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Summary 3.6 Probleem 8
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Comprehensive summary Psychology, E & D, Course 3.6, Understanding DLYIXSEA & DY5C4LCUL14, Literature Problem 8
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Michelle van Diën – 413154mdProblem 8. Number games
Moeller, K., Fischer, U., Cress., U., Nuerk, H.-C. . (2012). Diagnostics and intervention in
developmental dyscalculia: Current issues and novel perspectives. . In Z. Breznitz, O. Rubinsten, V. J.
Molfese, & D. L. Molfese (Ed.), Reading, writing, mathematics, and the developing brain: Listening to
many voices (pp. 233–277). Springer Science + Business Media B.V. .
Introduction
Developmental dyscalculia: a developmental learning disorder, manifested in an impaired processing
of numbers and arithmetic.
Little researched in comparison to dyslexia. Investigation and treatment development of
dyscalculia still in its infancy. Knowledge is accumulating.
Theoretical Underpinnings of Developmental Dyscalculia
The Core Deficit Hypothesis
Neurocognitive research: developmental dyscalculia is a brain-based disorder. The deficient
numerical capabilities linked to neural abnormality of brain regions in and around the intraparietal
sulcus (IPS). IPS anomalies associated with numerical deficits on both the structural and the
functional level (neural activation pattern). The IPS a key structure when it comes to the processing
of numerical and in particular number magnitude information. Recent neuro-imaging:
developmental dyscalculia caused by deficient processing of very basic numerical concepts
associated with the IPS.: The core deficit hypothesis of developmental dyscalculia. Proposed that all
numerical deficits observed in developmental dyscalculia are caused by this central deficit in the
processing of number magnitude information, also termed a deficient number module or a deficient
number sense.
The existent developmental literature on developmental dyscalculia is inconclusive and
inconsistent as regards evidence corroborating the core deficit hypothesis.
Subtypes of Dyscalculia Due to Domain General Processes
The core deficit approach may not be sufficient to account for the complex and often heterogeneous
clinical picture of developmental dyscalculia.
Subtypes (Rourke and colleague):
1. Visuo-spatial. Right-hemispheric impairments.
2. Verbal. Left-hemispheric impairments.
Subtypes (Geary) associated with:
1. Deficits in verbal working memory assumed to be essential to acquire arithmetic procedures.
2. Deficits in long-term memory as required in building up and retrieving arithmetical facts.
3. Deficits in processing visuo-spatial information.
Temple: a double dissociation of impaired arithmetic fact knowledge (deficient multiplication) and
impaired arithmetic procedures (procedural calculation as in subtraction and division). Arithmetic
facts and arithmetical procedures develop semi-independently; neither one seems to be a precursor
of the other; hard to reconcile with the hypothesis of a core deficit.
Subtypes Due to Domain-Specific Numerical Deficits
Wilson and Dehaene, based on the differentiation of numerical representations by the Triple Code
model of number processing:
1. An analogue numerical quantity representation reflecting the semantic magnitude information.
2. A visuo-spatial numerical representation associated with mental number line representations
attentional shifting along this number line.
3. An auditory-verbally representation of arithmetic fact knowledge such as multiplication tables.
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