The authors hypothesize DD children's first deficit is dysfunction in building the exact representation of symbolic numbers, with reduced ANS acuity as a consequence rather than a cause¶

Claim · All claims
Evidence · 2 studies · 2 theoretical r2–r3 · q1
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The first deficit in DD is a basic dysfunction in building the exact representation of symbolic numbers; reduced ANS acuity appears later as its consequence. → Noël M-P and Rousselle L 2011 q1 i? This account predicts slower growth of ANS acuity in DD children and increasing DD-control differences in number acuity over development. → Noël M-P and Rousselle L 2011 (2)

Evidence¶

Noël M-P and Rousselle L 2011¶

Noël M-P and Rousselle L (2011) Developmental changes in the profiles of dyscalculia: an explanation based on a double exact-and-approximate number representation model. Front. Hum. Neurosci. 5:165. https://doi.org/10.3389/fnhum.2011.00165

q1 · i? · theoretical · r2

The authors' theoretical argument in this perspective article, offered as an explanation for the developmental pattern in Table 1; it is a hypothesis, not a tested result, and no effect size is printed.

"we hypothesize that their first deficit, manifested in symbolic number processing tasks, would result from a basic dysfunction in the building process of this exact representation of symbolic numbers"

Noël M-P and Rousselle L 2011 (2)¶

Noël M-P and Rousselle L (2011) Developmental changes in the profiles of dyscalculia: an explanation based on a double exact-and-approximate number representation model. Front. Hum. Neurosci. 5:165. https://doi.org/10.3389/fnhum.2011.00165

q1 · i? · theoretical · r3

The article's stated prediction from its hypothesis: while only small and non-significant differences appear in young populations, larger and significant differences are reported in older children, consistent with the age-ordered pattern the review synthesizes.

"This delayed maturation of number acuity would lead to increasing difference in number acuity between DD and control children over development."

Discussion¶

Learner Variables¶

• Number Sense — predictor: learners who differ on it differ in outcomes

Related Claims¶

• DD children's deficit in non-symbolic number magnitude processing appears only in studies of older children (10 years and above), not younger ones — related
• At all ages, children with developmental dyscalculia perform significantly lower than controls in magnitude comparison tasks using symbolic numbers — related
• ANS acuity correlates with later number sets fluency but does not emerge as a unique predictor once symbolic knowledge is controlled — related
• ANS acuity improves throughout development, from w = 0.525 at age 3 to w = 0.179 at age 6 and w = 0.108 in adulthood — related
• Measures of the magnitude representation (ratio and distance effects) do not discriminate children with DD from matched controls — related