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Developmental dyscalculia and basic numerical capacities ...
Developmental dyscalculia and basic numericalcapacities: a study of 8 9-year-old studentsKarin Landerla,b, Anna Bevana, Brian Butterwortha,*aInstitute of Cognitive Neuroscience, University College London, 17 Queen Square, London WC1N 3AR, UKbDepartment of Psychology, University of Salzburg, Salzburg, AustriaReceived 21 March 2003; revised 17 September 2003; accepted 13 November 2003 AbstractThirty-one 8- and 9-year-old children selected for dyscalculia , reading difficulties or both, werecompared to controls on a range of basic number processing tasks. Children with dyscalculia onlyhad impaired performance on the tasks despite high-average performance on tests of IQ, vocabularyand working memory tasks. Children with reading disability were mildly impaired only on tasks thatinvolved articulation, while children with both disorders showed a pattern of numerical disabilitysimilar to that of the dyscalculic group, with no special features consequent on their reading orlanguage deficits.
The complexity of numerical processing has made defining what it means to have a specific mathematical learning disability (dyscalculia) difficult.
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