Numeracy deficits scrutinized: Evidences of primary developmental dyscalculia

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dc.contributor.authorRibeiro, Fabiana Silva
dc.contributor.authorTonoli, Marina Cury [UNESP]
dc.contributor.authorDe Sá Antunes Ribeiro, Diana Pancini [UNESP]
dc.contributor.authorDos Santos, Flávia Heloísa [UNESP]
dc.contributor.institutionUniversity of Minho
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.date.accessioned2022-04-28T19:06:22Z
dc.date.available2022-04-28T19:06:22Z
dc.date.issued2017-06-01
dc.description.abstractThe successful acquirement of mathematical skills during the school years depends on the development of numerical cognition, which can impact future personal and professional development. The present study investigated the function of numerical cognition systems in children with numeracy deficits (ND). Twenty-eight children, aged 9–10 years and of both genders, were divided into 2 groups: ND (n = 13) and typical development (TD; n = 15). We assessed numerical cognition, working memory, short-term memory, intellectual level, executive function, mathematical anxiety, depression, stress, and school performance. Children in the ND group presented poorer arithmetic performance than the TD group, indicating a 1-year developmental delay. Performance of the ND group was severely impaired (‒1.5 SD) in all of the numerical cognition systems, including numerical production, numerical comprehension, calculation, and mental number line. The lack of comorbidities or other cognitive deficits supports the argument that children in the ND group in the present sample had numerical processing deficits that suggested primary developmental dyscalculia.en
dc.description.affiliationLaboratory of Human Cognition University of Minho
dc.description.affiliationFaculty of Science and Letters São Paulo State University
dc.description.affiliationLaboratory of Human Cognition University of Minho São Paulo State University
dc.description.affiliationUnespFaculty of Science and Letters São Paulo State University
dc.description.affiliationUnespLaboratory of Human Cognition University of Minho São Paulo State University
dc.format.extent189-200
dc.identifierhttp://dx.doi.org/10.1037/pne0000082
dc.identifier.citationPsychology and Neuroscience, v. 10, n. 2, p. 189-200, 2017.
dc.identifier.doi10.1037/pne0000082
dc.identifier.issn1983-3288
dc.identifier.issn1984-3054
dc.identifier.scopus2-s2.0-85021718413
dc.identifier.urihttp://hdl.handle.net/11449/220870
dc.language.isoeng
dc.relation.ispartofPsychology and Neuroscience
dc.sourceScopus
dc.subjectDevelopmental dyscalculia
dc.subjectNumerical cognition
dc.subjectScholastic achievement
dc.subjectZareki-R
dc.titleNumeracy deficits scrutinized: Evidences of primary developmental dyscalculiaen
dc.typeArtigo

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