| Title | Dissociation between exact and approximate addition in developmental dyslexia |
| Authors | Yang, Xiujie Meng, Xiangzhi |
| Affiliation | Peking Univ, Sch Psychol & Cognit Sci, Beijing Key Lab Behav & Mental Hlth, Beijing 100871, Peoples R China. Peking Univ, PKU PolyU Ctr Child Dev & Learning, Beijing 100871, Peoples R China. |
| Keywords | Dyslexia Exact calculation Approximation Phonological processing Number sense PHONOLOGICAL AWARENESS INDIVIDUAL-DIFFERENCES CHINESE CHILDREN READING-COMPREHENSION INTRAPARIETAL SULCUS NUMERICAL ABILITIES LANGUAGE ABILITIES MENTAL ADDITION WORKING-MEMORY NUMBER SYSTEM |
| Issue Date | 2016 |
| Publisher | RESEARCH IN DEVELOPMENTAL DISABILITIES |
| Citation | RESEARCH IN DEVELOPMENTAL DISABILITIES.2016,56,139-152. |
| Abstract | Previous research has suggested that number sense and language are involved in number representation and calculation, in which number sense supports approximate arithmetic, and language permits exact enumeration and calculation. Meanwhile, individuals with dyslexia have a core deficit in phonological processing. Based on these findings, we thus hypothesized that children with dyslexia may exhibit exact calculation impairment while doing mental arithmetic. The reaction time and accuracy while doing exact and approximate addition with symbolic Arabic digits and non-symbolic visual arrays of dots were compared between typically developing children and children with dyslexia. Reaction time analyses did not reveal any differences across two groups of children, the accuracies, interestingly, revealed a distinction of approximation and exact addition across two groups of children. Specifically, two groups of children had no differences in approximation. Children with dyslexia, however, had significantly lower accuracy in exact addition in both symbolic and non-symbolic tasks than that of typically developing children. Moreover, linguistic performances were selectively associated with exact calculation across individuals. These results suggested that children with dyslexia have a mental arithmetic deficit specifically in the realm of exact calculation, while their approximation ability is relatively intact. (C) 2016 Elsevier Ltd. All rights reserved. |
| URI | http://hdl.handle.net/20.500.11897/433329 |
| ISSN | 0891-4222 |
| DOI | 10.1016/j.ridd.2016.05.018 |
| Indexed | PubMed SSCI |
| Appears in Collections: | 心理与认知科学学院 行为与心理健康北京市重点实验室 |
