Numerical processing profiles in children with varying degrees of arithmetical achievement
Journal
Acta Psychologica
ISSN
0001-6918
Date Issued
2019
Author(s)
Nancy Estévez-Pérez
Danilka Castro-Cañizares
Eduardo Martínez-Montes
Vivian Reigosa-Crespo
DOI
https://doi.org/10.1016/j.actpsy.2019.05.001
Abstract
Recent studies show basic cognitive abilities such as the rapid and precise apprehension of small numerosities in
object sets (“subitizing”), verbal counting and numerical magnitude comparison significantly influence the acquisition of arithmetic and continues to modulate more advanced stages of mathematical cognition.
Additionally, children with low arithmetic achievement (LAA) and Developmental Dyscalculia (DD) exhibit
significant deficits in these cognitive processes. Nevertheless, the different cognitive profiles of children with
varying degrees of numerical and arithmetic processing deficits have not been sufficiently characterized, despite
its potential relevance to the stimulation of numerical cognition and the design of appropriate intervention
strategies. Here, the cognitive profiles of groups of typically developing children, children with low arithmetical
achievement and DD, exhibiting typical and atypical subitizing ability were contrasted. The results suggest that
relatively independent neurocognitive mechanisms may produce distinct profiles at the behavioral level and
suggest children with low arithmetic performance exhibiting atypical subitizing abilities are not only significantly slower, but rely on compensatory mechanisms and strategies compared to typical subitizers. The role
of subitizing as a correlate of arithmetic fluency is revised in the light of the present findings.
object sets (“subitizing”), verbal counting and numerical magnitude comparison significantly influence the acquisition of arithmetic and continues to modulate more advanced stages of mathematical cognition.
Additionally, children with low arithmetic achievement (LAA) and Developmental Dyscalculia (DD) exhibit
significant deficits in these cognitive processes. Nevertheless, the different cognitive profiles of children with
varying degrees of numerical and arithmetic processing deficits have not been sufficiently characterized, despite
its potential relevance to the stimulation of numerical cognition and the design of appropriate intervention
strategies. Here, the cognitive profiles of groups of typically developing children, children with low arithmetical
achievement and DD, exhibiting typical and atypical subitizing ability were contrasted. The results suggest that
relatively independent neurocognitive mechanisms may produce distinct profiles at the behavioral level and
suggest children with low arithmetic performance exhibiting atypical subitizing abilities are not only significantly slower, but rely on compensatory mechanisms and strategies compared to typical subitizers. The role
of subitizing as a correlate of arithmetic fluency is revised in the light of the present findings.
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