Short-term numerosity training promotes symbolic arithmetic in children with developmental dyscalculia: The mediating role of visual form perception.
Journal
Developmental science
ISSN: 1467-7687
Titre abrégé: Dev Sci
Pays: England
ID NLM: 9814574
Informations de publication
Date de publication:
07 2020
07 2020
Historique:
received:
03
08
2018
revised:
28
08
2019
accepted:
27
09
2019
pubmed:
11
10
2019
medline:
29
9
2020
entrez:
11
10
2019
Statut:
ppublish
Résumé
Studies have shown that numerosity-based arithmetic training can promote arithmetic learning in typically developing children as well as children with developmental dyscalculia (DD), but the cognitive mechanism underlying this training effect remains unclear. The main aim of the current study was to examine the role of visual form perception in arithmetic improvement through an 8-day numerosity training for DD children. Eighty DD children were selected from four Chinese primary schools. They were randomly divided into the intervention and control groups. The intervention group received training on an apple-collecting game, whereas the control group received an English dictation task. Children's cognitive and arithmetic performances were assessed before and after training. The results showed that the intervention group showed a significant improvement in arithmetic performance, approximate number system (ANS) acuity, and visual form perception, but not in spatial processing and sentence comprehension. The control group showed no significant improvement in any cognitive ability. Mediation analysis further showed that training-related improvement in arithmetic performance was fully mediated by the improvement in visual form perception. The results suggest that short-term numerosity training enhances the arithmetic performance of DD children by improving their visual form perception.
Types de publication
Journal Article
Randomized Controlled Trial
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
e12910Subventions
Organisme : State Key Basic Research Program of China
ID : 2014CB846100
Pays : International
Organisme : 111 Project
ID : B07008
Pays : International
Organisme : National Natural Science Foundation of China
ID : 31700977
Pays : International
Organisme : National Natural Science Foundation of China
ID : 31671151
Pays : International
Organisme : National Natural Science Foundation of China
ID : 31600896
Pays : International
Organisme : National Natural Science Foundation of China
ID : 31521063
Pays : International
Organisme : National Natural Science Foundation of China
ID : 31271187
Pays : International
Organisme : Advanced Innovation Center for Future Education at Beijing Normal University
ID : 27900-110631111
Pays : International
Organisme : Beijing Chinese Language and Culture College
ID : HW-19-A02
Pays : International
Organisme : The Capital Institute of Pediatrics
ID : FX-2019-03
Pays : International
Organisme : Beijing Municipal Science & Technology Commission
ID : Z171100000417020
Pays : International
Informations de copyright
© 2019 John Wiley & Sons Ltd.
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