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  1. Synesthesia and number cognition in children.Jennifer A. K. Green & Usha Goswami - 2008 - Cognition 106 (1):463-473.
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  • Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing.Laurence Rousselle & Marie-Pascale Noël - 2007 - Cognition 102 (3):361-395.
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  • A Cognitive Approach to Benacerraf's Dilemma.Luke Jerzykiewicz - 2009 - Dissertation, University of Western Ontario
    One of the important challenges in the philosophy of mathematics is to account for the semantics of sentences that express mathematical propositions while simultaneously explaining our access to their contents. This is Benacerraf’s Dilemma. In this dissertation, I argue that cognitive science furnishes new tools by means of which we can make progress on this problem. The foundation of the solution, I argue, must be an ontologically realist, albeit non-platonist, conception of mathematical reality. The semantic portion of the problem can (...)
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  • Mathematical Cognition: Brain and Cognitive Research and Its Implications for Education.Qi Dong, Hong-Chuan Zhang & Xin-lin Zhou - 2019 - Journal of Human Cognition 3 (1):25-40.
    Mathematical cognition is one of the most important cognitive functions of human beings. The latest brain and cognitive research have shown that mathematical cognition is a system with multiple components and subsystems. It has phylogenetic root, also is related to ontogenetic development and learning, relying on a large-scale cerebral network including parietal, frontal and temporal regions. Especially, the parietal cortex plays an important role during mathematical cognitive processes. This indicates that language and visuospatial functions are both key to mathematical cognition. (...)
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  • The Relationship of Reading Abilities With the Underlying Cognitive Skills of Math: A Dimensional Approach.Luca Bernabini, Paola Bonifacci & Peter F. de Jong - 2021 - Frontiers in Psychology 12.
    Math and reading are related, and math problems are often accompanied by problems in reading. In the present study, we used a dimensional approach and we aimed to assess the relationship of reading and math with the cognitive skills assumed to underlie the development of math. The sample included 97 children from 4th and 5th grades of a primary school. Children were administered measures of reading and math, non-verbal IQ, and various underlying cognitive abilities of math. We also included measures (...)
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  • A Mechanistic Study of the Association Between Symbolic Approximate Arithmetic Performance and Basic Number Magnitude Processing Based on Task Difficulty.Wei Wei, Wanying Deng, Chen Chen, Jie He, Jike Qin & Yulia Kovas - 2018 - Frontiers in Psychology 9.
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  • Magnitude, numerosity, and development of number: Implications for mathematics disabilities.Nancy C. Jordan, Luke Rinne & Ilyse M. Resnick - 2017 - Behavioral and Brain Sciences 40.
    Leibovich et al. challenge the prevailing view that non-symbolic number sense is innate, that detection of numerosity is distinct from detection of continuous magnitude. In the present commentary, the authors' viewpoint is discussed in light of the integrative theory of numerical development along with implications for understanding mathematics disabilities.
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  • Comorbidity: A network perspective.Angélique Oj Cramer, Lourens J. Waldorp, Han Lj van der Maas & Denny Borsboom - 2010 - Behavioral and Brain Sciences 33 (2-3):137-150.
    The pivotal problem of comorbidity research lies in the psychometric foundation it rests on, that is, latent variable theory, in which a mental disorder is viewed as a latent variable that causes a constellation of symptoms. From this perspective, comorbidity is a (bi)directional relationship between multiple latent variables. We argue that such a latent variable perspective encounters serious problems in the study of comorbidity, and offer a radically different conceptualization in terms of a network approach, where comorbidity is hypothesized to (...)
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  • The Cognitive Profile of Math Difficulties: A Meta-Analysis Based on Clinical Criteria.Stefan Haberstroh & Gerd Schulte-Körne - 2022 - Frontiers in Psychology 13.
    Math difficulties manifest across various domain-specific and domain-general abilities. However, the existing cognitive profile of MD is incomplete and thus not applicable in typical settings such as schools or clinics. So far, no review has applied inclusion criteria according to DSM or ICD, summarized domain-specific abilities or examined the validity of response time scores for MD identification. Based upon stringent clinical criteria, the current meta-analysis included 34 studies which compared cognitive performances of a group with MD and a group without (...)
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  • Visual perception can account for the close relation between numerosity processing and computational fluency.Xinlin Zhou, Wei Wei, Yiyun Zhang, Jiaxin Cui & Chuansheng Chen - 2015 - Frontiers in Psychology 6.
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  • Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia.Manuela Piazza, Andrea Facoetti, Anna Noemi Trussardi, Ilaria Berteletti, Stefano Conte, Daniela Lucangeli, Stanislas Dehaene & Marco Zorzi - 2010 - Cognition 116 (1):33-41.
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  • Complex realities require complex theories: Refining and extending the network approach to mental disorders.Angélique Oj Cramer, Lourens J. Waldorp, Han Lj van der Maas & Denny Borsboom - 2010 - Behavioral and Brain Sciences 33 (2-3):178-193.
    The majority of commentators agree on one thing: Our network approach might be the prime candidate for offering a new perspective on the origins of mental disorders. In our response, we elaborate on refinements (e.g., cognitive and genetic levels) and extensions (e.g., to Axis II disorders) of the network model, as well as discuss ways to test its validity.
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  • Analyzing Global Components in Developmental Dyscalculia and Dyslexia.Gloria Di Filippo & Pierluigi Zoccolotti - 2018 - Frontiers in Psychology 9.
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  • A hand full of numbers: a role for offloading in arithmetics learning?Annelise Júlio Annelise - 2011 - Frontiers in Psychology 2.
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  • The role of language in mathematical development: Evidence from children with specific language impairments.Chris Donlan, Richard Cowan, Elizabeth J. Newton & Delyth Lloyd - 2007 - Cognition 103 (1):23-33.
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  • Testing the Specificity of Predictors of Reading, Spelling and Maths: A New Model of the Association Among Learning Skills Based on Competence, Performance and Acquisition.Pierluigi Zoccolotti, Maria De Luca, Chiara Valeria Marinelli & Donatella Spinelli - 2020 - Frontiers in Human Neuroscience 14.
    In a previous study we examined reading, spelling, and maths skills in an unselected group of 129 Italian children attending fifth grade by testing various cognitive predictors; results showed a high degree of predictors’ selectivity for each of these three behaviors. In the present study, we focused on the specificity of the predictors by performing cross-analyses on the same dataset; i.e., we predicted spelling and maths skills based on reading predictors, reading based on maths predictors and so on. Results indicated (...)
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  • Visual Processing Matters in Chinese Reading Acquisition and Early Mathematics.Xiujie Yang & Xiangzhi Meng - 2020 - Frontiers in Psychology 11.
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  • Do Chinese Children With Math Difficulties Have a Deficit in Executive Functioning?Xiaochen Wang, George K. Georgiou, Qing Li & Athanasios Tavouktsoglou - 2018 - Frontiers in Psychology 9.
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  • Associative Cognitive Factors of Math Problems in Students Diagnosed With Developmental Dyscalculia.Johannes Erik Harold Van Luit & Sylke Wilhelmina Maria Toll - 2018 - Frontiers in Psychology 9.
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  • A Diffusion Model Analysis of Magnitude Comparison in Children with and without Dyscalculia: Care of Response and Ability Are Related to Both Mathematical Achievement and Stimuli.Carsten Szardenings, Jörg-Tobias Kuhn, Jochen Ranger & Heinz Holling - 2018 - Frontiers in Psychology 8.
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  • Shared and Unique Risk Factors Underlying Mathematical Disability and Reading and Spelling Disability.Esther M. Slot, Sietske van Viersen, Elise H. de Bree & Evelyn H. Kroesbergen - 2016 - Frontiers in Psychology 7.
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  • Preschool children use space, rather than counting, to infer the numerical magnitude of digits: Evidence for a spatial mapping principle.Francesco Sella, Ilaria Berteletti, Daniela Lucangeli & Marco Zorzi - 2017 - Cognition 158 (C):56-67.
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  • Response to a Specific and Digitally Supported Training at Home for Students With Mathematical Difficulties.Anna Maria Re, Silvia Benavides-Varela, Martina Pedron, Maria Antonietta De Gennaro & Daniela Lucangeli - 2020 - Frontiers in Psychology 11.
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  • Numerical Processing Impairment in 22q11.2 Microdeletion: A Cognitive-Neuropsychological Case Study.Lívia de Fátima Silva Oliveira, Annelise Júlio-Costa, Fernanda Caroline dos Santos, Maria Raquel Santos Carvalho & Vitor Geraldi Haase - 2018 - Frontiers in Psychology 9.
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  • Symbolic and nonsymbolic number comparison in children with and without dyscalculia.Christophe Mussolin, Sandrine Mejias & Marie-Pascale Noël - 2010 - Cognition 115 (1):10-25.
    Developmental dyscalculia (DD) is a pervasive difficulty affecting number processing and arithmetic. It is encountered in around 6% of school-aged children. While previous studies have mainly focused on general cognitive functions, the present paper aims to further investigate the hypothesis of a specific numerical deficit in dyscalculia. The performance of 10- and 11-year-old children with DD characterised by a weakness in arithmetic facts retrieval and age-matched control children was compared on various number comparison tasks. Participants were asked to compare a (...)
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  • Assessing Mathematical School Readiness.Sandrine Mejias, Claire Muller & Christine Schiltz - 2019 - Frontiers in Psychology 10:439470.
    Early mathematical abilities matter for later formal arithmetical performances, school and professional success. Accordingly, it seems central to accurately assess numerical school readiness at school entrance. This is a prerequisite for identifying school-starters who are at risk to encounter difficulties in mathematics and stimulate their acquisition of mathematical fundamentals as soon as possible. In the present study, we present a new test which allows professionals working with children (e.g., teachers, school psychologists, speech therapists, school doctors) to assess children’s numerical school (...)
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  • Persistent Differences in Brain Structure in Developmental Dyscalculia: A Longitudinal Morphometry Study.Ursina McCaskey, Michael von Aster, Ruth O’Gorman & Karin Kucian - 2020 - Frontiers in Human Neuroscience 14.
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  • Longitudinal Brain Development of Numerical Skills in Typically Developing Children and Children with Developmental Dyscalculia.Ursina McCaskey, Michael von Aster, Urs Maurer, Ernst Martin, Ruth O'Gorman Tuura & Karin Kucian - 2018 - Frontiers in Human Neuroscience 11.
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  • Predictive Relation between Early Numerical Competencies and Mathematics Achievement in First Grade Portuguese Children.Lilia Marcelino, Óscar de Sousa & António Lopes - 2017 - Frontiers in Psychology 8.
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  • Math Anxiety Mediates the Link Between Number Sense and Math Achievements in High Math Anxiety Young Adults.Paula Andrea Maldonado Moscoso, Giovanni Anobile, Caterina Primi & Roberto Arrighi - 2020 - Frontiers in Psychology 11.
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  • Learning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development.Stephanie A. Malone, Michelle Heron-Delaney, Kelly Burgoyne & Charles Hulme - 2019 - Cognition 187 (C):1-9.
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  • What Is Specific and What Is Shared Between Numbers and Words?Júlia B. Lopes-Silva, Ricardo Moura, Annelise Júlio-Costa, Guilherme Wood, Jerusa F. Salles & Vitor G. Haase - 2016 - Frontiers in Psychology 7.
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  • Inhibitory control may not explain the link between approximation and math abilities in kindergarteners from middle class families.Leanne Keller & Melissa Libertus - 2015 - Frontiers in Psychology 6.
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  • Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence.Caroline Hornung, Christine Schiltz, Martin Brunner & Romain Martin - 2014 - Frontiers in Psychology 5.
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  • Serial-order learning impairment and hypersensitivity-to-interference in dyscalculia.Alice De Visscher, Arnaud Szmalec, Lize Van Der Linden & Marie-Pascale Noël - 2015 - Cognition 144 (C):38-48.
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  • Visual Form Perception Can Be a Cognitive Correlate of Lower Level Math Categories for Teenagers.Jiaxin Cui, Yiyun Zhang, Dazhi Cheng, Dawei Li & Xinlin Zhou - 2017 - Frontiers in Psychology 8.
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  • Visual form perception is fundamental for both reading comprehension and arithmetic computation.Jiaxin Cui, Yiyun Zhang, Sirui Wan, Chuansheng Chen, Jieying Zeng & Xinlin Zhou - 2019 - Cognition 189 (C):141-154.
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  • Executive Functions in Neurodevelopmental Disorders: Comorbidity Overlaps Between Attention Deficit and Hyperactivity Disorder and Specific Learning Disorders.Giulia Crisci, Sara Caviola, Ramona Cardillo & Irene C. Mammarella - 2021 - Frontiers in Human Neuroscience 15.
    The present study examines the comorbidity between specific learning disorders and attention deficit and hyperactivity disorder by comparing the neuropsychological profiles of children with and without this comorbidity. Ninety-seven schoolchildren from 8 to 14 years old were tested: a clinical sample of 49 children with ADHD, SLD or SLD in comorbidity with ADHD, and 48 typically-developing children matched for age and intelligence. Participants were administered tasks and questionnaires to confirm their initial diagnosis, and a battery of executive function tasks testing (...)
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  • Individual differences in children’s mathematical competence are related to the intentional but not automatic processing of Arabic numerals.Stephanie Bugden & Daniel Ansari - 2011 - Cognition 118 (1):32-44.
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  • Neuroeducation–a critical overview of an emerging field.Daniel Ansari, Bert De Smedt & Roland H. Grabner - 2011 - Neuroethics 5 (2):105-117.
    Abstract In the present article, we provide a critical overview of the emerging field of ‘neuroeducation’ also frequently referred to as ‘mind, brain and education’ or ‘educational neuroscience’. We describe the growing energy behind linking education and neuroscience in an effort to improve learning and instruction. We explore reasons behind such drives for interdisciplinary research. Reviewing some of the key advances in neuroscientific studies that have come to bear on neuroeducation, we discuss recent evidence on the brain circuits underlying reading, (...)
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  • The foundations of numeracy: Subitizing, finger gnosia, and fine-motor ability.Marcie Penner-Wilger, Lisa Fast, J. LeFevre, Brenda L. Smith-Chant, S. Skwarchuk, Deepthi Kamawar & Jeffrey Bisanz - 2007 - In McNamara D. S. & Trafton J. G. (eds.), Proceedings of the 29th Annual Cognitive Science Society. Cognitive Science Society.
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