Previous research on developmental dyscalculia (DD) suggested that deficits in the number line estimation task are related to a failure to represent number magnitude linearly. This conclusion was derived from the observation of logarithmically shaped estimation patterns. However, recent research questioned this idea of an isomorphic relationship between estimation patterns and number magnitude ...

Because mathematics is fundamentally symbolic—even totally symbolic at a higher level—the recent finding by Skagerlund and Träff (2014a) that fourth graders with developmental dyscalculia (DD) exhibit intact symbolic number processing seems curious. The importance of symbolism in mathematics is such that the finding seems contradictory with the notion of dyscalculia. Here I discuss three concer...

Developmental dyscalculia (DD) is thought to arise from difficulties in the ability to process numerical magnitudes. Most research relied on IQ-discrepancy based definitions of DD and only included individuals with normal IQ, yet little is known about the role of intelligence in the association between numerical magnitude processing and mathematical difficulties (MD). The present study examined...

Individuals with autism spectrum disorder (ASD) often have difficulty coordinated fine motor skills, but the degree of significantly varies from person to person. To elucidate cause this diversity, we monitored brain activity during movement tasks (tying bowknots) by near-infrared spectroscopy in 17 adults ASD and 18 typical development matched for age, gender, intelligence quotient (IQ). We al...

Models have been particularly useful in developmental biology over the last 30 years. At first, underlying control mechanisms were poorly understood, but over time a wealth of detailed information became available to provide an increasingly detailed knowledge of underlying mechanisms, at levels from genes through cells to organs, organisms and populations. Models are also of great value in teac...