TY - JOUR
T1 - Sensitivity to general and specific numerical features in typical achievers and children with mathematics learning disability
AU - Rotem, Avital
AU - Henik, Avishai
N1 - Funding Information:
Correspondence should be addressed to Avital Rotem, Department of Psychology, Ben-Gurion University of the Negev, P.O.B. 653, Beer-Sheva 84105, Israel. E-mail: Rotem2003@bezeqint.net This work was conducted as part of the research in the Center for the Study of the Neurocognitive Basis of Numerical Cognition. This work was supported by the Israel Science Foundation [grant number 1799/12] in the framework of their Centers of Excellence; and by the European Research Council under the European Union’s Seventh Framework Programme (FP7/2007– 2013)/ERC [grant agreement number 295644].
Publisher Copyright:
© 2015 The Experimental Psychology Society.
PY - 2015/11/2
Y1 - 2015/11/2
N2 - We examined the development of sensitivity to general and specific numerical features in typical achievers and in 6th and 8th graders with mathematics learning disability (MLD), using two effects in mental multiplication: operand-relatedness (i.e., difficulty in avoiding errors that are related to the operands via a shared multiplication row) and decade-consistency (i.e., difficulty in avoiding errors that are operand related and also share a decade with the true result). Responses to decade-consistent products were quick but erroneous. In line with the processing sequence in adults, children first became sensitive to the general numerical feature of operand-relatedness (typical achievers—from 3rd grade; children with MLD in 8th grade) and only later to the specific feature of decade-consistency (typical achievers—from 4th grade, but only from 6th grade in a mature pattern). Implications of the numerical sensitivity in children with MLD are discussed.
AB - We examined the development of sensitivity to general and specific numerical features in typical achievers and in 6th and 8th graders with mathematics learning disability (MLD), using two effects in mental multiplication: operand-relatedness (i.e., difficulty in avoiding errors that are related to the operands via a shared multiplication row) and decade-consistency (i.e., difficulty in avoiding errors that are operand related and also share a decade with the true result). Responses to decade-consistent products were quick but erroneous. In line with the processing sequence in adults, children first became sensitive to the general numerical feature of operand-relatedness (typical achievers—from 3rd grade; children with MLD in 8th grade) and only later to the specific feature of decade-consistency (typical achievers—from 4th grade, but only from 6th grade in a mature pattern). Implications of the numerical sensitivity in children with MLD are discussed.
KW - Arithmetic development
KW - General versus specific numerical features
KW - Mathematics learning disability
KW - Multiplication effects
KW - Multiplication problems
UR - http://www.scopus.com/inward/record.url?scp=84940575797&partnerID=8YFLogxK
U2 - 10.1080/17470218.2015.1013476
DO - 10.1080/17470218.2015.1013476
M3 - Article
C2 - 25633228
AN - SCOPUS:84940575797
SN - 1747-0218
VL - 68
SP - 2291
EP - 2303
JO - Quarterly Journal of Experimental Psychology
JF - Quarterly Journal of Experimental Psychology
IS - 11
ER -