Basic numerical skills in children with mathematics learning disabilities: a comparison of symbolic vs non-symbolic number magnitude processing.

By Laurence Rousselle, Marie-Pascale Noël. Cognition, 2007

703 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/5700c610935bda460775013f44ad1ae6c64d91ba

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia. (2010, result): “…contrary to this hypothesis, two studies have shown that dyscalculic children are impaired in comparing numerical quantities when represented by symbols (i.e., Arabic digits) but not when presented as non-symbolic numerosities (Iuculano, Tang, Hall, & Butterworth, 2008; Rousselle & Noel, 2007).”
Effects of an Adaptive Game Intervention on Accessing Number Sense in Low-Socioeconomic-Status Kindergarten Children (2009, background): “…between number sense per se versus number sense access (analogous to the neuropsychological distinction between a pure semantic impairment versus a disconnection syndrome) has only recently begun to be highlighted in the developmental literature (Rousselle & Noël, 2007; Wilson & Dehaene, 2007).”
Mental number line training in children with developmental dyscalculia (2011, background): “Children with DD show a variety of fundamental deficits in number processing, including basic competences such as the representation of quantity and numbers (Bachot et al., 2005; Koontz and Berch, 1996; Landerl et al., 2004, 2009; Rousselle and Noel, 2007).”
Subitizing or counting as possible screening variables for learning disabilities in mathematics education or learning (2009, methodology): “Finally, number inhibition tasks with a Stroop paradigm have been used to test number comparison skills (Cohen Kadosh et al., 2007; Rousselle & Noël, 2007).”
How the Brain Learns Mathematics (2014, methodology): “The research base has developed with theories from mathematics education, educational psychology and cognitive psychology (e.g. Geary, 1990; Ginsburg, 1997; Rousselle and Noel, 2007; Wright, 1994).”
Pathways to mathematics: longitudinal predictors of performance. (2010, background): “This result is consistent with some existing work suggesting that performance on the magnitude comparison task reflects children’s skill in linking together symbolic and nonsymbolic numerical processes (DeSmedt et al., 2009; Holloway & Ansari, 2009; Mundy & Gilmore, 2009; Rousselle & Noël, 2007).”
Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties (2013, background): “This deﬁcit is often manifested differentially when Arabic numerals are used to represent quantities, rather than when students have to compare magnitudes represents in object arrays (De Smedt & Gilmore, 2011; Mazzocco, Feigenson, & Halberda, 2011; Rousselle & No¨el, 2007).”
Cognitive Predictors of Achievement Growth in Mathematics: A Five Year Longitudinal Study (2011, positive): “The ability to map Arabic numerals onto corresponding quantities may be a related critical skill (Rousselle & Noël, 2007).”