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| Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing [An article from: Cognition] | ![Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing [An article from: Cognition]](http://ecx.images-amazon.com/images/I/5176GW74XYL._SL160_.jpg)
 enlarge | Authors: L. Rousselle, M.p. Noel
Publisher: Elsevier
Category: Book
Buy New: $7.95
Format: Html
Language: English (Published)
Media: Digital
ASIN: B000PDSQQ2
Publication Date: March 1, 2007
Availability: Available for download now
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Product Description
This digital document is a journal article from Cognition, published by Elsevier in 2007. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.
Description:
Forty-five children with mathematics learning disabilities, with and without comorbid reading disabilities, were compared to 45 normally achieving peers in tasks assessing basic numerical skills. Children with mathematics disabilities were only impaired when comparing Arabic digits (i.e., symbolic number magnitude) but not when comparing collections (i.e., non-symbolic number magnitude). Moreover, they automatically processed number magnitude when comparing the physical size of Arabic digits in an Stroop paradigm adapted for processing speed differences. Finally, no evidence was found for differential patterns of performance between MD and MD/RD children in these tasks. These findings suggest that children with mathematics learning disabilities have difficulty in accessing number magnitude from symbols rather than in processing numerosity per se.
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