Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia.

By Manuela Piazza, Andrea Facoetti, Anna Noemi Trussardi, Ilaria Berteletti, Stefano Conte, Daniela Lucangeli, Stanislas Dehaene, Marco Zorzi. Cognition, 2010

732 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/47762e6bbe0e87f2be6327332361237d5dd43a18

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Math Anxiety in Students With and Without Math Learning Difficulties (2019, background): “Developmental Dyscalculia (DD)/Mathematics Learning Difficulty (MLD) is a brain-based condition that negatively affects mathematics acquisition (Piazza et al., 2010 ;von Aster & Shalev 2007).”
Mental number line training in children with developmental dyscalculia (2011, background): “A recent study examining the link between number representation and dyscalculia (Piazza et al., 2010) showed that number representation is severely impaired in dyscalculics, with 10-year-old dyscalculics scoring at the level of 5-year-old normally achieving children.”
Origins and Development of Generalized Magnitude Representation (2011, background): “l Dyscalculia (known as a mathematical learning disability) is generally regarded as a developmental deficit of numerical processing [4,153,154].”
Individual differences in kindergarten math achievement: The integrative roles of approximation skills and working memory (2013, background): “Instead, nonsymbolic abilities played an important role for children of older ages (Piazza et al., 2010; Mazzocco et al., 2011).”
Relationships between approximate number system acuity and early symbolic number abilities (2012, background): “This hypothesis has been previously proposed to explain the lack of correlation between w and calculation scores in dyscalculic children [36] or in typically developed children aged 3–6 [27].”
Number Magnitude Processing and Basic Cognitive Functions in Children with Mathematical Learning Disabilities. (2012, background): “Proponents of the two core system account of number representation suggest that MLD in children is caused by deficits in the ANS and/ or the OTS (Dehaene, 1997; Piazza, 2010; Piazza et al., 2010; Wilson & Dehaene, 2007).”
An Integrative Theory of Numerical Development. (2014, background): “…improvement continues well beyond infancy; 3-year-olds consistently discriminate dot displays that differ by 4:3 ratios, 6-year-olds discriminate displays that differ by 6:5 ratios, and some adults discriminate displays that differ by 11:10 ratios (Halberda & Feigenson, 2008; Piazza et al., 2010).”
Enhancing arithmetic in pre-schoolers with comparison or number line estimation training: Does it matter? ☆ (2016, background): “Several studies have shown that discrimination of non-symbolic stimuli is related to the score on a mathematical achievement test (e.g. Feigenson et al., 2013; Halberda, Mazzocco,& Feigenson, 2008; Piazza et al., 2010).”
Preschool Children’s Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School (2015, background): “Early number skills are based on different learning mechanisms than reading, and even though almost half of children with learning disabilities in mathematics also have difficulties in reading, the etiology of these two disabilities is different (Landerl et al., 2004; Piazza et al., 2010; Willburger”
Contributions of longitudinal studies to evolving definitions and knowledge of developmental dyscalculia (2013, background): “There is some evidence that non-symbolic number skills deficits underlie DD [71] but not LA [59], although these findings have not been replicated consistently (see De Smedt et al.”
Neurocognitive Architectures and the Nonsymbolic Foundations of Fractions Understanding (2016, unknown): “…2011; Mazzocco, Feigenson, & Halberda, 2011; but see de Smedt, Noel, Gilmore & Ansari, 2013) and dyscalculia (Mazzocco, Feigenson, & Halberda, FOUNDATIONS OF FRACTION UNDERSTANDING 12 2011; Mussolin, Mejias, & Noël, 2010; Piazza et al., 2010; Price, Holloway, Räsänen, Vesterinen, & Ansari, 2007).”
Language in the prediction of arithmetics in kindergarten and grade 1 (2013, methodology): “In line with Berteletti , Lucangeli, Piazza, Dehaene, and Zorzi (2010) and Booth and Siegler (2006) an 0-100 interval was used.”