Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students.

By Karin Landerl, A. Bevan, Brian Butterworth. Cognition, 2004

916 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/5331098fabe0f71527c4ea1ff38182b9b940614d

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Subitizing or counting as possible screening variables for learning disabilities in mathematics education or learning (2009, methodology): “Within the explanatory models for MLD, subitizing is sometimes considered as a low-level symptom of the core deficit in magnitude processing (e.g., Landerl et al., 2004).”
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 (2013, background): “This difference is the most robust in terms of global RTs (e.g., [18,40,39,66]) yet group differences in the size of the distance effect [66] and error rate [66] have also been observed.”
Number Magnitude Processing and Basic Cognitive Functions in Children with Mathematical Learning Disabilities. (2012, background): “The MLD children in the Landerl, Fussenegger, Moll, and Willburger (2009) study did not show any domain general cognitive problems (see also Landerl et al., 2004).”
Naming speed and effortful and automatic inhibition in children with arithmetic learning disabilities (2009, background): “According to Landerl et al. (2004), controlling for colour naming rules out an interpretation of group differences explained bya general speed of processing, articulation rate and access to semantic memory.”
Mathematics Difficulty with and without Reading Difficulty: Findings and Implications from a Four-Year Longitudinal Study (2012, background): “Others have suggested that language-based skills can influence performance on mathematical tasks that place demands on language systems (e.g., Fletcher, 2005; Landerl et al., 2004; Robin- son, Menchetti, & Torgesen, 2002).”
A Synthesis of Research on Deaf and Hearing Children's Mathematical Achievement (2011, background): “It has been suggested by some researchers (e.g. Landerl et al., 2004) that the origins of severe difficulty in mathematics can be found in children’s difficulties with early number representations that do not depend on language.”
Pathways to mathematics: longitudinal predictors of performance. (2010, methodology): “Researchers have suggested that subitizing is a reasonable index of children’s quantitative knowledge (Desoete & Grégoire, 2006; Landerl et al., 2004; van der Sluis, de Jong, & van der Leij, 2004; Willburger et al., 2008).”
Contributions of longitudinal studies to evolving definitions and knowledge of developmental dyscalculia (2013, neutral): “, [48]) vs.”
Neuroeducation – A Critical Overview of An Emerging Field (2012, background): “in behavioral experiments [28, 29, 30] and exhibit atypical patterns of brain activation during numerical magnitude processing [31, 32].”