Do subitizing deficits in developmental dyscalculia involve pattern recognition weakness?

Developmental Science

Volumn 16, Issue 1, 2013, Pages 35-46

  Ashkenazi, Sarit ^a,b   Mark Zigdon, Nitza ^a   Henik, Avishai ^a  

^a BEN GURION UNIVERSITY OF THE NEGEV   (Israel)

^b STANFORD UNIVERSITY SCHOOL OF MEDICINE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CASE CONTROL STUDY; CHILD; DYSCALCULIA; HUMAN; ISRAEL; NEUROPSYCHOLOGICAL TEST; PATHOPHYSIOLOGY; PATTERN RECOGNITION; PHOTOSTIMULATION; PHYSIOLOGY; PSYCHOLOGICAL MODEL; REACTION TIME;

CASE-CONTROL STUDIES; CHILD; DYSCALCULIA; HUMANS; ISRAEL; MODELS, PSYCHOLOGICAL; NEUROPSYCHOLOGICAL TESTS; PATTERN RECOGNITION, VISUAL; PHOTIC STIMULATION; REACTION TIME;

EID: 84871620339     PISSN: 1363755X     EISSN: 14677687     Source Type: Journal    
DOI: 10.1111/j.1467-7687.2012.01190.x     Document Type: Article

References (59)

1. Akin, O., & Chase, W. (1978). Quantification of three-dimensional structures. Journal of Experimental Psychology: Human Perception and Performances, 4, 397-410.
2. Arp, S., & Fagard, J. (2005). What impairs subitizing in cerebral palsied children? Developmental Psychobiology, 47 (1), 89-102.
3. Arsalidou, M., & Taylor, M.J. (2011). Is 2 + 2 = 4? Meta-analyses of brain areas needed for numbers and calculations. NeuroImage, 54, 2382-2393.
4. Ashkenazi, S., & Henik, A. (2010a). Attentional networks in developmental dyscalculia. Behavioral and Brain Functions, 6, 1-12.
5. Ashkenazi, S., & Henik, A. (2010b). A disassociation between physical and mental number bisection in developmental dyscalculia. Neuropsychologia, 48, 2861-2868.
6. Ashkenazi, S., Henik, A., Ifergane, G., & Shelef, I. (2008). Basic numerical processing in left intraparietal sulcus (IPS) acalculia. Cortex, 44, 439-448.
7. Ashkenazi, S., Mark-Zigdon, N., & Henik, A. (2009a). Numerical distance effect in developmental dyscalculia. Cognitive Development, 24, 387-400.
8. Ashkenazi, S., Rosenberg-Lee, M., Tenison, C., & Menon, V. (2012). Weak task-related modulation and stimulus representations during arithmetic problem solving in children with developmental dyscalculia. Developmental Cognitive Neuroscience, 2, Supplement 1(0), S152-S166.
9. Ashkenazi, S., Rubinsten, O., & Henik, A. (2009b). Attention, automaticity, and developmental dyscalculia. Neuropsychology, 23, 535-540.
10. Bruandet, M., Molko, N., Cohen, L., & Dehaene, S. (2004). A cognitive characterization of dyscalculia in Turner syndrome. Neuropsychologia, 42, 288-298.
11. Buckley, P.B., & Gillman, C.B. (1974). Comparisons of digits and dot patterns. Journal of Experimental Psychology, 103 (6), 1131-1136.
12. Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children's mathematics ability: inhubition, switching, and working memory. Developmental Neuropsychology, 19, 273-293.
13. Cohen Kadosh, R., Cohen Kadosh, K., Schuhmann, T., Kaas, A., Goebel, R., Henik, A., & Sack, A. (2007). Virtual dyscalculia induced by parietal-lobe TMS impairs automatic magnitude processing. Current Biology, 17, 689-693.
14. Cohen Kadosh, R., Lammertyn, J., & Izard, V. (2008). Are numbers special? An overview of chronometric, neuroimaging, developmental and comparative studies of magnitude representation. Progress in Neurobiology, 84, 132-147.
15. Dehaene, S., & Cohen, L. (1994). Dissociable mechanisms of subitizing and counting: neuropsychological evidence from simultagnosic patients. Journal of Experimental Psychology: Human Perception and Performance, 20, 958-975.
16. Dehaene, S., & Cohen, L. (1995). Towards an anatomical and functional model of number processing. Mathematical Cognition, 1, 83-120.
17. Dehaene, S., Piazza, M., Pinel, P., & Cohen, L. (2003). Three parietal circuits for number processing. Cognitive Neuropsychology, 20, 487-506.
18. Fawcett, A.J., & Nicolson, R.I. (2004). The dyslexia screening test (DST). Jerusalem: PsychTech (Israel).
19. Feigenson, L., Dehaene, S., & Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8 (7), 307-314.
20. Fink, G.R., Marshall, J., Gurd, J., Weiss, P.H., Zafiris, O., Shah, N.J., & Zilles, K. (2000). Deriving numerosity and shape from identical visual displays. NeuroImage, 13, 46-55.
21. Gallistel, C.R., & Gelman, R. (2000). Non-verbal numerical cognition: from reals to integers. Trends in Cognitive Sciences, 4, 59-65.
22. Geary, D.C. (1993). Mathematical disabilities: cognitive, neuropsychological, and genetic components. Psychological Bulletin, 114, 345-362.
23. Geary, D.C., Bow-Thomas, C.C., & Yao, Y. (1992). Counting knowledge and skill in cognitive addition: a comparison of normal and mathematically disabled children. Journal of Experimental Child Psychology, 54, 372-391.
24. Geary, D.C., & Hoard, M.K. (2001). Numerical and arithmetical deficits in learning-disabled children: relation to dyscalculia and dyslexia. Aphasiology, 15, 635-647.
25. Geary, D.C., Hoard, M.K., & Hamson, C.O. (1999). Numerical and arithmetical cognition: patterns of functions and deficits in children at risk for a mathematical disability. Journal of Experimental Child Psychology, 74, 213-239.
26. Ginsburg, H.P. (1997). Mathematics learning disabilities: a view from developmental psychology. Journal of Learning Disabilities, 30, 20-33.
27. Green, C.S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423, 534-537.
28. Isaacs, E.B., Edmonds, C.J., Lucas, A., & Gadian, D.G. (2001). Calculation difficulties in children of very low birthweight: a neural correlate. Brain, 124, 1701-1707.
29. Kaufman, E.L., Lord, M.W., Reese, T.W., & Volkmann, J. (1949). The discrimination of visual number. American Journal of Psychology, 62, 498-525.
30. Kaufmann, L., Vogel, S.E., Starke, M., Kremser, C., & Schocke, M. (2009). Numerical and non-numerical ordinality processing in children with and without developmental dyscalculia: evidence from fMRI. Cognitive Development, 24, 486-494.
31. Koontz, K.L., & Berch, D.B. (1996). Identifying simple numerical stimuli: processing inefficiencies exhibited by arithmetic learning disabled children. Mathematical Cognition, 2, 1-23.
32. Kosc, L. (1974). Developmental dyscalculia. Journal of Learning Disabilities, 7, 77-164.
33. Landerl, K., Bevan, A., & Butterworth, B. (2004). Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students. Cognition, 93, 99-125.
34. Mandler, D., & Shebo, B.J. (1982). Subitizing: an analysis of its component processes. Journal of Experimental Psychology: General, 111, 1-22.
35. Mazzocco, M.M., Feigenson, L., & Halberda, J. (2011). Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia). Child Development, 82 (4), 1224-1237.
36. Moeller, K., Neuburger, S., Kaufmann, L., Landerl, K., & Nuerk, H.-C. (2009). Basic number processing deficits in developmental dyscalculia: evidence from eye-tracking. Cognitive Development, 24, 371-386.
37. Molko, N., Cachia, A., Rivière, D., Mangin, J.F., Bruandet, M., Le Bihan, D., Cohen, L., & Dehaene, S. (2003). Functional and structural alterations of the intraparietal sulcus in a developmental dyscalculia of genetic origin. Neuron, 40, 847-858.
38. Peterson, S.A., & Simon, T.J. (2000). Computational evidence for the subitizing phenomenon as an emergent property of human cognitive architecture. Cognitive Science, 24, 93-122.
39. Piazza, M., Fumarola, A., Chinello, A., & Melcher, D. (2011). Subitizing reflects visuo-spatial object individuation capacity. Cognition, 121, 147-153.
40. Piazza, M., Giacomini, E., Le Bihan, D., & Dehaene, S. (2003). Single-trial classification of parallel pre-attentive and serial attentive processes using functional magnetic resonance imaging. Proceedings of the Royal Society B: Biological Sciences, 270, 1237-1245.
41. Piazza, M., Mechelli, A., Butterworth, B., & Price, C.J. (2002). Are subitizing and counting implemented as separate or functionally overlapping processes? NeuroImage, 15, 435-446.
42. Price, G.R., Holloway, L., Räsänen, P., Vesterinen, M., & Ansari, D. (2007). Impaired parietal magnitude processing in developmental dyscalculia. Current Biology, 17, 1042-1043.
43. Revkin, S.K., Piazza, M., Izard, V., Cohen, L., & Dehaene, S. (2008). Does subitizing reflect numerical estimation? Psychological Science, 19, 607-614.
44. Rotzer, S., Kucian, K., Martin, E., von Aster, M., Klaver, P., & Loenneker, T. (2008). Optimized voxel-based morphometry in children with developmental dyscalculia. NeuroImage, 39, 417-422.
45. Rotzer, S., Loenneker, T., Kucian, K., Martin, E., Klaver, P., & von Aster, M. (2009). Dysfunctional neural network of spatial working memory contributes to developmental dyscalculia. Neuropsychologia, 47, 2859-2865.
46. Rubinsten, O., & Henik, A. (2005). Automatic activation of internal magnitudes: a study of developmental dyscalculia. Neuropsychology, 19, 641-648.
47. Rubinsten, O., & Henik, A. (2006). Double dissociation of functions in developmental dyslexia and dyscalculia. Journal of Educational Psychology, 98, 854-867.
48. Rubinsten, O., & Henik, A. (2009). Developmental dyscalculia: heterogeneity might not mean different mechanisms. Trends in Cognitive Sciences, 13, 92-99.
49. Russell, R.L., & Ginsburg, H.P. (1984). Cognitive analysis of children's mathematical difficulties. Cognition and Instruction, 1, 217-244.
50. Schleifer, P., & Landerl, K. (2011). Subitizing and counting in typical and atypical development. Developmental Science, 14, 280-291.
51. Shalev, R.S., Manor, O., & Gross-Tsur, V. (1993). The acquisition of arithmetic in normal children: assessment by a cognitive model of dyscalculia. Developmental Medicine and Child Neurology, 35, 593-601.
52. Simon, T.G., Peterson, S., Patel, G., & Sathian, K. (1998). Do the magnocellular and parvocellular visual pathways contribute differentially to subitizing and counting? Perception & Psychophysics, 60, 451-464.
53. Todd, J.J., & Marois, R. (2004). Capacity limit of visual short-term memory in human posterior parietal cortex. Nature, 428, 751-754.
54. Trick, L.M., & Pylyshyn, Z. (1993). What enumeration studies can show us about spatial attention: evidence for limited capacity preattentive processing. Journal of Experimental Psychology: Human Perception and Performance, 19, 331-351.
55. Van der Sluis, S., De Jong, P.F., & van der Leij, A. (2004). Inhibition and shifting in children with learning deficits in arithmetic and reading. Journal of Experimental Child Psychology, 87, 239-266.
56. Vogel, E.K., & Machizawa, M.G. (2004). Neural activity predicts individual differences in visual working memory capacity. Nature, 428, 748-751.
57. von Glasersfeld, E. (1982). Subitizing: the role of figural patterns in the development of numerical concepts. Archives de Psychologie, 50, 191-218.
58. Wender, K.F., & Rothkegel, R. (2000). Subitizing and its subprocesses. Psychological Research, 64, 81-92.
59. Wilson, K.M., & Swanson, H.L. (2001). Are mathematics disabilities due to a domain-general or a domain-specific working memory deficit? Journal of Learning Disabilities, 34, 237-248.