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Operational momentum effect in children with and without developmental dyscalculia.

Kucian K, Plangger F, O'Gorman R, von Aster M - Front Psychol (2013)

View Article: PubMed Central - PubMed

Affiliation: Center for MR-Research, University Children's Hospital Zurich Zurich, Switzerland ; Children's Research Center, University Children's Hospital Zurich Zurich, Switzerland.

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In their valuable article, Knops et al. challenge the existence of the operational momentum effect (OME) in children... We have also tested the OME in typically achieving children and a matched group with developmental dyscalculia (DD) (Table 1)... Typically achieving children did not show an OME in a symbolic number line task, as children underestimated the location of results for both additions and subtractions on the number line (Figure 1)... In combination with cultural conventions such as reading direction, the experience of specific left-small/right-large associations (Berch et al., ; Opfer et al., ), numeric magnitude and number line estimation (Siegler and Booth, ) and the understanding of arithmetic concepts might lead first to the OME by non-symbolic presentation and later, after the acquisition of the symbolic number system, to the OME found by symbolic presentation (Pinhas and Fischer, )... DD is a specific learning disability of number processing and calculation... In addition to profound problems in numerical understanding, abnormalities in visuo-spatial, and attentional processes have also been associated with DD... As expected, no OME was observed in our tested group of children with DD (Figure 1)... Therefore, one might speculate that a lack of numerical understanding and reduced visuo-spatial and attentional functions, as often found in children with DD, might hinder the development of an OME... In contrast to the cohort of Knops et al., children in our study were older and showed a linear function describing the MNL representation like in adults, but exhibited no OME... Moreover, our results indicated that even after the completion of a specific number line training (Kucian et al., ), no OME was evident, although the training had a positive effect on the MNL representation... In addition, our results further point to a possible negative impact of DD on the development of the OME... In conclusion, the OME is probably dependent on development and a complex interaction of the maturity of numerical skills, visuo-spatial, and attentional processes as well as cultural conventions.

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Operational momentum effect in children with developmental dyscalculia and controls. Mean difference between chosen and exact value on a number line from 0–100 of children with (gray) and without DD (black). Negative values indicate an underestimation and positive values an overestimation of the position on the number line.
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Figure 1: Operational momentum effect in children with developmental dyscalculia and controls. Mean difference between chosen and exact value on a number line from 0–100 of children with (gray) and without DD (black). Negative values indicate an underestimation and positive values an overestimation of the position on the number line.

Mentions: We take the liberty of adding own results in this commentary which further support these findings. We have also tested the OME in typically achieving children and a matched group with developmental dyscalculia (DD) (Table 1). Typically achieving children did not show an OME in a symbolic number line task, as children underestimated the location of results for both additions and subtractions on the number line (Figure 1). In contrast to the study demonstrating an OME in 9-month old babies (McCrink and Wynn, 2009), we used a symbolic numerical task similar to the one used by Pinhas and Fischer (2008) who observed a reliable OME. However, their participants were already in adolescence. Therefore, it might be possible that since school-age children have lower experience in symbolic processing of calculations, an unconscious shift of attention on the MNL becomes evident only with increasing expertise and automatization.


Operational momentum effect in children with and without developmental dyscalculia.

Kucian K, Plangger F, O'Gorman R, von Aster M - Front Psychol (2013)

Operational momentum effect in children with developmental dyscalculia and controls. Mean difference between chosen and exact value on a number line from 0–100 of children with (gray) and without DD (black). Negative values indicate an underestimation and positive values an overestimation of the position on the number line.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC3824097&req=5

Figure 1: Operational momentum effect in children with developmental dyscalculia and controls. Mean difference between chosen and exact value on a number line from 0–100 of children with (gray) and without DD (black). Negative values indicate an underestimation and positive values an overestimation of the position on the number line.
Mentions: We take the liberty of adding own results in this commentary which further support these findings. We have also tested the OME in typically achieving children and a matched group with developmental dyscalculia (DD) (Table 1). Typically achieving children did not show an OME in a symbolic number line task, as children underestimated the location of results for both additions and subtractions on the number line (Figure 1). In contrast to the study demonstrating an OME in 9-month old babies (McCrink and Wynn, 2009), we used a symbolic numerical task similar to the one used by Pinhas and Fischer (2008) who observed a reliable OME. However, their participants were already in adolescence. Therefore, it might be possible that since school-age children have lower experience in symbolic processing of calculations, an unconscious shift of attention on the MNL becomes evident only with increasing expertise and automatization.

View Article: PubMed Central - PubMed

Affiliation: Center for MR-Research, University Children's Hospital Zurich Zurich, Switzerland ; Children's Research Center, University Children's Hospital Zurich Zurich, Switzerland.

AUTOMATICALLY GENERATED EXCERPT
Please rate it.

In their valuable article, Knops et al. challenge the existence of the operational momentum effect (OME) in children... We have also tested the OME in typically achieving children and a matched group with developmental dyscalculia (DD) (Table 1)... Typically achieving children did not show an OME in a symbolic number line task, as children underestimated the location of results for both additions and subtractions on the number line (Figure 1)... In combination with cultural conventions such as reading direction, the experience of specific left-small/right-large associations (Berch et al., ; Opfer et al., ), numeric magnitude and number line estimation (Siegler and Booth, ) and the understanding of arithmetic concepts might lead first to the OME by non-symbolic presentation and later, after the acquisition of the symbolic number system, to the OME found by symbolic presentation (Pinhas and Fischer, )... DD is a specific learning disability of number processing and calculation... In addition to profound problems in numerical understanding, abnormalities in visuo-spatial, and attentional processes have also been associated with DD... As expected, no OME was observed in our tested group of children with DD (Figure 1)... Therefore, one might speculate that a lack of numerical understanding and reduced visuo-spatial and attentional functions, as often found in children with DD, might hinder the development of an OME... In contrast to the cohort of Knops et al., children in our study were older and showed a linear function describing the MNL representation like in adults, but exhibited no OME... Moreover, our results indicated that even after the completion of a specific number line training (Kucian et al., ), no OME was evident, although the training had a positive effect on the MNL representation... In addition, our results further point to a possible negative impact of DD on the development of the OME... In conclusion, the OME is probably dependent on development and a complex interaction of the maturity of numerical skills, visuo-spatial, and attentional processes as well as cultural conventions.

No MeSH data available.


Related in: MedlinePlus