Arabic digit processing in adults with mathematical learning disability
暂无分享,去创建一个
[1] Bert Reynvoet,et al. Numerals do not need numerosities: robust evidence for distinct numerical representations for symbolic and non-symbolic numbers , 2020, Psychological Research.
[2] Xinlin Zhou,et al. Dyslexia and dyscalculia are characterized by common visual perception deficits , 2018, Developmental neuropsychology.
[3] George K. Georgiou,et al. Do Chinese Children With Math Difficulties Have a Deficit in Executive Functioning? , 2018, Front. Psychol..
[4] Anne Lafay,et al. Impairment of Arabic- and Spoken-Number Processing in Children With Mathematical Learning Disability , 2018, J. Numer. Cogn..
[5] Jeffrey N. Rouder,et al. UvA-DARE ( Digital Academic Repository ) Bayesian inference for psychology . Part , 2018 .
[6] Heinz Holling,et al. (Non-)symbolic magnitude processing in children with mathematical difficulties: A meta-analysis. , 2017, Research in developmental disabilities.
[7] Bert Reynvoet,et al. The Symbol Grounding Problem Revisited: A Thorough Evaluation of the ANS Mapping Account and the Proposal of an Alternative Account Based on Symbol–Symbol Associations , 2016, Front. Psychol..
[8] M. McCloskey,et al. Shared versus separate processes for letter and digit identification , 2014, Cognitive neuropsychology.
[9] Karin Landerl,et al. Development of numerical processing in children with typical and dyscalculic arithmetic skills—a longitudinal study , 2013, Front. Psychol..
[10] Wim Fias,et al. Multiple components of developmental dyscalculia , 2013, Trends in Neuroscience and Education.
[11] Daniel Ansari,et al. How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior , 2013, Trends in Neuroscience and Education.
[12] Pierre Pica,et al. Education Enhances the Acuity of the Nonverbal Approximate Number System , 2013, Psychological science.
[13] Alice De Visscher,et al. A case study of arithmetic facts dyscalculia caused by a hypersensitivity-to-interference in memory , 2013, Cortex.
[14] Marie-Pascale Noël,et al. Developmental Changes in the Profiles of Dyscalculia: An Explanation Based on a Double Exact-and-Approximate Number Representation Model , 2011, Front. Hum. Neurosci..
[15] L. Feigenson,et al. Preschoolers' Precision of the Approximate Number System Predicts Later School Mathematics Performance , 2011, PloS one.
[16] E. Walker,et al. Diagnostic and Statistical Manual of Mental Disorders , 2013 .
[17] Justin Halberda,et al. Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia). , 2011, Child development.
[18] Bert De Smedt,et al. Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties. , 2011, Journal of experimental child psychology.
[19] Andrea Facoetti,et al. Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia , 2010, Cognition.
[20] Susan Carey,et al. Where Our Number Concepts Come From. , 2009, The journal of philosophy.
[21] Karin Landerl,et al. Typical and atypical development of basic numerical skills in elementary school. , 2009, Journal of experimental child psychology.
[22] Avishai Henik,et al. Developmental Dyscalculia: heterogeneity might not mean different mechanisms , 2009, Trends in Cognitive Sciences.
[23] Brian Butterworth,et al. Core information processing deficits in developmental dyscalculia and low numeracy. , 2008, Developmental science.
[24] Julie L. Booth,et al. Numerical magnitude representations influence arithmetic learning. , 2008, Child development.
[25] Wim Fias,et al. Priming reveals differential coding of symbolic and non-symbolic quantities , 2007, Cognition.
[26] M. Noël,et al. Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing , 2007, Cognition.
[27] Avishai Henik,et al. Automatic activation of internal magnitudes: a study of developmental dyscalculia. , 2005, Neuropsychology.
[28] S. Censabella,et al. The Inhibition of Exogenous Distracting Information in Children with Learning Disabilities , 2005, Journal of learning disabilities.
[29] Brian Butterworth,et al. Developmental dyscalculia and basic numerical capacities: a study of 8–9-year-old students , 2004, Cognition.
[30] D. Geary. Mathematics and Learning Disabilities , 2004, Journal of learning disabilities.
[31] Susan Carey,et al. Cognitive Foundations of Arithmetic: Evolution and Ontogenisis , 2001 .
[32] O Manor,et al. Developmental Dyscalculia Is a Familial Learning Disability , 2001, Journal of learning disabilities.
[33] Xavier Seron,et al. Number Processing and Calculation in A Case of Visual Agnosia , 2000, Cortex.
[34] Mary K. Hoard,et al. Numerical and arithmetical cognition: a longitudinal study of process and concept deficits in children with learning disability. , 2000, Journal of experimental child psychology.
[35] H. Prosper. Bayesian Analysis , 2000, hep-ph/0006356.
[36] S. Dehaene. Varieties of numerical abilities , 1992, Cognition.
[37] Alfonso Caramazza,et al. Cognitive mechanisms in number processing and calculation: Evidence from dyscalculia , 1985, Brain and Cognition.
[38] Anna J. Wilson,et al. Dyscalculia and dyslexia in adults: Cognitive bases of comorbidity , 2015 .
[39] M. Carter. Diagnostic and Statistical Manual of Mental Disorders, 5th ed. , 2014 .
[40] D. Wechsler. WAIS-IV - Échelle d'intelligence de Wechsler pour adultes , 2010 .
[41] R. Shalev,et al. Developmental dyscalculia: prevalence and prognosis , 2009, European Child & Adolescent Psychiatry.
[42] K. Sullivan. Remediation of arabic numeral processing in a case of developmental dyscalculia. , 1996, Neuropsychological rehabilitation.
[43] C. Temple. Digit dyslexia: A Category-specific disorder in development dyscalculia , 1989 .