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Neurodevelopmental Disorders Across the LifespanA neuroconstructivist approach$
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Emily K. Farran and Annette Karmiloff-Smith

Print publication date: 2011

Print ISBN-13: 9780199594818

Published to Oxford Scholarship Online: May 2012

DOI: 10.1093/acprof:oso/9780199594818.001.0001

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Numeracy

Numeracy

Chapter:
(p.299) Chapter 16 Numeracy
Source:
Neurodevelopmental Disorders Across the Lifespan
Author(s):

Joanne S. Camp

Emily K. Farran

Annette Karmiloff-Smith

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199594818.003.0074

Number-relevant information bombards our everyday lives. It is necessary for telling the time, for dealing with money, for changing TV channels, for shopping, for taking local transport, and so forth. Human children show sensitivity to numerically relevant displays very early in infancy and continue to develop number processing skills and knowledge about number facts throughout childhood. Yet, despite dyscalculia being more prevalent than dyslexia, particularly in children with neurodevelopmental disorders, studies of atypical number development are far less plentiful than those of atypical reading. This chapter examines the neural and cognitive underpinnings of typical and atypical numeracy, in particular numerical cognition in infants, children, and adults with Williams syndrome (WS), but also referring to other neurodevelopmental disorders, with particular emphasis on the distinction between numerical sensitivities vis-é-vis small numbers and approximate magnitude computations with large numbers.

Keywords:   Williams syndrome, typical numeracy, atypical numeracy, neurodevelopmental disorders, numerical sensitivities

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