followed the trend to maximize pleasure.

Conclusions

The results of the three experiments support the hypothesis according to which decisions are made in the hedonic dimension of conscious experience.

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Section: Methodsmentioning

confidence: 99%

Pleasure in decision-making situations

et al. 2002

View full text Add to dashboard Cite

Abstract

Background

This study explores the role of pleasure in decision making.

Results

Conclusions

The results of the three experiments support the hypothesis according to which decisions are made in the hedonic dimension of conscious experience.

show abstract

“…Cooper, 1984;Huntley-Fenner & Cannon, 2000;Ta'ir, Brezner, & Ariel, 1997;Wynn, 1990Wynn, , 1992b, the mapping of these concepts onto the counting sequence is an essential step in the development of arithmetical competencies. Children must learn that the number word assigned to the last counted object can be used to represent the total number of counted objects-cardinality-and that successive number words represent successively larger quantities-ordinality.…”

Section: Cardinality and Ordinalitymentioning

confidence: 99%

Development of Mathematical Understanding

Geary¹

2007

Handbook of Child Psychology

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“…Moreover, more complex interactions between magnitude processing and procedural knowledge also can be observed in the carry over operation when solving addition problems (Klein et al, 2010). A number sense deficit impairing cardinality and sparing ordinality was observed in an earlier case described by Ta'ir et al (1997). …”

Section: Introductionmentioning

confidence: 57%

“…Early acquired lesions or genetic dysfunctions can induce varying degrees of reorganization in the cognitive relevant brain processes. In exceptional cases, clear-cut structural-functional correlations, which are similar to the ones encountered in adults, are observed in cases of dysfunction in the developing brain (e.g., Temple, 1989, 1991; Sullivan et al, 1996; Ta'ir et al, 1997). In most cases of early acquired or genetic disorders, clinical-anatomical correlations are attenuated by several neuroplastic and compensatory processes.…”

Section: Discussionmentioning

confidence: 78%

Contributions from specific and general factors to unique deficits: two cases of mathematics learning difficulties

et al. 2014

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Mathematics learning difficulties are a highly comorbid and heterogeneous set of disorders linked to several dissociable mechanisms and endophenotypes. Two of these endophenotypes consist of primary deficits in number sense and verbal numerical representations. However, currently acknowledged endophenotypes are underspecified regarding the role of automatic vs. controlled information processing, and their description should be complemented. Two children with specific deficits in number sense and verbal numerical representations and normal or above-normal intelligence and preserved visuospatial cognition illustrate this point. Child H.V. exhibited deficits in number sense and fact retrieval. Child G.A. presented severe deficits in orally presented problems and transcoding tasks. A partial confirmation of the two endophenotypes that relate to the number sense and verbal processing was obtained, but a much more clear differentiation between the deficits presented by H.V. and G.A. can be reached by looking at differential impairments in modes of processing. H.V. is notably competent in the use of controlled processing but has problems with more automatic processes, such as nonsymbolic magnitude processing, speeded counting and fact retrieval. In contrast, G.A. can retrieve facts and process nonsymbolic magnitudes but exhibits severe impairment in recruiting executive functions and the concentration that is necessary to accomplish transcoding tasks and word problem solving. These results indicate that typical endophenotypes might be insufficient to describe accurately the deficits that are observed in children with mathematics learning abilities. However, by incorporating domain-specificity and modes of processing into the assessment of the endophenotypes, individual deficit profiles can be much more accurately described. This process calls for further specification of the endophenotypes in mathematics learning difficulties.

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Profound Developmental Dyscalculia: Evidence for a Cardinal/Ordinal Skills Acquisition Device

Cited by 18 publications

References 26 publications

Pleasure in decision-making situations

Pleasure in decision-making situations

Development of Mathematical Understanding

Contributions from specific and general factors to unique deficits: two cases of mathematics learning difficulties

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