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Peake, Jiménez & Rodríguez (2015) [conference]

Heterogeneity in dyscalculia: representational vs phonological
Authors:  Peake, C., Jiménez, J.E., & Rodríguez, C.
Conference: Oral presentation at 9th Annual International Conference on Psychology.
Organizer: Athens Institute for Education and Research.
Place: Athens, Greece.
Dates: May, 2015.
Original language: English.


Abstract

Dyscalculia is a heterogeneous learning disorder that affects 3-6% of children in elementary education. Those children have severe difficulties in arithmetic, specifically, they use immature strategies to solve procedural arithmetic, and have difficulties retrieving arithmetical facts from long term memory. Triple Code Model (Dehaene & Cohen, 1995; Dehaene, Piazza, Pinel & Cohen, 2003) postulated two possible causes, and therefore, two subtypes of dyscalculia: a representational subtype and a verbal subtype. This was the first study conducted to demonstrate this classification. Through data-driven techniques, we found a representational subtype and a verbal subtype, among 10-12 years old children with dyscalculia. Children in the representational subtype showed a deficit in estimation in the number line, visuospatial processes and comparing digits. Those children in the verbal subtype have deficits in retrieving arithmetical facts and in phonological processes. They also showed difficulties in comparing digits. The analysis also clustered a third group whose profile could not be explained by the Triple Code Model postulates.

Keywords

Dyscalculia, learning disabilities in mathematics, heterogeneity, arithmetic, phonological processes.

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Related links

Peake (2015) [doctoral thesis]


How to cite

Peake, C. Jiménez, J.E., & Rodríguez, C. (May, 2015). Heterogeneity in dyscalculia: representational vs phonological. Oral presentation at 9th Annual International Conference on Psychology. Athens Institute for Education and Research. Athens, Greece.
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