Abstract

The study of dyscalculia requires an analysis of the current developed hypotheses which describe the cognitive mechanisms involved in this neurodevelopmental disorder. The objective of our review is to determine any progress in modeling developmental dyscalculia. The first hypothesis suggests that dyscalculia is the consequence of a specific deficit level number on the precise number system and the approximate system. Then, the second hypothesis states that developmental dyscalculia is linked to a failure to process non-symbolic representations of numbers. On the other hand, the third suggests that dyscalculia is caused by a lack of access to numerical quantities from symbols. However, the last hypothesis asserts that developmental dyscalculia is linked to general deficits. All these hypotheses are compatible with recent neuroimaging results and raise new horizons for experimentation, which will allow the development of precise diagnostic tools and the improvement of intervention strategies and the remediation of developmental dyscalculia.

摘要

计算障碍的研究需要分析当前提出的假设，这些假设描述了这种神经发育障碍所涉及的认知机制。我们审查的目的是确定在建模发育性计算障碍方面取得的任何进展。第一个假设表明，计算障碍是精确数字系统和近似系统上特定缺陷水平数字的结果。然后，第二个假设指出，发育性计算障碍与无法处理数字的非符号表示有关。另一方面，第三个表明计算障碍是由于无法从符号中获取数字量造成的。然而，最后一个假设断言发育性计算障碍与一般缺陷有关。