Sensitivity to general and specific numerical features in typical achievers and children with mathematics learning disability

Avital Rotem, Avishai Henik

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)2291-2303
Number of pages13
JournalQuarterly Journal of Experimental Psychology
Volume68
Issue number11
DOIs
StatePublished - 2 Nov 2015

Keywords

  • Arithmetic development
  • General versus specific numerical features
  • Mathematics learning disability
  • Multiplication effects
  • Multiplication problems

ASJC Scopus subject areas

  • Physiology
  • Neuropsychology and Physiological Psychology
  • Experimental and Cognitive Psychology
  • Psychology (all)
  • Physiology (medical)

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