Core information processing deficits in developmental dyscalculia and low numeracy
Core information processing deficits in developmental dyscalculia and low numeracy
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DOI：
10.1111/j.1467-7687.2008.00716.x
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发表时间：
2008-09-01
影响因子：
3.7
通讯作者：
Butterworth, Brian
中科院分区：
文献类型：
--
作者：
Iuculano, Teresa;Tang, Joey;Butterworth, Brian
关于数字能力的先天基础，有两种不同的观点。一方面，有人声称婴儿拥有一个“数模块”，使他们能够构建集合的精确数的概念，算术就是在这个概念的基础上发展起来的（例如，巴特沃思，1999年;赫尔曼和加尔韦尔，1978年）。另一方面，有人提出，婴儿只具备近似数的感觉（例如Feigenson，Dehaene和Spelke，2004），在此基础上，精确数的概念是在语言的帮助下构建的（Carey，2004），并形成算术的基础（Lemer，Dehaene，Spelke和Cohen，2003）。这些相互竞争的建议进行了测试，评估是否表现近似数值任务的性能与精确数值任务的性能。此外，性能上的模拟量的任务进行了测试，因为它已被声称，近似数字表示为模拟量。在8-9岁的儿童中，没有发现准确的任务和近似或模拟任务之间的关系，在正常实现的儿童，在儿童与低算术或发展性计算障碍的儿童。计算能力低与对精确数字的掌握不好无关，而是与对符号数字的理解不好有关。
There are two different conceptions of the innate basis for numerical abilities. On the one hand, it is claimed that infants possess a 'number module' that enables them to construct concepts of the exact numerosities of sets upon which arithmetic develops (e.g. Butterworth, 1999; Gelman & Gallistel, 1978). On the other hand, it has been proposed that infants are equipped only with a sense of approximate numerosities (e.g. Feigenson, Dehaene & Spelke, 2004), upon which the concepts of exact numerosities are constructed with the aid of language (Carey, 2004) and which forms the basis of arithmetic (Lemer, Dehaene, Spelke & Cohen, 2003). These competing proposals were tested by assessing whether performance on approximate numerosity tasks is related to performance on exact numerosity tasks. Moreover, performance on an analogue magnitude task was tested, since it has been claimed that approximate numerosities are represented as analogue magnitudes. In 8-9-year-olds, no relationship was found between exact tasks and either approximate or analogue tasks in normally achieving children, in children with low numeracy or in children with developmental dyscalculia. Low numeracy was related not to a poor grasp of exact numerosities, but to a poor understanding of symbolic numerals.