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Article dans une revue

Symbolic and nonsymbolic number comparison in children with and without dyscalculia

Abstract : Developmental dyscalculia (DD) is a pervasive difficulty affecting number processing and arithmetic. It is encountered in around 6% of school-aged children. While previous studies have mainly focused on general cognitive functions, the present paper aims to further investigate the hypothesis of a specific numerical deficit in dyscalculia. The performance of 10- and 11-year-old children with DD characterised by a weakness in arithmetic facts retrieval and age-matched control children was compared on various number comparison tasks. Participants were asked to compare a quantity presented in either a symbolic (Arabic numerals, number words, canonical dots patterns) or a nonsymbolic format (noncanonical dots patterns, and random sticks patterns) to the reference quantity 5. DD children showed a greater numerical distance effect than control children, irrespective of the number format. This favours a deficit in the specialised cognitive system underlying the processing of number magnitude in children with DD. Results are discussed in terms of access and representation deficit hypotheses.
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https://hal.univ-lille.fr/hal-02967773
Contributeur : Lilloa Université de Lille <>
Soumis le : jeudi 15 octobre 2020 - 10:48:14
Dernière modification le : vendredi 16 octobre 2020 - 03:29:25

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Christophe Mussolin, Sandrine Mejias, Marie-Pascale Noël. Symbolic and nonsymbolic number comparison in children with and without dyscalculia. Cognition, Elsevier, 2010, Cognition, 115 (1), pp.10-25. ⟨10.1016/j.cognition.2009.10.006⟩. ⟨hal-02967773⟩

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