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dyscalculia/hipersensitivitas
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Serial-order learning impairment and hypersensitivity-to-interference in dyscalculia.
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In the context of heterogeneity, the different profiles of dyscalculia are still hypothetical. This study aims to link features of mathematical difficulties to certain potential etiologies. First, we wanted to test the hypothesis of a serial-order learning deficit in adults with dyscalculia. For
A case study of arithmetic facts dyscalculia caused by a hypersensitivity-to-interference in memory.
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While the heterogeneity of developmental dyscalculia is increasingly recognized, the different profiles have not yet been clearly established. Among the features underpinning types of developmental dyscalculia suggested in the literature, an impairment in arithmetic fact retrieval is particularly
Arithmetic facts storage deficit: the hypersensitivity-to-interference in memory hypothesis.
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Dyscalculia, or mathematics learning disorders, is currently known to be heterogeneous (Wilson & Dehaene, ). While various profiles of dyscalculia coexist, a general and persistent hallmark of this math learning disability is the difficulty in memorizing arithmetic facts (Geary, Hoard & Hamson, ;
Similarity interference in learning and retrieving arithmetic facts.
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Storing the solution of simple calculations in long-term memory is an important learning in primary school that is subsequently essential in adult daily living. While most children succeed in storing arithmetic facts to which they have been trained at school, huge individual differences are
The detrimental effect of interference in multiplication facts storing: typical development and individual differences.
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The difficulty in memorizing arithmetic facts is a general and persistent hallmark of math learning disabilities. It has recently been suggested that hypersensitivity to interference could prevent a person from storing arithmetic facts. The similarity between arithmetic facts would provoke
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