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Brain responses to phonological well-formedness as revealed by fast periodic visual stimulation
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In: SNL 2021 - 30th Meeting of the Society for the Neurobiology of Language ; https://hal.archives-ouvertes.fr/hal-03366591 ; SNL 2021 - 30th Meeting of the Society for the Neurobiology of Language, Society for the Neurobiology of Language, Oct 2021, Virtual, France ; https://www.neurolang.org/ (2021)
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How do 5-year-olds understand questions? Differences in languages across Europe
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In: ISSN: 0142-7237 ; First Language ; https://hal.univ-lille.fr/hal-02476913 ; First Language, SAGE Publications, 2016, First Language, 36 (3), pp.169-202. ⟨10.1177/0142723716640236⟩ (2016)
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Numerical and nonnumerical estimation in children with and without mathematical learning disabilities
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In: ISSN: 0929-7049 ; EISSN: 1744-4136 ; Child Neuropsychology ; https://hal.univ-lille.fr/hal-03018817 ; Child Neuropsychology, Taylor & Francis (Routledge), 2011, Child Neuropsychology, 18 (6), pp.550-575. ⟨10.1080/09297049.2011.625355⟩ (2011)
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| 5 |
Symbolic and nonsymbolic number comparison in children with and without dyscalculia
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In: ISSN: 0010-0277 ; EISSN: 1873-7838 ; Cognition ; https://hal.univ-lille.fr/hal-02967773 ; Cognition, Elsevier, 2010, Cognition, 115 (1), pp.10-25. ⟨10.1016/j.cognition.2009.10.006⟩ (2010)
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Abstract:
Developmental dyscalculia (DD) is a pervasive difficulty affecting number processing andarithmetic. It is encountered in around 6% of school-aged children. While previous studieshave mainly focused on general cognitive functions, the present paper aims to furtherinvestigate the hypothesis of a specific numerical deficit in dyscalculia. The performanceof 10- and 11-year-old children with DD characterised by a weakness in arithmetic factsretrieval and age-matched control children was compared on various number comparisontasks. Participants were asked to compare a quantity presented in either a symbolic (Arabicnumerals, number words, canonical dots patterns) or a nonsymbolic format (noncanonicaldots patterns, and random sticks patterns) to the reference quantity 5. DD children showeda greater numerical distance effect than control children, irrespective of the number format.This favours a deficit in the specialised cognitive system underlying the processingof number magnitude in children with DD. Results are discussed in terms of access and representationdeficit hypotheses.
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Keyword:
[SCCO]Cognitive science
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URL: https://doi.org/10.1016/j.cognition.2009.10.006
https://hal.univ-lille.fr/hal-02967773
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