Institute of Psychology, Faculty of Philosophy and Social Sciences, Nicolaus Copernicus University, 87-100 Toruń, Poland.
Doctoral School of Social Sciences, Nicolaus Copernicus University, 87-100 Toruń, Poland.
Int J Environ Res Public Health. 2022 May 19;19(10):6164. doi: 10.3390/ijerph19106164.
An ability that is impaired in developmental dyscalculia (DD) is related to number line estimation (NLE). However, due to variability in NLE task performance, group differences do not exemplify the real difficulty level observed in the DD population. Thirty-two of the fifty-two participants posing dyscalculia risk (DR) (mean age = 9.88) experienced difficulties in mathematics. All the children performed two number-to-position tasks and two tasks requiring a verbal estimation of a number indicated on a line, utilizing the ranges 0-100 and 0-1000. The results showed that the estimation error in the verbal task was greater in the DR group than in the typically developed (TD) group for the 0-1000 range. In the number-to-position task, group differences were found for both ranges and the variability within both groups was smaller than it was in the verbal tasks. Analyses of each of the 26 numerical magnitudes revealed a more comprehensive pattern. The majority of the group effects were related to the 0-1000 line. Therefore, considerable data variability, especially in the DD group, suggests this issue must be analyzed carefully in the case of other mathematical capacities. It also critically questions some well-established phenomena and norms in experimental and diagnostic practices.
发展性计算障碍（DD）患者的一种能力受损，与数字线估计（NLE）有关。然而，由于 NLE 任务表现的可变性，组间差异并不能代表在 DD 人群中观察到的真实困难程度。52 名具有计算障碍风险（DR）的参与者中有 32 名（平均年龄=9.88 岁）在数学方面存在困难。所有儿童都执行了两个数字到位置任务和两个需要口头估计在线上指示的数字的任务，使用范围为 0-100 和 0-1000。结果表明，在 0-1000 范围内，DR 组的口头任务估计误差大于典型发育（TD）组。在数字到位置任务中，两个范围都存在组间差异，并且两个组内的变异性都小于口头任务。对 26 个数值的分析揭示了更全面的模式。大多数组间效应与 0-1000 线有关。因此，大量数据的可变性，特别是在 DD 组中，表明在其他数学能力的情况下，必须仔细分析这个问题。它还对实验和诊断实践中的一些既定现象和规范提出了严峻的质疑。
