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dc.contributor.authorSzucs, Dénes
dc.date.accessioned2017-12-11T08:31:06Z
dc.date.available2017-12-11T08:31:06Z
dc.date.created2017
dc.date.issued2017-12-11
dc.identifier.urihttps://hdl.handle.net/10630/14855
dc.description.abstractI will review our recent projects which examined a cognitive mathematical deficit (developmental dyscalculia) and an emotional block of mathematical performance (mathematics anxiety) in children. First, in a large study (n=1004) have contrasted several theories of developmental dyscalculia, and found that it was related to weak visuo-spatial memory and weak inhibition skills. In a follow-up study (n=1800) we found that mathematics anxiety was negatively associated with mathematical performance. Most importantly, developmental dyscalculia and mathematics anxiety showed strong dissociation. This suggests that cognitive and emotional blocks of mathematical development need different interventions. Girls were especially prone to developing mathematics anxiety in various countries (Italy, Colombia). I will point to the educational and practical relevance of our studies.en_US
dc.description.sponsorshipUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Techen_US
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAprendizaje - Trastornosen_US
dc.subject.otherDyscalculiaen_US
dc.subject.otherMathematicsen_US
dc.subject.otherAnxietyen_US
dc.titleDevelopmental dyscalculia and mathematics anxiety: Large population studiesen_US
dc.typeinfo:eu-repo/semantics/conferenceObjecten_US
dc.centroFacultad de Psicologíaen_US
dc.relation.eventtitleConferenciaen_US
dc.relation.eventplaceMálaga (España)en_US
dc.relation.eventdate12/12/2017en_US


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