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Article: Core information processing deficits in developmental dyscalculia and low numeracy

TitleCore information processing deficits in developmental dyscalculia and low numeracy
Authors
Issue Date2008
PublisherBlackwell Publishing Ltd. The Journal's web site is located at http://www.blackwellpublishing.com/journals/DESC
Citation
Developmental Science, 2008, v. 11 n. 5, p. 669-680 How to Cite?
AbstractThere are two different conceptions of the innate basis for numerical abilities. On the one hand, it is claimed that infants possess a 'number module' that enables them to construct concepts of the exact numerosities of sets upon which arithmetic develops (e.g. Butterworth, 1999; Gelman & Gallistel, 1978). On the other hand, it has been proposed that infants are equipped only with a sense of approximate numerosities (e.g. Feigenson, Dehaene & Spelke, 2004), upon which the concepts of exact numerosities are constructed with the aid of language (Carey, 2004) and which forms the basis of arithmetic (Lemer, Dehaene, Spelke & Cohen, 2003). These competing proposals were tested by assessing whether performance on approximate numerosity tasks is related to performance on exact numerosity tasks. Moreover, performance on an analogue magnitude task was tested, since it has been claimed that approximate numerosities are represented as analogue magnitudes. In 8-9-year-olds, no relationship was found between exact tasks and either approximate or analogue tasks in normally achieving children, in children with low numeracy or in children with developmental dyscalculia. Low numeracy was related not to a poor grasp of exact numerosities, but to a poor understanding of symbolic numerals. © 2008 The Authors.
Persistent Identifierhttp://hdl.handle.net/10722/60750
ISSN
2015 Impact Factor: 3.982
2015 SCImago Journal Rankings: 2.914
ISI Accession Number ID
References
Errata

 

DC FieldValueLanguage
dc.contributor.authorIuculano, Ten_HK
dc.contributor.authorTang, Jen_HK
dc.contributor.authorHall, CWBen_HK
dc.contributor.authorButterworth, Ben_HK
dc.date.accessioned2010-05-31T04:17:45Z-
dc.date.available2010-05-31T04:17:45Z-
dc.date.issued2008en_HK
dc.identifier.citationDevelopmental Science, 2008, v. 11 n. 5, p. 669-680en_HK
dc.identifier.issn1363-755Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/60750-
dc.description.abstractThere are two different conceptions of the innate basis for numerical abilities. On the one hand, it is claimed that infants possess a 'number module' that enables them to construct concepts of the exact numerosities of sets upon which arithmetic develops (e.g. Butterworth, 1999; Gelman & Gallistel, 1978). On the other hand, it has been proposed that infants are equipped only with a sense of approximate numerosities (e.g. Feigenson, Dehaene & Spelke, 2004), upon which the concepts of exact numerosities are constructed with the aid of language (Carey, 2004) and which forms the basis of arithmetic (Lemer, Dehaene, Spelke & Cohen, 2003). These competing proposals were tested by assessing whether performance on approximate numerosity tasks is related to performance on exact numerosity tasks. Moreover, performance on an analogue magnitude task was tested, since it has been claimed that approximate numerosities are represented as analogue magnitudes. In 8-9-year-olds, no relationship was found between exact tasks and either approximate or analogue tasks in normally achieving children, in children with low numeracy or in children with developmental dyscalculia. Low numeracy was related not to a poor grasp of exact numerosities, but to a poor understanding of symbolic numerals. © 2008 The Authors.en_HK
dc.languageengen_HK
dc.publisherBlackwell Publishing Ltd. The Journal's web site is located at http://www.blackwellpublishing.com/journals/DESCen_HK
dc.relation.ispartofDevelopmental Scienceen_HK
dc.rightsDevelopmental Science. Copyright © Blackwell Publishing Ltd.en_HK
dc.titleCore information processing deficits in developmental dyscalculia and low numeracyen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1363-755X&volume=11&issue=5&spage=669&epage=680&date=2008&atitle=Core+Information+Processing+Deficits+in+Developmental+Dyscalculia+and+Low+Numeracyen_HK
dc.identifier.emailTang, J: joeytang@hkucc.hku.hken_HK
dc.identifier.authorityTang, J=rp00639en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1111/j.1467-7687.2008.00716.xen_HK
dc.identifier.pmid18801122-
dc.identifier.scopuseid_2-s2.0-49549088961en_HK
dc.identifier.hkuros149444en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-49549088961&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume11en_HK
dc.identifier.issue5en_HK
dc.identifier.spage669en_HK
dc.identifier.epage680en_HK
dc.identifier.isiWOS:000258377000008-
dc.publisher.placeUnited Kingdomen_HK
dc.relation.erratumdoi:10.1111/j.1467-7687.2008.00778.x-
dc.identifier.scopusauthoridIuculano, T=25230192700en_HK
dc.identifier.scopusauthoridTang, J=15520029000en_HK
dc.identifier.scopusauthoridHall, CWB=25229874400en_HK
dc.identifier.scopusauthoridButterworth, B=7005729624en_HK
dc.identifier.citeulike3126398-

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