Only Approximately the Same: Approximate Number Skills in Typically Developing Children and Children with Down Syndrome.
The approximate number system (ANS) is foundational to numerical cognition. Whereas some studies hint at intact ANS skills in individuals with Down syndrome (DS), others report impaired ANS abilities. To reconcile these discrepant findings, we investigated ANS skills of children with DS and typicall...
| Publicado en: | International Journal of Disability, Development & Education Vol. 69; no. 5; pp. 1573 - 1583 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Sep2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=158427529&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 158427529 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 1034912X 54Q jtl: International Journal of Disability, Development & Education issn: 1034912X maglogo: N pubinfo: dt: Sep2022 vid: 69 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 158427529 145708365 158427529 158427529 10.1080/1034912X.2020.1821871 158427529 ppf: 1573 ppct: 10 formats: tig: atl: Only Approximately the Same: Approximate Number Skills in Typically Developing Children and Children with Down Syndrome. aug: au: Dolscheid, Sarah Ostrowski, Lea Verlage, Heiko affil: Department of Rehabilitation and Special Education, Universitaet zu Koeln, Koln, Germany sug: subj: Mathematics Evaluation Down Syndrome Task Performance and Analysis Cognition Human Child Group Processes Psychomotor Performance Child: 6-12 years ab: The approximate number system (ANS) is foundational to numerical cognition. Whereas some studies hint at intact ANS skills in individuals with Down syndrome (DS), others report impaired ANS abilities. To reconcile these discrepant findings, we investigated ANS skills of children with DS and typically developing (TD) children in a non-symbolic number comparison task. Children had to indicate which of two characters possessed more dots. The two sets of dots differed by ratios of 1:2 to 4:5. While overall DS and TD participants' performance was comparable, accuracy levels differed for the two groups depending on the ratio presented. Both groups performed similarly for 'easier' ratios, however, TD children outperformed children with DS when they had to discriminate 'harder' ratios. Children with DS may thus face specific problems when discriminating ratios that are more demanding. The deviating ANS skills could potentially be related to problems with other symbolic maths abilities. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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