Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Real Number Operations

Real Number Operations

The concept of real numbers includes all the values that can be represented on a continuous number line. The system began with basic counting values used for enumeration. It later expanded to include values that represent the absence of quantity and opposites of the counting values. When situations required expressing parts of a whole or dividing quantities evenly, values capable of representing such proportions were developed. When written using decimal notation, these values can end or repeat...

Piaget's Stage 3 of Cognitive Development

Piaget's Stage 3 of Cognitive Development

During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
A significant cognitive milestone in the concrete...

Numerical Calculations

Numerical Calculations

In engineering applications, the representation of the numerical value is critical. Presenting or reporting the answer is one of the essential parts of engineering practices. Numerical calculations are performed using handheld calculators or computers since numerically accurate answers are always preferred.
The solution to a problem is obtained using different methods. While manually solving algebraic symbols is one of the most common methods, the graphical method is often preferred. Computers...

Arithmetic Sequences

Arithmetic Sequences

An arithmetic sequence is a structured arrangement of numbers where each term is derived by adding a constant value, known as the common difference, to the previous term. This consistent pattern allows for the efficient computation of any term within the sequence as well as the cumulative sum of multiple terms. The formula for finding the nth term of an arithmetic sequence is:Here, aₙ represents the nth term of the sequence, a is the first term, d is the common difference, and n is the term...

Piaget's Stage 2 of Cognitive Development

Piaget's Stage 2 of Cognitive Development

The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...

How Data are Classified: Numerical Data

How Data are Classified: Numerical Data

Data that are countable or measurable in specific units are called numerical or quantitative data. Quantitative data are always numbers. Quantitative data are the result of counting or measuring the attributes of a population. Amount of money, pulse rate, weight, number of people living in a town, and number of students who opt for statistics are examples of quantitative data.
Quantitative data may be either discrete or continuous. All quantitative data that take on only specific numerical...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

A-B-3-Associations and dissociations of reading and arithmetic: Is domain-specific prediction outdated?

PloS one·2023

Same author

Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people.

Proceedings of the National Academy of Sciences of the United States of America·2022

Same author

Transcoding counts: Longitudinal contribution of number writing to arithmetic in different languages.

Journal of experimental child psychology·2022

Same author

Editorial: Interpreting the Comorbidity of Learning Disorders.

Frontiers in human neuroscience·2021

Same author

Cross-Format Integration of Auditory Number Words and Visual-Arabic Digits: An ERP Study.

Frontiers in psychology·2021

Same author

Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years.

PloS one·2021

Search research articles

Related Experiment Video

Updated: Jun 25, 2026

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

Typical and atypical development of basic numerical skills in elementary school.

Karin Landerl¹, Christina Kölle

¹Department of Psychology, University of Tübingen, Tübingen, Germany. karin.landerl@uni-tuebingen.de

Journal of Experimental Child Psychology

|March 4, 2009

Summary

Developmental dyscalculia is linked to less efficient number processing. While skills improve with age, dyscalculic children show distinct differences in numerical tasks compared to typically developing peers.

More Related Videos

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

Advancing Dyslexia Assessment in Children Through Computerized Testing

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Related Experiment Videos

Last Updated: Jun 25, 2026

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

Advancing Dyslexia Assessment in Children Through Computerized Testing

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Area of Science:

Cognitive Psychology
Developmental Neuroscience
Educational Psychology

Background:

Developmental dyscalculia is characterized by deficits in basic numerical processing.
Understanding the typical and atypical development of these foundational number skills is crucial.

Purpose of the Study:

To assess and compare basic number skills in typically developing and dyscalculic children across Grades 2, 3, and 4.
To investigate developmental changes in numerical processing efficiency and specific numerical effects.

Main Methods:

Cross-sectional study involving 262 typically developing children and 51 children with developmental dyscalculia.
Assessment of basic number skills, including numerical distance, size congruity, and digit compatibility effects.

Main Results:

Number processing efficiency increases with age in typically developing children.
Dyscalculic children demonstrated generally lower efficiency in number processing.
Typical development showed robust numerical distance, size congruity, and compatibility effects by Grade 2.
Dyscalculic children lacked a size congruity effect but exhibited a stronger compatibility effect.

Conclusions:

While dyscalculic children process numbers less efficiently, evidence for qualitative differences in processing compared to typical development is limited.
Numerical distance effects evolve developmentally, whereas size congruity and compatibility effects may differentiate developmental dyscalculia.