Heidi A Vuletich, Beth Kurtz-Costes, Erin Cooley, B Keith Payne
Math and language gender stereotypes: Age and gender differences in implicit biases and explicit beliefs
PloS one
research suggests children developmental dyscalculia dd deficits basic numerical skills however conflicting evidence whether basic numerical skills children dd qualitatively different typically developing children td whether basic numerical skills development children dd simply delayed addition also competing hypotheses deficits basic numerical skills assuming 1 general deficit representing numerosities approximate number system ans 2 specific deficits objectbased attentional system object tracking system ots 3 deficits accessing numerosities symbols access deficit ad hence purpose study investigate whether deficits basic numerical skills children dd indicative developmental delay dyscalculiaspecific qualitative deviation whether deficits result selective impairment core cognitive systems involved numerical processing address tested 480 children 68 dd 412 td 2nd 3rd 4th grades different paradigms basic numerical skills subitizing counting magnitude comparison tasks number sets number line estimation tasks results revealed dd childrens impairments indicate qualitatively different basic numerical skills instead pointed specific developmental delay exception dot enumeration result corroborated comparing mathematical profiles dd children 4th grade td children 2nd grade suggesting dd children developmentally delayed qualitatively different addition specific deficits core markers numeracy children dd supported ans deficit rather ad ots deficit hypothesis