Perceptual and intellectual factors affecting number concept development in retarded and nonretarded children.

The role of MA and visual-perceptual ability in number concept development was examined with nonretarded and retarded children from regular school settings. Both groups were matched on MA and divided into high and low perceptual-ability levels. Using the Dodwell Number Concept Test, we tested each subject on various Piagetian tasks. Although retarded and nonretarded groups differed in IQ and CA, equivalence in MA resulted in equivalent number concept performance. For both groups, regardless of variation in IQ and CA, perceptual ability exerted a significant influence on number concept, with high perceptual ability resulting in superior number concept performance.