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Neurokognitive Korrelate der Dyskalkulie
Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Zeitschriftenbeitrag
| In: Kindheit und Entwicklung | 2011
31589 Endnote
Autor*innen:
Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Titel:
Neurokognitive Korrelate der Dyskalkulie
In:
Kindheit und Entwicklung, 20 (2011) 1, S. 13-20
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Deutsch
Schlagwörter:
Arithmetik; Entwicklungsstörung; Kind; Kognition; Neurowissenschaften; Rechenschwäche; Rechnen; Zahlensystem
Abstract:
Dargestellt werden potentielle kognitive und neuronale Verursachungsfaktoren der Dyskalkulie. Ergebnisse zu approximativen Mengenrepräsentationen, basalen visuellen Mechanismen der Mengenwahrnehmung (Subitizing), symbolischen Mengenrepräsentationen und arithmetischen Prozessen werden skizziert und diskutiert. Die berichteten Befunde legen nahe, dass verschiedene Ursachen für das Zustandekommen einer Dyskalkulie verantwortlich sein können, denen spezifische Störungen auf neuronaler Ebene zugrunde liegen könnten. Individuelle Störungsprofile sollten daher stärkere Beachtung finden, um in der Zukunft individuelle Förderansätze entwickeln zu können.
Abstract (english):
Various potential determinants of dyscalculia on the cognitive as well as on the neural level are presented. Findings concerning approximate quantity representations, basic visual mechanisms for capturing quantities (subitizing), symbolic quantity representations, and arithmetic processes are outlined and discussed. The reported findings suggest that there might be a number of different causes for the occurrence of dyscalculia, which come along with specific impairments at the neural level. Individual profiles of dyscalculia should therefore receive more attention in order to be able to develop approaches to support individuals.
DIPF-Abteilung:
Bildung und Entwicklung
Symbolic and non-symbolic distance effects in children and their connection with arithmetic skills
Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Zeitschriftenbeitrag
| In: Journal of Neurolinguistics | 2011
31852 Endnote
Autor*innen:
Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Titel:
Symbolic and non-symbolic distance effects in children and their connection with arithmetic skills
In:
Journal of Neurolinguistics, 24 (2011) 5, S. 583-591
DOI:
10.1016/j.jneuroling.2011.02.004
URL:
http://dx.doi.org/10.1016/j.jneuroling.2011.02.004
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Arithmetik; China; Darstellungsform; Empirische Untersuchung; Grundschüler; Mathematische Kompetenz; Rechnen; Test
Abstract (english):
The ability to compare numerical magnitudes is assumingly related to children s arithmetic skills. The role of symbolic and non-symbolic number representations in this relationship is, however, still a matter of debate. To address this issue we assessed addition and subtraction skills of 8 10-year-old children (n 1 4 35) and asked them to compare numerical magnitudes of dot patterns and Arabic digits in different numerical ranges. Results revealed that the relationship between numerical magnitude comparisons and arithmetic skills is not restricted to symbolic stimuli, but that it can also be detected for non-symbolic dot patterns. The range of numerosities for which this relationship was found and the manner in which the magnitude comparison was related to arithmetic skills differed regarding the dots and digits. These findings highlight the role of both symbolic and non-symbolic number representations in the development of arithmetic skills and strengthen the view of different developmental trajectories underlying these representations.
DIPF-Abteilung:
Bildung und Entwicklung
Relations between balancing and arithmetic skills in children. Evidence of cerebellar involvement?
Lonnemann, Jan; Linkersdörfer, Janosch; Heselhaus, Vera; Hasselhorn, Marcus; Lindberg, Sven
Zeitschriftenbeitrag
| In: Journal of Neurolinguistics | 2011
31851 Endnote
Autor*innen:
Lonnemann, Jan; Linkersdörfer, Janosch; Heselhaus, Vera; Hasselhorn, Marcus; Lindberg, Sven
Titel:
Relations between balancing and arithmetic skills in children. Evidence of cerebellar involvement?
In:
Journal of Neurolinguistics, 24 (2011) 5, S. 592-601
DOI:
10.1016/j.jneuroling.2011.02.005
URL:
http://dx.doi.org/10.1016/j.jneuroling.2011.02.005
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Arithmetik; Deutschland; Empirische Untersuchung; Gehirn; Grundschüler; Korrelation; Mathematische Kompetenz; Motorik; Rechnen
Abstract (english):
Reading performance has been shown to be linked with balancing skills, possibly indicating an involvement of the cerebellum in reading-related tasks. In our study, we examined whether a similar connection can be detected for arithmetic performance. We assessed basic arithmetic skills of 8 10-year-old children (n 1 4 53) and asked them to balance on the left or right foot, with eyes open or closed. Results revealed substantial correlations between performance in arithmetic tasks and in the balancing tasks with closed eyes even when controlling for attentional and reasoning capabilities. These findings are interpreted in terms of a cerebellar involvement in arithmetic tasks. We propose that verbally medi- ated arithmetic tasks like multiplication might be related to cerebellar functions in different ways than those arithmetic tasks that require elaboration strategies and quantity manipulations, such as subtraction.
DIPF-Abteilung:
Bildung und Entwicklung
Domain-specific rapid automatized naming deficits in children at risk for learning disabilities
Pauly, Hanno; Linkersdörfer, Janosch; Lindberg, Sven; Woerner, Wolfgang; Hasselhorn, Marcus; […]
Zeitschriftenbeitrag
| In: Journal of Neurolinguistics | 2011
31901 Endnote
Autor*innen:
Pauly, Hanno; Linkersdörfer, Janosch; Lindberg, Sven; Woerner, Wolfgang; Hasselhorn, Marcus; Lonnemann, Jan
Titel:
Domain-specific rapid automatized naming deficits in children at risk for learning disabilities
In:
Journal of Neurolinguistics, 24 (2011) 5, S. 602-610
DOI:
10.1016/j.jneuroling.2011.02.002
URL:
http://dx.doi.org/10.1016/j.jneuroling.2011.02.002
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Empirische Untersuchung; Fertigkeit; Frankfurt a.M.; Gefährdung; Kind; Kindergarten; Kognitive Prozesse; Leistung; Lernbehinderung; Lesen; Rechnen; Test; Vorschulalter
Abstract (english):
Performance in Rapid Automatized Naming (RAN) tasks with different materials (dice, digits, letters, objects) and key precursor skills of reading and arithmetic were assessed in kindergarten children (n = 541) in their last year before entering elementary school. Based on their precursor skills, three groups of children were identified, i.e. children at risk for reading problems (n = 31), children at risk for arithmetic problems (n = 39), and children at risk for problems in both domains (n = 34). These at-risk children were compared to a control group (n = 343) regarding their performance in the different RAN tasks. Results revealed domain-specific deficits in both groups of children with a single risk: While children at risk for problems in reading exhibited deficits in the RAN of letters and objects, children at risk for problems in arithmetic showed deficits in the RAN of dice and digits. The group of children at risk for problems in both domains displayed additive, domain-general deficits. Findings are discussed in the context of behavioral and neurocognitive research on reading and mathematical disabilities.
DIPF-Abteilung:
Bildung und Entwicklung
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