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Ma M, Likhanov M, Zhou X. Number sense-arithmetic link in Grade 1 and Grade 2: A case of fluency. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024. [PMID: 38802998 DOI: 10.1111/bjep.12693] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2023] [Revised: 05/10/2024] [Accepted: 05/13/2024] [Indexed: 05/29/2024]
Abstract
BACKGROUND Recent research suggested fluent processing as an explanation on why number sense contributes to simple arithmetic tasks-'Fluency hypothesis'. AIMS The current study investigates whether number sense contributes to such arithmetic tasks when other cognitive factors are controlled for (including those that mediate the link); and whether this contribution varies as a function of participants' individual maths fluency levels. SAMPLE Four hundred and thirty-seven Chinese schoolchildren (186 females; Mage = 83.49 months) completed a range of cognitive measures in Grade 1 (no previous classroom training) and in Grade 2 (a year later). METHODS Number sense, arithmetic (addition and subtraction), spatial ability, visuo-spatial working memory, perception, reaction time, character reading and general intelligence were measured. RESULTS Our data showed that the link between number sense and arithmetic was weaker in Grade 1 (Beta = .15 for addition and .06 (ns) for subtraction) compared to Grade 2 (.23-.28), but still persisted in children with no previous maths training. Further, math's performance in Grade 1 did not affect the link between number sense and maths performance in Grade 2. CONCLUSION Our data extended previous findings by showing that number sense is linked with simple maths task performance even after controlling for multiple cognitive factors. Our results brought some evidence that number sense-arithmetic link is somewhat sensitive to previous formal maths education. Further research is needed, as the differences in effects between grades were quite small, and arithmetic in Grade 1 did not moderate the link at question in Grade 2.
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Affiliation(s)
- Mei Ma
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China
| | - Maxim Likhanov
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China
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2
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Altindağ Kumaş Ö. The power of digital story in early mathematics education: Innovative approaches for children with intellectual disabilities. PLoS One 2024; 19:e0302128. [PMID: 38625897 PMCID: PMC11020398 DOI: 10.1371/journal.pone.0302128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2024] [Accepted: 03/28/2024] [Indexed: 04/18/2024] Open
Abstract
This study explored the effectiveness of digital story interventions in improving early math skills in kindergarten children with mild intellectual disabilities. Digital stories are multimedia narratives that combine text, images, and audio to enhance learning experience. This experimental study used a pretest-posttest control group design. The intervention group consisted of 15 children who participated in an 8-week digital story intervention targeting early math skills. A matched control group was used to control for sex differences. Data were collected through the TEMA-3 test scores and teacher and child feedback. Post-intervention, the experimental group showed significant improvements in TEMA-3 test scores compared to the control group. Teachers and children reported a positive perception of the intervention's social validity, highlighting enhanced engagement and understanding of math concepts. This study demonstrated that digital story-based education is a promising approach for improving early math skills in children with mild intellectual disabilities. These findings suggest potential implications for integrating digital storytelling into special education curricula and highlight avenues for future research in this field.
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Affiliation(s)
- Özlem Altindağ Kumaş
- Department of Special Education, Faculty of Ziya Gökalp Education, Dicle University, Diyarbakır, Turkey
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3
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Ares G, De Rosso S, Mueller C, Philippe K, Pickard A, Nicklaus S, van Kleef E, Varela P. Development of food literacy in children and adolescents: implications for the design of strategies to promote healthier and more sustainable diets. Nutr Rev 2024; 82:536-552. [PMID: 37339527 PMCID: PMC10925906 DOI: 10.1093/nutrit/nuad072] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/22/2023] Open
Abstract
Food literacy has emerged as a key individual trait to promote the transformation of food systems toward healthy and sustainable diets. Childhood and adolescence are key periods for establishing the foundations of eating habits. Different food literacy competencies are acquired as children develop different cognitive abilities, skills, and experiences, contributing to the development of critical tools that allow them to navigate a complex food system. Thus, the design and implementation of programs to support the development of food literacy from early childhood can contribute to healthier and more sustainable eating habits. In this context, the aim of the present narrative review is to provide an in-depth description of how different food literacy competencies are developed in childhood and adolescence, integrating the extensive body of evidence on cognitive, social, and food-related development. Implications for the development of multisectoral strategies to target the multidimensional nature of food literacy and promote the development of the 3 types of competencies (relational, functional, and critical) are discussed.
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Affiliation(s)
- Gastón Ares
- Sensometrics & Consumer Science, Instituto Polo Tecnológico de Pando, Facultad de Química, Universidad de la República, Pando, Canelones, Uruguay
| | - Sofia De Rosso
- Centre des Sciences du Goût et de l’Alimentation, Centre National de la Recherche Scientifique, Institut National de la Recherche Agronomique, Institut Agro, Université de Bourgogne, Dijon, France
| | - Carina Mueller
- Division of Human Nutrition and Health, Wageningen University and Research, Wageningen, the Netherlands
| | - Kaat Philippe
- Centre des Sciences du Goût et de l’Alimentation, Centre National de la Recherche Scientifique, Institut National de la Recherche Agronomique, Institut Agro, Université de Bourgogne, Dijon, France
- School of Public Health, Physiotherapy and Sports Science, University College Dublin, Belfield, Ireland
| | - Abigail Pickard
- Center for Food and Hospitality Research, Cognitive Science, Institut Paul Bocuse Research Center, Lyon, France
- Laboratoire d’Etude de l’Apprentissage et du Développement–Centre National de la Recherche Scientifique UMR5022, University of Burgundy, Dijon, France
- School of Psychology, College of Health and Life Sciences, Aston University, Birmingham, United Kingdom
| | - Sophie Nicklaus
- Centre des Sciences du Goût et de l’Alimentation, Centre National de la Recherche Scientifique, Institut National de la Recherche Agronomique, Institut Agro, Université de Bourgogne, Dijon, France
| | - Ellen van Kleef
- Marketing and Consumer Behaviour Group, Wageningen University and Research, Wageningen, the Netherlands
| | - Paula Varela
- Nofima AS, Ås, Norway
- Department of Chemistry, Biotechnology and Food Science, The Norwegian University of Life Science, Ås, Norway
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4
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Aragón E, Cerda G, Pérez C, Aguilar M, Navarro JI. Socio-Economic and Cultural Context in the Development of Early Mathematical Competencies: A Comparative Study of Specific Educational Contexts in Chile and Spain. Psychol Rep 2023; 126:2904-2923. [PMID: 35485168 DOI: 10.1177/00332941221097950] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This research presents the findings of a comparative study of mathematical competence among 130 students (M = 54.08 months; SD = 2.57) from vulnerable school contexts in Chile and the Spanish public school system. The study analyses a set of general and specific domain precursors for which evidence of socioeconomic background exists. Using multivariate regression and discriminant analysis techniques, we calculated similarities and differences between groups by comparing these precursors. Significant differences were found between the Spanish and Chilean groups (p < .05); however, no differences were observed in non-symbolic comparison and receptive vocabulary. Possible reasons for the existence and extent of these differences are discussed in terms of socio-cultural and educational contexts.
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Affiliation(s)
| | - Gamal Cerda
- Department of Research Methodology and Educational Informatics, University of Concepción, Concepción, Chile
| | - Carlos Pérez
- Institute of Social Sciences, University of O'Higgins, Rancagua, Chile
| | - Manuel Aguilar
- Department of Psychology, University of Cadiz, Cádiz, Spain
| | - José I Navarro
- Department of Psychology, University of Cadiz, Cádiz, Spain
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5
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Lindquist B, Jacobsson H, Strinnholm M, Peny‐Dahlstrand M. A scoping review of cognition in spina bifida and its consequences for activity and participation throughout life. Acta Paediatr 2022; 111:1682-1694. [PMID: 35608513 PMCID: PMC9546308 DOI: 10.1111/apa.16420] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Revised: 05/16/2022] [Accepted: 05/23/2022] [Indexed: 11/30/2022]
Abstract
Aim The aim of this scoping review was to summarise findings concerning cognitive characteristics in people with spina bifida and explain how cognitive factors influence activities and participation in different areas and stages of life. Methods PubMed, Psych INFO, ERIC, Scopus, CINAHL and the Cochrane Library were searched for English language papers published in 2000–2018. A total of 92 papers were selected and quality was assessed according to the McMaster criteria. The results were presented related to body functions, activity and participation from the International Classification of Function and Health, ICF. Results People with spina bifida tended to have a lower IQ than those without. The majority also had cognitive difficulties manifested in problems with language, perception, memory, executive and attentional functions. Those difficulties affected activity and participation in all life domains in ICF. This may affect medical adherence and responsibility and by extension the prevention of secondary complications. Conclusion It is important for caregivers, professionals and especially individuals with spina bifida themselves to understand and handle both physical and cognitive consequences in all life circumstances. Having insight into one’s own assets and difficulties paves the way to managing life challenges, which could enhance health, self‐management and participation in society.
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Affiliation(s)
- Barbro Lindquist
- Department of Habilitation Halmstad County Hospital Halmstad Sweden
| | | | - Margareta Strinnholm
- Folke Bernadotte Regional Habilitation Center University Children´s Hospital Uppsala Sweden
| | - Marie Peny‐Dahlstrand
- Regional Rehabilitation Centre Queen Silvia Children´s Hospital Sahlgrenska University Hospital Gothenburg Sweden
- Sweden Institute of Neuroscience and Physiology at the Sahlgrenska Academy University of Gothenburg Gothenburg Sweden
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6
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Numeracy skills mediate the relation between executive function and mathematics achievement in early childhood. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101154] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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7
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Cuder A, Vidoz M, De Vita C, Pellizzoni S, Passolunghi MC. Numerical Training Videos and Early Numerical Achievement: A Study on 3-Year-Old Preschoolers. Brain Sci 2022; 12:88. [PMID: 35053831 PMCID: PMC8773724 DOI: 10.3390/brainsci12010088] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Revised: 01/06/2022] [Accepted: 01/07/2022] [Indexed: 12/04/2022] Open
Abstract
Early numerical abilities predict later math achievement and could be improved in children by using various training methods. As the literature on the use of training videos to develop numerical abilities is still surprisingly scant, the aim of the present study was to test the efficacy of a numerical training video on the development of counting and number line knowledge in 3-year-old preschoolers. Far transfer effects to cardinality and working memory were also examined. The study involved 86 children randomly assigned to two intervention groups: a numerical training group exposed to videos on counting and number lines; and a control group exposed to videos on colors and animal names in a foreign language. After the video training, there was an improvement in the numerical training group's counting skills, but not in their number line knowledge, and this improvement persisted six months later. The numerical training group also showed a far-transfer enhancement of cardinality six months after the intervention. Based on our results, numerical training videos could be effective in helping to enhance early numeracy skills in very young preschoolers.
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Affiliation(s)
| | | | | | | | - Maria Chiara Passolunghi
- Department of Life Sciences, University of Trieste, 34128 Trieste, Italy; (A.C.); (M.V.); (C.D.V.); (S.P.)
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8
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Nelwan M, Friso-van den Bos I, Vissers C, Kroesbergen E. The relation between working memory, number sense, and mathematics throughout primary education in children with and without mathematical difficulties. Child Neuropsychol 2021; 28:143-170. [PMID: 34340649 DOI: 10.1080/09297049.2021.1959905] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Number sense and working memory contribute to mathematical development throughout primary school. However, it is still unclear how the contributions of each of these predictors may change across development and whether the cognitive contribution is the same for children with and without mathematical difficulties. The aim of the two studies in this paper was to shed light on these topics. In a cross-sectional design, a typically developing group of children (study 1; N = 459, Grades 1-4) and a group with mathematical difficulties (study 2; N = 61, Grades 4-6) completed a battery of number sense and working memory tests, as well as a measure of arithmetic competence. Results of study 1 indicated that number sense was important in first grade, while working memory gained importance in second grade, before predictive value of both predictors waned. Number sense and working memory supported mathematics development independently from one another from Grade 1. Analysis of task demands showed that typically developing children rely on comprehension and visualization of quantity-to-number associations in early development. Later in development, pupils rely on comparing larger numerals and working memory until automatization. Children with mathematical difficulties were less able to employ number sense during mathematical operations, and thus might remain dependent on their working memory resources during arithmetic tasks. This suggests that children with mathematical difficulties need aid to employ working memory for mathematics from an early age to be able to automatize mathematical abilities later in development.
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Affiliation(s)
- Michel Nelwan
- Department of Child Psychiatry, Erasmus MC -Sophia Children's Hospital, Rotterdam, The Netherlands.,Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
| | | | - Constance Vissers
- Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands.,Kentalis Academy, Royal Dutch Kentalis, Sint-Michielsgestel, The Netherlands
| | - Evelyn Kroesbergen
- Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
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9
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Dierendonck C, de Chambrier AF, Fagnant A, Luxembourger C, Tinnes-Vigne M, Poncelet D. Investigating the Dimensionality of Early Numeracy Using the Bifactor Exploratory Structural Equation Modeling Framework. Front Psychol 2021; 12:680124. [PMID: 34239484 PMCID: PMC8258407 DOI: 10.3389/fpsyg.2021.680124] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2021] [Accepted: 05/14/2021] [Indexed: 11/13/2022] Open
Abstract
The few studies that have analyzed the factorial structure of early number skills have mainly used confirmatory factor analysis (CFA) and have yielded inconsistent results, since early numeracy is considered to be unidimensional, multidimensional or even underpinned by a general factor. Recently, the bifactor exploratory structural equation modeling (bifactor-ESEM)-which has been proposed as a way to overcome the shortcomings of both the CFA and the exploratory structural equation modeling (ESEM)-proved to be valuable to account for the multidimensionality and the hierarchical nature of several psychological constructs. The present study is the first to investigate the dimensionality of early number skills measurement through the application of the bifactor-ESEM framework. Using data from 644 prekindergarten and kindergarten children (4 to 6 years old), several competing models were contrasted: the one-factor CFA model; the independent cluster model (ICM-CFA); the exploratory structural equation modeling (ESEM); and their bifactor counterpart (bifactor-CFA and bifactor-ESEM, respectively). Results indicated acceptable fit indexes for the one-factor CFA and the ICM-CFA models and excellent fit for the others. Among these, the bifactor-ESEM with one general factor and three specific factors (Counting, Relations, Arithmetic) not only showed the best model fit, but also the best coherent factor loadings structure and full measurement invariance across gender. The bifactor-ESEM appears relevant to help disentangle and account for general and specific factors of early numerical ability. While early numerical ability appears to be mainly underpinned by a general factor whose exact nature still has to be determined, this study highlights that specific latent dimensions with substantive value also exist. Identifying these specific facets is important in order to increase quality of early numerical ability measurement, predictive validity, and for practical implications.
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Affiliation(s)
- Christophe Dierendonck
- Department of Education and Social Work, University of Luxembourg, Esch-Belval, Luxembourg
| | | | - Annick Fagnant
- EQUALE Research Unit, University of Liège, Liège, Belgium
| | | | - Mélanie Tinnes-Vigne
- Department of Education and Social Work, University of Luxembourg, Esch-Belval, Luxembourg
| | - Débora Poncelet
- Department of Education and Social Work, University of Luxembourg, Esch-Belval, Luxembourg
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10
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Associations between working memory and simple addition in kindergarteners and first graders. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-01362-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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11
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Aragón E, Cerda G, Aguilar M, Mera C, Navarro JI. Modulation of general and specific cognitive precursors to early mathematical competencies in preschool children. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s10212-020-00483-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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12
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Canto-López MC, Aguilar M, García-Sedeño MA, Navarro JI, Aragón E, Delgado C, Mera C. Numerical Estimation and Mathematical Learning Methodology in Preschoolers. Psychol Rep 2019; 124:438-458. [PMID: 31875765 DOI: 10.1177/0033294119892880] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
One of the means for representing quantities/magnitudes is the mental number line. It is still a nonsolved question as to whether the method of learning mathematics in the early years could improve this type of estimating. A total of 233 students, aged four and five years, who learned mathematics with a new method called Open Algorithm Based on Number or the more traditional Closed Based on Ciphers approach, were evaluated with a reliable estimation on the number line test. Results revealed significant differences in participants' estimation functions based on the learning method used. Students who learned mathematics through the Open Algorithm Based on Number method used a linear representation more efficiently than those who were taught with the Closed Based on Ciphers methodology. This group exhibited a logarithmic function in their approach. We discussed whether these differences can be attributed to a recurrent practice in estimation tasks at school, characterized by the Open Algorithm Based on Number methodology.
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Affiliation(s)
- M C Canto-López
- Department of Psychology, 16727University of Cadiz, Puerto Real, Spain
| | - M Aguilar
- Department of Psychology, 16727University of Cadiz, Puerto Real, Spain
| | - M A García-Sedeño
- Department of Psychology, 16727University of Cadiz, Puerto Real, Spain
| | - J I Navarro
- Department of Psychology, 16727University of Cadiz, Puerto Real, Spain
| | - E Aragón
- Department of Psychology, 16727University of Cadiz, Puerto Real, Spain
| | - C Delgado
- Department of Psychology, 16727University of Cadiz, Puerto Real, Spain
| | - C Mera
- Department of Psychology, 16727University of Cadiz, Puerto Real, Spain
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13
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Fronto-parietal numerical networks in relation with early numeracy in young children. Brain Struct Funct 2018; 224:263-275. [PMID: 30315414 DOI: 10.1007/s00429-018-1774-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2018] [Accepted: 10/05/2018] [Indexed: 10/28/2022]
Abstract
Early numeracy provides the foundation of acquiring mathematical skills that is essential for future academic success. This study examined numerical functional networks in relation to counting and number relational skills in preschoolers at 4 and 6 years of age. The counting and number relational skills were assessed using school readiness test (SRT). Resting-state fMRI (rs-fMRI) was acquired in 123 4-year-olds and 146 6-year-olds. Among them, 61 were scanned twice over the course of 2 years. Meta-analysis on existing task-based numeracy fMRI studies identified the left parietal-dominant network for both counting and number relational skills and the right parietal-dominant network only for number relational skills in adults. We showed that the fronto-parietal numerical networks, observed in adults, already exist in 4-year and 6-year-olds. The counting skills were associated with the bilateral fronto-parietal network in 4-year-olds and with the right parietal-dominant network in 6-year-olds. Moreover, the number relational skills were related to the bilateral fronto-parietal and right parietal-dominant networks in 4-year-olds and had a trend of the significant relationship with the right parietal-dominant network in 6-year-olds. Our findings suggested that neural fine-tuning of the fronto-parietal numerical networks may subserve the maturation of numeracy in early childhood.
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14
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Van ’t Noordende JE, Volman MJM, Leseman PPM, Moeller K, Dackermann T, Kroesbergen EH. The Use of Local and Global Ordering Strategies in Number Line Estimation in Early Childhood. Front Psychol 2018; 9:1562. [PMID: 30279668 PMCID: PMC6153329 DOI: 10.3389/fpsyg.2018.01562] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2017] [Accepted: 08/06/2018] [Indexed: 01/29/2023] Open
Abstract
A lot of research has been devoted to number line estimation in primary school. However, less is known about the early onset of number line estimation before children enter formal education. We propose that ordering strategies are building blocks of number line estimation in early childhood. In a longitudinal study, children completed a non-symbolic number line estimation task at age 3.5 and 5 years. Two ordering strategies were identified based on the children's estimation patterns: local and global ordering. Local ordering refers to the correct ordering of successive quantities, whereas global ordering refers to the correct ordering of all quantities across the number line. Results indicated a developmental trend for both strategies. The percentage of children applying local and global ordering strategies increased steeply from 3.5 to 5 years of age. Moreover, children used more advanced local and global ordering strategies at 5 years of age. Importantly, level of strategy use was related to more traditional number line estimation outcome measures, such as estimation accuracy and regression fit scores. These results provide evidence that children use dynamic ordering strategies when solving the number line estimation task in early stages of numerical development.
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Affiliation(s)
- Jaccoline E. Van ’t Noordende
- Department of Child Development and Education, University of Amsterdam, Amsterdam, Netherlands
- Department of Special Education: Cognitive and Motor Disabilities, Utrecht University, Utrecht, Netherlands
| | - M. J. M. Volman
- Department of Special Education: Cognitive and Motor Disabilities, Utrecht University, Utrecht, Netherlands
| | - Paul P. M. Leseman
- Department of Special Education: Cognitive and Motor Disabilities, Utrecht University, Utrecht, Netherlands
| | - Korbinian Moeller
- Leibniz-Institut für Wissensmedien, Tübingen, Germany
- Department of Psychology, Universität Tübingen, Tübingen, Germany
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15
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Siemann J, Petermann F. Innate or Acquired? - Disentangling Number Sense and Early Number Competencies. Front Psychol 2018; 9:571. [PMID: 29725316 PMCID: PMC5917196 DOI: 10.3389/fpsyg.2018.00571] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2017] [Accepted: 04/04/2018] [Indexed: 01/29/2023] Open
Abstract
The clinical profile termed developmental dyscalculia (DD) is a fundamental disability affecting children already prior to arithmetic schooling, but the formal diagnosis is often only made during school years. The manifold associated deficits depend on age, education, developmental stage, and task requirements. Despite a large body of studies, the underlying mechanisms remain dubious. Conflicting findings have stimulated opposing theories, each presenting enough empirical support to remain a possible alternative. A so far unresolved question concerns the debate whether a putative innate number sense is required for successful arithmetic achievement as opposed to a pure reliance on domain-general cognitive factors. Here, we outline that the controversy arises due to ambiguous conceptualizations of the number sense. It is common practice to use early number competence as a proxy for innate magnitude processing, even though it requires knowledge of the number system. Therefore, such findings reflect the degree to which quantity is successfully transferred into symbols rather than informing about quantity representation per se. To solve this issue, we propose a three-factor account and incorporate it into the partly overlapping suggestions in the literature regarding the etiology of different DD profiles. The proposed view on DD is especially beneficial because it is applicable to more complex theories identifying a conglomerate of deficits as underlying cause of DD.
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Affiliation(s)
- Julia Siemann
- Department of Medical Psychology and Medical Sociology, University Medical Center Schleswig-Holstein, Kiel, Germany
| | - Franz Petermann
- Center for Clinical Psychology and Rehabilitation, University of Bremen, Bremen, Germany
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Affiliation(s)
- Ida Sue Baron
- a Pediatrics and Neurology , University of Virginia School of Medicine , Charlottesville , VA , USA.,b The George Washington University , Washington , DC , USA.,c Independent Private Practice , Potomac , MD , USA
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