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A developmental model of number representation

  • Karin Kucian (a1) and Liane Kaufmann (a2)
  • DOI: http://dx.doi.org/10.1017/S0140525X09990069
  • Published online: 01 August 2009
Abstract
Abstract

We delineate a developmental model of number representations. Notably, developmental dyscalculia (DD) is rarely associated with an all-or-none deficit in numerosity processing as would be expected if assuming abstract number representations. Finally, we suggest that the “generalist genes” view might be a plausible – though thus far speculative – explanatory framework for our model of how number representations develop.

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H. Barth , K. La Mont , J. Lipton & E. S. Spelke (2005) Abstract number and arithmetic in preschool children. Proceedings of the National Academy of Sciences USA 102:14116–21.

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S. E. Fisher (2006) Tangled webs: Tracing the connections between genes and cognition. Cognition 101:270–97.

L. Kaufmann , A. Lochy , A. Drexler & C. Semenza (2004) Deficient arithmetic fact retrieval – storage or access problem? A case study. Neuropsychologia 42:482–96.

K. S. Mix , J. Huttenlocher & S. C. Levine (2002) Quantitative development in infancy and early childhood. Oxford University Press.

M. Pesenti & M. van der Linden (1994) Selective impairment as evidence for mental organization of arithmetic facts: BB, a case of preserved subtraction? Cortex 30:661–71.

S. R. Quartz & T. J. Sejnowski (1997) The neural basis of cognitive development: A constructivist manifesto. Behavioral and Brain Sciences 20:537–96.

L. Rousselle , E. Palmers & M. P. Noël (2004) Magnitude comparison in preschoolers: What counts? Influence of perceptual variables. Journal of Experimental Child Psychology 87:5784.

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Behavioral and Brain Sciences
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