Ordinal Processing Differences Between Children With Persistent Dyscalculia and Typically Performing Children.
Ordinal number processing skills are important for adults and children. Recent work demonstrates that children have difficulty with judging the ordinality of sequences that are in-order but do not match the typical count-list (i.e., in-order non-adjacent sequences, such as 2-4-6). Limited evidence i...
| Published in: | Canadian Journal of Experimental Psychology / Revue Canadienne de Psychologie Expérimentale Vol. 79; no. 2; pp. 195 - 206 |
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| Main Authors: | , , , , |
| Format: | Article |
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Canadian Psychological Association
Jun2025
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=186165194&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 186165194 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 11961961 CJX jtl: Canadian Journal of Experimental Psychology / Revue Canadienne de Psychologie Expérimentale issn: 11961961 maglogo: N pubinfo: dt: Jun2025 vid: 79 iid: 2 pid: 98 pub: Canadian Psychological Association artinfo: ui: 186165194 10.1037/cep0000343 ppf: 195 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P size: 792KB tig: atl: Ordinal Processing Differences Between Children With Persistent Dyscalculia and Typically Performing Children. aug: au: Slipenkyj, Michael Hutchison, Jane Ansari, Daniel Lyons, Ian M. Bugden, Stephanie affil: Department of Psychology, Georgetown University Faculty of Education, University of Western Ontario Department of Psychology, University of Western Ontario Department of Psychology, University of Winnipeg su: Children with disabilities Task performance Child development Academic achievement Social skills Child behavior Mathematics Judgment in adolescence Cognition in children Acalculia Child development deviations Cognition in adolescence Judgment in children Comparative studies sug: subj: Children with disabilities Task performance Child development Academic achievement Social skills Child behavior Mathematics Judgment in adolescence Cognition in children Acalculia Child development deviations Cognition in adolescence Judgment in children Comparative studies keyword: cognition numérique dyscalculia dyscalculie nombre number numerical cognition ordinalit ordinality cognition numérique dyscalculie nombre ordinalité cognition numérique dyscalculia dyscalculie nombre number numerical cognition ordinalit ordinality cognition numérique dyscalculie nombre ordinalité ab: Ordinal number processing skills are important for adults and children. Recent work demonstrates that children have difficulty with judging the ordinality of sequences that are in-order but do not match the typical count-list (i.e., in-order non-adjacent sequences, such as 2-4-6). Limited evidence in the literature suggests that dyscalculic children show a similar pattern of behavior. In the present study, we sought to explicitly test the hypothesis that children with developmental dyscalculia struggle primarily with extending notions of ordinality to sequences outside of the count-list. We test this hypothesis using a sample of children with persistent developmental dyscalculia, and a comparison group of typically performing children. Both groups completed an ordinality judgment task, in which triplet sequences were judged as being in-order (e.g., 3-4-5; 2-4-6) or in mixed-order (e.g., 3-5-4; 2-6-4). In line with our prediction, results demonstrate that children with persistent developmental dyscalculia make more errors, compared to typically performing children, but only on the in-order non-adjacent trials (e.g., 2-4-6). Broadly, this finding suggests that ordinality processing abilities are impaired in children with developmental dyscalculia, and that this characteristic appears primarily in extending notions of ordinality beyond adjacent sequences. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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