Numerical distance effect in developmental dyscalculia

Sarit Ashkenazi*, Nitza Mark-Zigdon, Avishai Henik

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

46 Scopus citations

Abstract

Children in third and fourth grades suffering from developmental dyscalculia (DD) and typically developing children were asked to compare numbers to a standard. In two separate blocks, they were asked to compare a number between 1 and 9 to 5, or a two-digit number between 10 and 99 to 55. In the single-digit comparisons, DD children were comparable to the control group in reaction time but showed a difference in error rates. In the two-digit number comparisons, DD children presented a larger distance effect than the controls. In addition, they were more influenced by the problem size than controls were. Assuming an analog representation of quantities, this suggests that quantities are less differentiated in those with DD than in typically developing children.

Original languageAmerican English
Pages (from-to)387-400
Number of pages14
JournalCognitive Development
Volume24
Issue number4
DOIs
StatePublished - 2009
Externally publishedYes

Bibliographical note

Funding Information:
We would like to thank Hans-Christoph Nuerk for his very constructive comments and help with the statistical analysis. This research was supported by the Israel Science Foundation , Grant 122/05 .

Keywords

  • Development
  • Developmental dyscalculia
  • Distance effect
  • Magnitude
  • Two-digit number comparison

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