Skip to main content
×
Home
    • Aa
    • Aa

A developmental model of number representation

  • Karin Kucian (a1) and Liane Kaufmann (a2)
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.

Copyright
References
Hide All
Barth H., La Mont K., Lipton J. & Spelke E. S. (2005) Abstract number and arithmetic in preschool children. Proceedings of the National Academy of Sciences USA 102:14116–21.
Butterworth B. (2005) The development of arithmetical abilities. Journal of Child Psychology and Psychiatry 46:318.
Fisher S. E. (2006) Tangled webs: Tracing the connections between genes and cognition. Cognition 101:270–97.
Holloway I. D. & Ansari D. (2008) Domain-specific and domain-general changes in children's development of number comparison. Developmental Science 11:644–49.
Holloway I. D. & Ansari D. (2009) Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children's mathematics achievement. Journal of Experimental Child Psychology 103(1):1729.
Kaufmann L. (2002) More evidence for the role of the central executive in retrieving arithmetic facts – A case study of severe developmental dyscalculia. Journal of Clinical and Experimental Neuropsychology 24:302–10.
Kaufmann L., Lochy A., Drexler A. & Semenza C. (2004) Deficient arithmetic fact retrieval – storage or access problem? A case study. Neuropsychologia 42:482–96.
Kovas Y. & Plomin R. (2006) Generalist genes: Implications for the cognitive sciences. Trends in Cognitive Sciences 10:198203.
Kucian K., von Aster M., Loenneker T., Dietrich T. & Martin E. (2008) Development of neural networks for exact and approximate calculation: A FMRI study. Developmental Neuropsychology 33:447–73.
Mix K. S., Huttenlocher J. & Levine S. C. (2002) Quantitative development in infancy and early childhood. Oxford University Press.
Mundy E. & Gilmore C. K. (2009) Children's mapping between symbolic and nonsymbolic representations of number. Journal of Experimental Child Psychology 103:490502.
Pesenti M. & van der Linden M. (1994) Selective impairment as evidence for mental organization of arithmetic facts: BB, a case of preserved subtraction? Cortex 30:661–71.
Quartz S. R. & Sejnowski T. J. (1997) The neural basis of cognitive development: A constructivist manifesto. Behavioral and Brain Sciences 20:537–96.
Rousselle L. & Noël M. P. (2007) Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic versus non-symbolic number magnitude processing. Cognition 102(3):361–95.
Rousselle L., Palmers E. & Noël M. P. (2004) Magnitude comparison in preschoolers: What counts? Influence of perceptual variables. Journal of Experimental Child Psychology 87:5784.
Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

Behavioral and Brain Sciences
  • ISSN: 0140-525X
  • EISSN: 1469-1825
  • URL: /core/journals/behavioral-and-brain-sciences
Please enter your name
Please enter a valid email address
Who would you like to send this to? *
×

Metrics

Full text views

Total number of HTML views: 6
Total number of PDF views: 39 *
Loading metrics...

Abstract views

Total abstract views: 177 *
Loading metrics...

* Views captured on Cambridge Core between September 2016 - 22nd October 2017. This data will be updated every 24 hours.