Numerical distance effect in developmental dyscalculia

Sarit Ashkenazi, Nitza Mark-Zigdon, Avishai Henik

Research output: Contribution to journalArticlepeer-review

45 Scopus citations


Children in third and fourth grades suffering from developmental dyscalculia (DD) and typically developing children were asked to compare numbers to a standard. In two separate blocks, they were asked to compare a number between 1 and 9 to 5, or a two-digit number between 10 and 99 to 55. In the single-digit comparisons, DD children were comparable to the control group in reaction time but showed a difference in error rates. In the two-digit number comparisons, DD children presented a larger distance effect than the controls. In addition, they were more influenced by the problem size than controls were. Assuming an analog representation of quantities, this suggests that quantities are less differentiated in those with DD than in typically developing children.

Original languageEnglish
Pages (from-to)387-400
Number of pages14
JournalCognitive Development
Issue number4
StatePublished - 14 Dec 2009


  • Development
  • Developmental dyscalculia
  • Distance effect
  • Magnitude
  • Two-digit number comparison

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology


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