Dyscalculia is less technically known as (what?)-blindness?
Dyscalculia of dots) is often known as the "approximate number system" (ANS), and a core deficit in the precision of the ANS, known as the "magnitude representation hypothesis" or "number module deficit hypothesis", has been proposed as an underlying cause of developmental dyscalculia. In particular, the structural features of the ANS is theoretically supported by a phenomenon called the "numerical distance effect", which has been robustly observed in numerical comparison tasks. Typically developing individuals are less accurate and slower in comparing pairs of numbers closer together (e.g., 7 and 8) than further apart (e.g., 2 and 9). A related "numerical ratio
Dyscalculia less precise ANS, and the ANS acuity has been found to correlate with math achievement in typically developing children and also in adults. More importantly, several behavioral studies have found that children with developmental dyscalculia show an attenuated distance/ratio effect than typically developing children. Moreover, neuroimaging studies have also provided additional insights even when behavioral difference in distance/ratio effect might not be clearly evident. For example, Gavin R. Price and colleagues found that children with developmental dyscalculia showed no differential distance effect on reaction time relative to typically developing children, but they did show a greater effect of distance on