Children with LA show a less severe impairment pattern than children with MLD, differing only on symbolic approximate addition¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Children with LA showed group differences only on the symbolic approximate addition task, whereas children with MLD showed consistent differences across symbolic tasks. → Bert De Smedt 2011

Evidence¶

Bert De Smedt 2011¶

Bert De Smedt, Camilla K. Gilmore. (2011). Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties. Journal of Experimental Child Psychology, 108, 278–292. https://doi.org/10.1016/j.jecp.2010.09.003

q3 · i? · associational · r2

Authors' interpretation of the post-hoc comparisons across the comparison and approximate addition tasks in the three achievement groups: LA children showed a "similar but less severe performance pattern" than MLD children, with deficits confined to symbolic approximate addition.

"Children with mild forms of mathematical difficulties, i.e. children with LA, showed a similar but less severe performance pattern, with only group differences on the symbolic approximate addition task."

Discussion¶

Related Claims¶

• After controlling for domain-general abilities and reading, MLD children show deficits on all mathematical cognition tasks while LA-Severe children show a specific counting-string intrusion deficit — related
• Children with MLD and LA are less accurate than TA children on symbolic but not non-symbolic approximate addition — related
• Group differences on symbolic tasks persist after controlling for number identification skill — related
• First graders with MLD are slower than typically achieving peers on symbolic but not non-symbolic numerical magnitude comparison — related
• LA-Severe Fact Retrieval children commit retrieval errors on forced retrieval at rates equal to children with MLD, with no across-grade improvement — reports the opposite
• Counting-string intrusion errors are as common in LA-Severe Fact Retrieval children as in children with MLD, but decline across grades only for the MLD group — reports the opposite
• Children with MLD show pervasive working memory deficits while both LA groups score in the average range on all three working memory components — related
• Fact retrieval deficits in LA-Severe children occur alongside intact addition procedural competencies and modest, improving number-task performance — related
• People with MLD show a large pooled deficit in mathematics performance versus typically performing peers (g = 1.52) — related
• People with MLD show lower number sense than typically developing peers (g = 0.88), with the largest deficits on mapping tasks — related
• No profile distinguishes more severe, persistent, or specific MLD from less severe MLD on cognitive skills — reports the opposite
• Multidigit skills deficits differentiate number difficulty groups more clearly than single digit processing or domain-general deficits — related