First graders with MLD are slower than typically achieving peers on symbolic but not non-symbolic numerical magnitude comparison¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Children with MLD were significantly slower than TA children on symbolic magnitude comparison (d = 0.88), with no group differences on the non-symbolic task. → 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 · i2 · causal · r2

Repeated measures ANOVA on reaction times of 82 first graders (20 MLD, 21 LA, 41 TA) on symbolic and non-symbolic comparison. The "significant group × task interaction" (ηp² = .11) showed MLD slower only on the symbolic task; non-symbolic task showed no group differences (t < 1).

"a significant group × task interaction emerged (F(2,79) = 5.12, p < .01, ηp² = .11) (Figure 1). Post-hoc t-tests revealed that on the symbolic task children with MLD were significantly slower than TA children (t(59) = 3.33, p < .01, d = 0.88)."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Children with LA show a less severe impairment pattern than children with MLD, differing only on symbolic approximate addition — related
• Children with MLD and LA are less accurate than TA children on symbolic but not non-symbolic approximate addition — related
• Typically achieving children outperform children with mathematical learning difficulties on the SYMP one-digit subtest in Grades 1–5 and the two-digit subtest in Grades 2–5, but not in Grade 6 — related
• Group differences on symbolic tasks persist after controlling for number identification skill — 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 — related