Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia |
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| Authors: | Manuela Piazza Andrea Facoetti Anna Noemi Trussardi Ilaria Berteletti Stefano Conte Daniela Lucangeli Stanislas Dehaene Marco Zorzi |
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| Affiliation: | 1. Inserm-CEA Cognitive Neuroimaging Unit, Gif-sur-Yvette, France;2. Center for Mind/Brain Sciences, University of Trento, Rovereto, Italy;3. Center for Cognitive Science, University of Padova, Padova, Italy;4. Unità di Neuropsicologia Evolutiva, Istituto Scientifico “E. Medea”, Bosisio Parini, Lecco, Italy;5. Unità di Neuropsichiatria, Azienda Ospedaliera di Bergamo, Bergamo, Italy;1. Leibniz-Institut für Wissensmedien, Tuebingen, Germany;2. Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel;3. Department of Psychology, Eberhard Karls University, Tuebingen, Germany;1. Institute of Cognitive Neuroscience, UCL, London, UK;2. Institute of Child Health, UCL, London, UK;3. School of Psychology, University of East London, UK;4. Yale University School of Medicine, Department of Neurology, New Haven, Connecticut, USA;1. Department of Psychology, University of Graz, Austria;2. Department of Psychology, University of York, UK;1. Cognitive Neuroimaging Unit, CEA DSV/I2BM, INSERM, Université Paris-Sud, Université Paris-Saclay, NeuroSpin Center, 91191 Gif/Yvette, France;2. NeuroSpin Center, Institute of BioImaging, Commissariat à l’Energie Atomique, F-91191 Gif/Yvette, France;3. Center for Mind/Brain Sciences, University of Trento, 38068 Rovereto, Italy;4. Center for Neuroscience and Cognitive Systems @UniTn, Neural Computation Laboratory, Istituto Italiano di Tecnologia, 38068 Rovereto, Italy;5. Collège de France, F-75005 Paris, France |
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| Abstract: | Developmental dyscalculia is a learning disability that affects the acquisition of knowledge about numbers and arithmetic. It is widely assumed that numeracy is rooted on the “number sense”, a core ability to grasp numerical quantities that humans share with other animals and deploy spontaneously at birth. To probe the links between number sense and dyscalculia, we used a psychophysical test to measure the Weber fraction for the numerosity of sets of dots, hereafter called number acuity. We show that number acuity improves with age in typically developing children. In dyscalculics, numerical acuity is severely impaired, with 10-year-old dyscalculics scoring at the level of 5-year-old normally developing children. Moreover, the severity of the number acuity impairment predicts the defective performance on tasks involving the manipulation of symbolic numbers. These results establish for the first time a clear association between dyscalculia and impaired “number sense”, and they may open up new horizons for the early diagnosis and rehabilitation of mathematical learning deficits. |
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