An open trial assessment of "The Number Race", an adaptive computer game for remediation of dyscalculia, Behavioral and Brain Functions, vol.2, issue.20, 2006. ,
URL : https://hal.archives-ouvertes.fr/inserm-00089835
Temporal Processing Deficits of Language-Learning Impaired Children Ameliorated by Training, Science, vol.271, issue.5245, pp.77-81, 1996. ,
DOI : 10.1126/science.271.5245.77
Language Comprehension in Language-Learning Impaired Children Improved with Acoustically Modified Speech, Science, vol.271, issue.5245, pp.81-84, 1996. ,
DOI : 10.1126/science.271.5245.81
Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI, Proceedings of the National Academy of Sciences, vol.125, issue.5, pp.2860-2865, 2003. ,
DOI : 10.1093/brain/awf094
Mind in society: The development of higher psychological processes Cambridge, 1978. ,
Dyscalculia and nonverbal disorders of learning, Progress in Learning Disabilities, pp.235-264 ,
DEVELOPMENTAL DYSCALCULIA: PREVALENCE AND DEMOGRAPHIC FEATURES, Developmental Medicine & Child Neurology, vol.34, issue.1, pp.25-33, 1996. ,
DOI : 10.1111/j.1469-8749.1996.tb15029.x
The Prevalence of Specific Arithmetic Difficulties and Specific Reading Difficulties in 9- to 10-year-old Boys and Girls, Journal of Child Psychology and Psychiatry, vol.44, issue.2, pp.283-292, 1994. ,
DOI : 10.1037//0012-1649.20.2.200
Quantitative Literacy and the Likelihood of Employment Among Young Adults in the United States. The Journal of human resources, pp.313-328, 1992. ,
Atypical trajectories of number development: a neuroconstructivist perspective, Trends in Cognitive Sciences, vol.6, issue.12, pp.511-516, 2002. ,
DOI : 10.1016/S1364-6613(02)02040-5
Building number sense with Number Worlds: a mathematics program for young children, Early Childhood Research Quarterly, vol.19, issue.1, p.173, 2004. ,
DOI : 10.1016/j.ecresq.2004.01.012
Rightstart: Providing the central conceptual prerequisites for first formal learning of arithmetic to students at risk for school failure. Classroom lessons: Integrating cognitive theory and classroom practice, pp.25-49, 1994. ,
Learning complex arithmetic???an fMRI study, Cognitive Brain Research, vol.18, issue.1, p.76, 2003. ,
DOI : 10.1016/j.cogbrainres.2003.09.005
The Number Sense: How the Mind Creates Mathematics Oxford, 1997. ,
Abstract representations of numbers in the animal and human brain, Trends in Neurosciences, vol.21, issue.8, pp.355-361, 1998. ,
DOI : 10.1016/S0166-2236(98)01263-6
Arithmetic and the brain, Current Opinion in Neurobiology, vol.14, issue.2, pp.218-224, 2004. ,
DOI : 10.1016/j.conb.2004.03.008
Exact and Approximate Arithmetic in an Amazonian Indigene Group, Science, vol.306, issue.5695, pp.499-503, 2004. ,
DOI : 10.1126/science.1102085
Number sense and developmental dyscalculia, Human Behavior and the Developing Brain ,
Number Sense: Rethinking Arithmetic Instruction for Students with Mathematical Disabilities, The Journal of Special Education, vol.33, issue.1, p.18, 1999. ,
DOI : 10.1177/002246699903300102
Early Identification and Interventions for Students With Mathematics Difficulties, Journal of Learning Disabilities, vol.38, issue.4, pp.293-304, 2005. ,
DOI : 10.1177/00222194050380040301
Making Sense of Number Sense: Implications for Children With Mathematical Disabilities, Journal of Learning Disabilities, vol.38, issue.4, pp.333-339, 2005. ,
DOI : 10.1177/00222194050380040901
Challenges in Identifying Target Skills for Math Disability Screening and Intervention, Journal of Learning Disabilities, vol.38, issue.4, pp.318-323, 2005. ,
DOI : 10.1177/00222194050380040701
Précis of the number sense. Mind and Language, pp.16-36, 2001. ,
The mental representation of parity and number magnitude., Journal of Experimental Psychology: General, vol.122, issue.3, pp.371-396, 1993. ,
DOI : 10.1037/0096-3445.122.3.371
THREE PARIETAL CIRCUITS FOR NUMBER PROCESSING, Cognitive Neuropsychology, vol.417, issue.6885, pp.487-506, 2003. ,
DOI : 10.1080/02643290244000239
Cerebral activations during number multiplication and comparison: a PET study, Neuropsychologia, vol.34, issue.11, pp.1097-1106, 1996. ,
DOI : 10.1016/0028-3932(96)00027-9
Time required for Judgements of Numerical Inequality, Nature, vol.3, issue.5109, pp.1519-1520, 1967. ,
DOI : 10.1038/2151519a0
Children's Judgments of Numerical Inequality, Child Development, vol.48, issue.2, pp.630-633, 1977. ,
DOI : 10.2307/1128664
Using Measures of Number Sense to Screen for Difficulties in Mathematics: Preliminary Findings, Assessment for Effective Intervention, vol.30, issue.2, pp.3-14, 2005. ,
DOI : 10.1177/073724770503000202
Developmental dyscalculia and basic numerical capacities: a study of 8???9-year-old students, Cognition, vol.93, issue.2, pp.99-125, 2004. ,
DOI : 10.1016/j.cognition.2003.11.004
Kindergarten Predictors of Math Learning Disability. Learning Disabilities Research and Practice, pp.142-155, 2005. ,
Interactions between number and space in parietal cortex, Nature Reviews Neuroscience, vol.41, issue.6, pp.435-448, 2005. ,
DOI : 10.1093/brain/awh500
Mathematics Learning Disabilities: A View From Developmental Psychology, Journal of Learning Disabilities, vol.30, issue.1, pp.20-33, 1997. ,
DOI : 10.1177/002221949703000102
Cognitive Arithmetic and Problem Solving: A Comparison of Children with Specific and General Mathematics Difficulties, Journal of Learning Disabilities, vol.30, issue.6, pp.624-634, 1997. ,
DOI : 10.1177/002221949703000606
Cognitive Components of Learning Problems in Arithmetic, Remedial and Special Education, vol.9, issue.5, pp.7-16, 1988. ,
DOI : 10.1177/074193258800900504
Developmental differences in addition strategies: a comparison of mathematically disabled and mathematically normal children, British Journal of Educational Psychology, vol.67, issue.3, pp.345-357, 1997. ,
DOI : 10.1111/j.2044-8279.1997.tb01249.x
Developmental progression of subtraction strategies: a comparison of mathematically normal and mathematically disabled children, European Journal of Special Needs Education, vol.116, issue.1, pp.21-36, 1999. ,
DOI : 10.2307/1130252
A dynamic developmental theory of attention-deficit/hyperactivity disorder (ADHD) predominantly hyperactive/impulsive and combined subtypes, Behavioral and Brain Sciences, vol.28, issue.03, pp.419-468, 2005. ,
DOI : 10.1017/S0140525X05000075