ArticleChild development2020
Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number-Specific Executive Function.
Article in Child development, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers.
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Who cites it
16 citing papers in PubMed, 71 citations in OpenAlex.
- Congruency and distance effects vary across simultaneous and sequential two-digit integer, fraction, and decimal 2AFC tasks.Behavior research methods · 2026Article
- Individual differences in the activity of executive function brain regions during number comparison.Behavioural brain research · 2025Article
- Familial transmission of neural representations for mental arithmetic across two generations.Proceedings of the National Academy of Sciences of the United States of America · 2025Article
- Tablet-based arithmetic fluency assessment reveals developments in math cognition and math achievement from childhood to adolescence.NPJ science of learning · 2025Article
- Interrupted Learning across the Lifespan.Human development · 2025Article
- Timing matters: investigating the interplay of presentation duration and congruency in approximate number processing.Psychological research · 2024Article
- Cognitive Predictors of the Overlap of Reading and Math in Middle School.Learning and individual differences · 2024Article
- Developmental dyscalculia is not associated with atypical brain activation: A univariate fMRI study of arithmetic, magnitude processing, and visuospatial working memory.Human brain mapping · 2023Article
- The componential nature of arithmetical cognition: some important questions.Frontiers in psychology · 2023Review
- Associations among socioeconomic status and preschool-aged children's, number skills, and spatial skills: The role of executive function.Journal of experimental child psychology · 2022Article
- Math anxiety and deficient executive control: does reappraisal modulate this link?Annals of the New York Academy of Sciences · 2022Article
- Relating mathematical abilities to numerical skills and executive functions in informal and formal schooling.BMC psychology · 2022Article
- Intra-Subject Variability in Mathematical Learning Difficulties.Journal of cognition · 2022Article
- When one size does not fit all: A latent profile analysis of low-income preschoolers' math skills.Journal of experimental child psychology · 2021Article
- Shared Numerosity Representations Across Formats and Tasks Revealed with 7 Tesla fMRI: Decoding, Generalization, and Individual Differences in Behavior.Cerebral cortex communications · 2020Article
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
Abstract
Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during differing congruency conditions, executive function, and mathematics achievement measured longitudinally in children (n = 448) from ages 4 to 13. This relation was investigated across achievement groups and as it related to mathematics across the full range of achievement. Only performance on incongruent trials related to achievement. Findings indicate that executive function in a numerical context, beyond magnitude perception or executive function in a non-numerical context, relates to DD and mathematics across a wide range of achievement.
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Registered trials
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