Developmental dyscalculia and cognitive neuropsychology

Abstract

In this article we present a study investigating the cognitive impairments exhibited in developmental dyscalculia, or arithmetic learning disability. We begin by providing a brief review of the literature on the subject, including both single‐case and group designs. In our view both approaches, at least as thus far employed, are associated with theoretical and/or methodological shortcomings. We suggest that the cognitive neuropsychological approach may offer a better paradigm for research in this domain. Accordingly we present a recent cognitive neuropsychological model of numeric processing that has been informed by the patterns of impairment evidenced in individuals with acquired brain damage. We then present preliminary results from several developmental dyslexic students who have numeric processing impairments and attempt to demonstrate how their performance patterns conform to the expectations of the model. Finally, in the discussion, we consider certain methodological issues related to this study and suggest possible directions for future research.