Numerical and arithmetical cognition: a longitudinal study of process and concept deficits in children with learning disability
Article Abstract:
Using theoretical models of normal mathematical development, and the related measures, has been identified as a valuable approach to the investigation of the cognitive problems of children with learning disability.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 2000
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Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability
Article Abstract:
Groups of first-grade, third-grade and fifth-grade children with a learning disability in mathematics and their normally achieving peers were administered tasks that assessed their knowledge of counting principles, working memory and the strategies are discussed. The finding suggest that children with MD use finger counting strategies more often than their normally achieving peers
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 2004
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Numerical and arithmetical cognition: Patterns of functions and deficits in children at risk for a mathematical disability
Article Abstract:
A study examined children at risk for mathematical disabilities (MD) using models of normal arithmetical development extended to number and counting. Children with different reading and mathematics achievement show differing patterns of performance on cognitive measures of number production and comprehension skills, arithmetical competence, working memory, counting knowledge and articulation speed.
Publication Name: Journal of Experimental Child Psychology
Subject: Psychology and mental health
ISSN: 0022-0965
Year: 1999
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