Numerical and arithmetical cognition: a longitudinal study of process and concept deficits in children with learning disability.

By David C. Geary, Carmen O. Hamson, Mary K. Hoard. Journal of Experimental Child Psychology, 2000

705 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/36da3b6f05ff378d8bff64c45a822e932495efb2

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Citations in the corpus

Academic and Cognitive Characteristics of Persistent Mathematics Difficulty from First through Fourth Grade (2010, methodology): “In general, children with MD tend to be characterized by deficits in mathematics background knowledge (Geary et al., 2000; Hanich, Jordan, Kaplan, & Dick, 2001; Jordan & Hanich, 2000).”
Early Math Matters: Kindergarten Number Competence and Later Mathematics Outcomes (2009, background): “Weak general number competence is reflected in poorly developed counting procedures, slow fact retrieval, and inaccurate computation—all characteristics of children with mathematics difficulties ( Geary, Hamson, & Hoard, 2000; Jordan, Hanich, & Kaplan, 2003a, 2003b).”
Naming speed and effortful and automatic inhibition in children with arithmetic learning disabilities (2009, background): “For example, Barrouillet, Fayol, and Lathulière (1997) propose that difficulties in the ability to suppress or inhibit irrelevant or non-pertinent information may give rise to disruption in the retrieval process of simple arithmetical facts in children with ALD (see also Conway& Engle,1994;Geary et ”
Mathematical competencies in children with different types of learning difficulties. (2008, methodology): “, 3 4 7), first by means of counting procedures and later by direct retrieval of arithmetic facts from long-term memory (Baroody & Wilkins, 1999; Geary et al., 2000; Mazzocco & Thompson, 2005).”
Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students. (2004, background): “Geary and colleagues (Geary et al., 2000; Geary & Hoard, 2001) have suggested that semantic memory difficulties may underlie the problems experienced by developmental dyscalculics in learning number facts, and may also underlie the comorbid reading difficulties frequently found with dyscalculia.”