Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number‐Specific Executive Function

Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated th...

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Published inChild development Vol. 91; no. 2; pp. 596 - 619
Main Authors Wilkey, Eric D., Pollack, Courtney, Price, Gavin R.
Format Journal Article
LanguageEnglish
Published United States Wiley-Blackwell 01.03.2020
Blackwell Publishing Ltd
Subjects
Achievement
Achievement Tests
Adolescent
Analysis of Variance
Child
Child, Preschool
Children
Correlation
Cues
Developmental Disabilities
Dyscalculia
Dyscalculia - psychology
Early Adolescents
Educational Status
Executive Function
Female
Humans
Individual differences
Individuality
Inhibitory processes
Learning Disabilities
Longitudinal Studies
Magnitude
Male
Mathematical Concepts
Mathematics
Mathematics Achievement
Mathematics Skills
Numbers
Perception
Visual stimuli
Online AccessGet full text

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Abstract Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during differing congruency conditions, executive function, and mathematics achievement measured longitudinally in children (n = 448) from ages 4 to 13. This relation was investigated across achievement groups and as it related to mathematics across the full range of achievement. Only performance on incongruent trials related to achievement. Findings indicate that executive function in a numerical context, beyond magnitude perception or executive function in a non‐numerical context, relates to DD and mathematics across a wide range of achievement.
AbstractList Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during differing congruency conditions, executive function, and mathematics achievement measured longitudinally in children (n = 448) from ages 4 to 13. This relation was investigated across achievement groups and as it related to mathematics across the full range of achievement. Only performance on incongruent trials related to achievement. Findings indicate that executive function in a numerical context, beyond magnitude perception or executive function in a non-numerical context, relates to DD and mathematics across a wide range of achievement.
Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during differing congruency conditions, executive function, and mathematics achievement measured longitudinally in children (n = 448) from ages 4 to 13. This relation was investigated across achievement groups and as it related to mathematics across the full range of achievement. Only performance on incongruent trials related to achievement. Findings indicate that executive function in a numerical context, beyond magnitude perception or executive function in a non-numerical context, relates to DD and mathematics across a wide range of achievement.
Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during differing congruency conditions, executive function, and mathematics achievement measured longitudinally in children ( n  = 448) from ages 4 to 13. This relation was investigated across achievement groups and as it related to mathematics across the full range of achievement. Only performance on incongruent trials related to achievement. Findings indicate that executive function in a numerical context, beyond magnitude perception or executive function in a non‐numerical context, relates to DD and mathematics across a wide range of achievement.
Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during differing congruency conditions, executive function, and mathematics achievement measured longitudinally in children (n = 448) from ages 4 to 13. This relation was investigated across achievement groups and as it related to mathematics across the full range of achievement. Only performance on incongruent trials related to achievement. Findings indicate that executive function in a numerical context, beyond magnitude perception or executive function in a non-numerical context, relates to DD and mathematics across a wide range of achievement. [For the corresponding Grantee Submission, see ED601228.]
Author Pollack, Courtney
Wilkey, Eric D.
Price, Gavin R.
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Hofer K. G. (e_1_2_5_45_1) 2013
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Snippet Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the...
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StartPage 596
SubjectTerms Achievement
Achievement Tests
Adolescent
Analysis of Variance
Child
Child, Preschool
Children
Correlation
Cues
Developmental Disabilities
Dyscalculia
Dyscalculia - psychology
Early Adolescents
Educational Status
Executive Function
Female
Humans
Individual differences
Individuality
Inhibitory processes
Learning Disabilities
Longitudinal Studies
Magnitude
Male
Mathematical Concepts
Mathematics
Mathematics Achievement
Mathematics Skills
Numbers
Perception
Visual stimuli
Title Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number‐Specific Executive Function
URI https://onlinelibrary.wiley.com/doi/abs/10.1111%2Fcdev.13194
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1246015
https://www.ncbi.nlm.nih.gov/pubmed/30597527
https://www.proquest.com/docview/2371628558
https://search.proquest.com/docview/2162493050
https://pubmed.ncbi.nlm.nih.gov/PMC8183686
Volume 91
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