Dissociation between exact and approximate addition in developmental dyslexia |
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| Institution: | 1. School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, 100871, China;2. The PKU-PolyU Center for Child Development and Learning, Peking University, Beijing, 100871, China;1. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875, China;2. Department of Psychology, Oklahoma City University, Oklahoma City, OK 73106, USA;1. Educational Neuroimaging Center, Faculty of Education in Science and Technology and Faculty of Biomedical Engineering, Technion, Haifa, Israel;2. Pediatric Neuroimaging Research Consortium, Reading and Literacy Discovery Center, Cincinnati Children''s Hospital Medical Center, 3333 Burnett Avenue, Cincinnati, OH, 45229, United States;1. Department of Psychology, The Chinese University of Hong Kong, Hong Kong;2. Faculty of Psychology, Beijing Normal University, Beijing, China;3. Department of Psychology, The University of Hong Kong, Hong Kong;1. Department of Psychology, University of Chicago, Chicago, IL 60615, USA;2. Department of Psychology, Boston College, Chestnut Hill, MA 02467, USA;1. State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China;2. Beijing Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 100875, China;3. Siegler Center for Innovative Learning, Beijing Normal University, Beijing 100875, China;4. School of Psychology, Liaoning Normal University, Dalian 116029, China;5. Department of Psychology and Social Behavior, University of California, Irvine, CA 92697, USA |
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| Abstract: | Previous research has suggested that number sense and language are involved in number representation and calculation, in which number sense supports approximate arithmetic, and language permits exact enumeration and calculation. Meanwhile, individuals with dyslexia have a core deficit in phonological processing. Based on these findings, we thus hypothesized that children with dyslexia may exhibit exact calculation impairment while doing mental arithmetic. The reaction time and accuracy while doing exact and approximate addition with symbolic Arabic digits and non-symbolic visual arrays of dots were compared between typically developing children and children with dyslexia. Reaction time analyses did not reveal any differences across two groups of children, the accuracies, interestingly, revealed a distinction of approximation and exact addition across two groups of children. Specifically, two groups of children had no differences in approximation. Children with dyslexia, however, had significantly lower accuracy in exact addition in both symbolic and non-symbolic tasks than that of typically developing children. Moreover, linguistic performances were selectively associated with exact calculation across individuals. These results suggested that children with dyslexia have a mental arithmetic deficit specifically in the realm of exact calculation, while their approximation ability is relatively intact. |
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| Keywords: | Dyslexia Exact calculation Approximation Phonological processing Number sense |
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