Processing Ordinality and Quantity The Case of Developmental Dyscalculia 英文参考文献.docVIP

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Processing Ordinality and Quantity The Case of Developmental Dyscalculia 英文参考文献.doc

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Processing Ordinality and Quantity The Case of Developmental Dyscalculia 英文参考文献

ProcessingOrdinalityandQuantity:TheCaseof DevelopmentalDyscalculia OrlyRubinsten1,2*,DanaSury1 1Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel, 2Center for the NeurocognitiveBasisofNumericalCognition,IsraelScienceFoundation,Jerusalem,Israel Abstract Incontrasttoquantityprocessing,uptodate,thenatureofordinalityhasreceivedlittleattentionfromresearchersdespite thefactthatbothquantityandordinalityareembodiedinnumericalinformation.Hereweaskiftherearetwoseparatecore systems that lie at the foundations of numerical cognition: (1) the traditionally and well accepted numerical magnitude systembutalso(2)coresystemforrepresentingordinalinformation.Wereporttwonovelexperimentsofordinalprocessing thatexploredtherelationbetweenordinalandnumericalinformationprocessingintypicallydevelopingadultsandadults with developmental dyscalculia (DD). Participants made ‘‘ordered’’ or ‘‘non-ordered’’ judgments about 3 groups of dots (non-symbolic numerical stimuli; in Experiment 1) and 3 numbers (symbolic task: Experiment 2). In contrast to previous findingsandargumentsaboutquantitydeficitinDDparticipants,whenquantityandordinalityaredissociated(asinthe currenttasks),DDparticipantsexhibitedanormalratioeffectinthenon-symbolicordinaltask.Theydidnotshow,however, the ordinality effect. Ordinality effect in DD appeared only when area and density were randomized, but only in the descendingdirection.Inthesymbolictask,theordinalityeffectwasmodulatedbyratioanddirectioninbothgroups.These findingssuggestthattheremightbetwoseparatecognitiverepresentationsofordinalandquantityinformationandthat linguisticknowledgemayfacilitateestimationofordinalinformation. Citation: Rubinsten O, Sury D (2011) Processing Ordinality and Quantity: The Case of Developmental Dyscalculia. PLoS ONE 6(9): e24079. doi:10.1371/ journal.pone.0024079 Editor:GeorgesChapouthier,Universite′ PierreetMarieCurie,France ReceivedMay11,2011;