Abstractband zum 16. Kongress des Bundesverbandes Legasthenie

16. Kongress des Bundesverbandes Legasthenie Abstractband
The cognitive neuroscience of typical and atypical development of
numerical cognition
Daniel Ansari
University of Western Ontario, Department of Psychology, London, Canada
How are numbers represented in the human brain? Recent functional brain imaging
studies are converging to suggest that the adult parietal cortex plays a crucial role in
number representation and processing. In contrast, little is known about how representations
of numerical magnitude change over developmental time. Furthermore, despite the
fact that a large number of children have Developmental Dyscalculia and mathematical
difficulties, we currently lack detailed insights into the neurocognitive basis of atypical
number development.
To address these outstanding issues, I will present data from behavioral and brain imaging
investigations into the developmental trajectories of both symbolic and non-symbolic
numerical magnitude representation. I will discuss data from both typically developing
children and those who present with Developmental Dyscalculia. These data suggest
that the parietal cortex becomes specialized for the representation and processing of
number over developmental time and that this age-related process is disrupted in children
with Developmental Dyscalculia.
Against the background of these data, I will argue that it is crucial to consider developmental
changes in the neurocognitive mechanisms underlying numerical magnitude
representation in order to gain greater insights into how children develop mathematical
skills and how these processes break down in children who have mathematical difficulties.
Finally, I will consider the implications of these data for the understanding of how, early
developing, numerical magnitude representations may constrain the acquisition of
higher-level number skills as well as the implications of the results for the diagnosis and
remediation of mathematical difficulties.
Korrespondenzautor:
Daniel Ansari
daniel.ansari@uwo.ca
Wie erlernen Kinder orthographisch richtig zu schreiben?
Carolin Arnoldi, Gerd Schulte-Körne
Klinik und Poliklinik für Kinder- und Jugendpsychiatrie, Psychosomatik und Psychotherapie, Klinikum der
Universität München, München, Deutschland
In einem von der Deutschen Forschungsgemeinschaft geförderten Projekt wurde das
orthographische Lernen bei Kindern mit schwachen und starken Rechtschreibleistungen
untersucht.
Theoretische Grundlage ist die Annahme, dass für das Erlernen einer korrekten Rechtschreibung
implizites, d.h. nicht bewusst steuerbares Lernen von Buchstabenhäufigkeiten
von großer Bedeutung ist (Cassar & Treiman, 1997). In zwei Pilotstudien soll die
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