Impairment of Arabic- and spoken-number processing in children with mathematical learning disability
Author(s) / Creator(s)
Lafay, Anne
Macoir, Joël
St-Pierre, Marie-Catherine
Abstract / Description
The performance of 24 French-Quebec 8‒9-year-old children with Mathematical Learning Disability (MLD) in Arabic and spoken number recognition, comprehension and production tasks designed to assess symbolic number processing was compared to that of 37 typically developing children (TD). Children with MLD were less successful than TD children in every symbolic numerical task, including recognition of Arabic and spoken numbers. These results thus suggested that this deficit of symbolic number recognition could compromise symbolic number comprehension and production. Children with MLD also presented with general cognitive difficulties as reading difficulties. Taken together, our results clearly showed that children with MLD presented with a symbolic numerical processing deficit that could be largely attributed to their poorer written language skills.
Keyword(s)
Mathematical Learning Disability Dyscalculia number sense deficit number sense access deficit symbolic recognitionPersistent Identifier
Date of first publication
2018-01-30
Journal title
Journal of Numerical Cognition
Volume
3
Issue
3
Page numbers
620–641
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Lafay, A., Macoir, J., & St-Pierre, M.-C. (2018). Impairment of Arabic- and spoken-number processing in children with mathematical learning disability. Journal of Numerical Cognition, 3(3), 620–641. https://doi.org/10.5964/jnc.v3i3.123
-
jnc.v3i3.123.pdfAdobe PDF - 482.52KBMD5: 8b07a3916569af70bd71e9096414add8
-
There are no other versions of this object.
-
Author(s) / Creator(s)Lafay, Anne
-
Author(s) / Creator(s)Macoir, Joël
-
Author(s) / Creator(s)St-Pierre, Marie-Catherine
-
PsychArchives acquisition timestamp2018-11-21T11:42:50Z
-
Made available on2018-11-21T11:42:50Z
-
Date of first publication2018-01-30
-
Abstract / DescriptionThe performance of 24 French-Quebec 8‒9-year-old children with Mathematical Learning Disability (MLD) in Arabic and spoken number recognition, comprehension and production tasks designed to assess symbolic number processing was compared to that of 37 typically developing children (TD). Children with MLD were less successful than TD children in every symbolic numerical task, including recognition of Arabic and spoken numbers. These results thus suggested that this deficit of symbolic number recognition could compromise symbolic number comprehension and production. Children with MLD also presented with general cognitive difficulties as reading difficulties. Taken together, our results clearly showed that children with MLD presented with a symbolic numerical processing deficit that could be largely attributed to their poorer written language skills.en_US
-
Publication statuspublishedVersion
-
Review statuspeerReviewed
-
CitationLafay, A., Macoir, J., & St-Pierre, M.-C. (2018). Impairment of Arabic- and spoken-number processing in children with mathematical learning disability. Journal of Numerical Cognition, 3(3), 620–641. https://doi.org/10.5964/jnc.v3i3.123en_US
-
ISSN2363-8761
-
Persistent Identifierhttps://hdl.handle.net/20.500.12034/1275
-
Persistent Identifierhttps://doi.org/10.23668/psycharchives.1467
-
Language of contenteng
-
PublisherPsychOpen GOLD
-
Is version ofhttps://doi.org/10.5964/jnc.v3i3.123
-
Keyword(s)Mathematical Learning Disabilityen_US
-
Keyword(s)Dyscalculiaen_US
-
Keyword(s)number sense deficiten_US
-
Keyword(s)number sense access deficiten_US
-
Keyword(s)symbolicen_US
-
Keyword(s)recognitionen_US
-
Dewey Decimal Classification number(s)150
-
TitleImpairment of Arabic- and spoken-number processing in children with mathematical learning disabilityen_US
-
DRO typearticle
-
Issue3
-
Journal titleJournal of Numerical Cognition
-
Page numbers620–641
-
Volume3
-
Visible tag(s)Version of Record