Roberto A. Abreu-Mendoza

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Current research in the number development field has focused in individual differences regarding the acuity of children's approximate number system (ANS). The most common task to evaluate children's acuity is through non-symbolic numerical comparison. Efforts have been made to prevent children from using perceptual cues by controlling the visual properties(More)
This article presents a tool for assessing the early numerical abilities of Spanish-speaking Mexican preschoolers. The Numerical Abilities Test, from the Evaluación Neuropsicológica Infantil-Preescolar (ENI-P), evaluates four core abilities of number development: magnitude comparison, counting, subitizing, and basic calculation. We evaluated 307(More)
Individuals with Down syndrome (DS) have great difficulty in learning mathematics. In recent years, research has focused on investigating whether precursors of later mathematical competence, such as estimating and comparing numerosities, are preserved in DS. Although studies have suggested a strong relationship between the ability to compare continuous(More)
OBJECTIVE The authors investigated whether children with Down's syndrome (DS) who have not started to produce number words understand the one-to-one correspondence principle (Experiment 1), and they looked at the relationship between number word knowledge and receptive vocabulary (Experiment 2). METHOD Sixteen children with DS who did not recite the count(More)
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