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Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing
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.Expand
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Finger gnosia: a predictor of numerical abilities in children?
  • M. Noël
  • Psychology, Medicine
  • Child neuropsychology : a journal on normal and…
  • 1 October 2005
This paper aimed to test the specificity of predicting power of finger gnosia on later numerical abilities in school-age children and to contribute to the understanding of this effect. Forty-oneExpand
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How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior
Many studies tested the association between numerical magnitude processing and mathematics achievement, but results differ depending on the number format used. Expand
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Neural Correlates of Symbolic Number Comparison in Developmental Dyscalculia
Developmental dyscalculia (DD) is a deficit in number processing and arithmetic that affects 3–6% of schoolchildren. Expand
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Involvement of short-term memory in complex mental calculation
The aim of this study was to examine the involvement of the short-term memory system in complex mental addition by manipulating the phonological and visual similarity of two numbers to be added. TheExpand
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Symbolic and nonsymbolic number comparison in children with and without dyscalculia
Developmental dyscalculia (DD) is a pervasive difficulty affecting number processing and arithmetic. It is encountered in around 6% of school-aged children. While previous studies have mainly focusedExpand
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Images of numbers, or “when 98 is upper left and 6 sky blue”
Some people declare that they possess a personal visual representation of numbers: some automatically "see" the numbers they are confronted with in a precise location in a structured mental space,Expand
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Developmental Changes in the Profiles of Dyscalculia: An Explanation Based on a Double Exact-and-Approximate Number Representation Model
We will argue that the first deficit shown in DD regards the building of an exact representation of numerical value, thanks to the learning of symbolic numbers, and that the reduced acuity of the approximate number magnitude system appears only later and is secondary to thefirst deficit. Expand
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Does finger training increase young children's numerical performance?
Butterworth (1999) suggested that fingers are important in representing numerosities. Furthermore, scores on a finger gnosis test are a better predictor of numerical performance up to 3 years laterExpand
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Counting on working memory when learning to count and to add: a preschool study.
  • M. Noël
  • Psychology, Medicine
  • Developmental psychology
  • 1 November 2009
In this study, the author aimed at measuring how much limited working memory capacity constrains early numerical development before any formal mathematics instruction. To that end, 4- and 5-year-oldExpand
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