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X Demographics
Mendeley readers
Attention Score in Context
| Title |
Distinctive Role of Symbolic Number Sense in Mediating the Mathematical Abilities of Children with Autism
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, December 2015
|
| DOI | 10.1007/s10803-015-2666-4 |
| Pubmed ID | |
| Authors |
Alexis Hiniker, Miriam Rosenberg-Lee, Vinod Menon |
| Abstract |
Despite reports of mathematical talent in autism spectrum disorders (ASD), little is known about basic number processing abilities in affected children. We investigated number sense, the ability to rapidly assess quantity information, in 36 children with ASD and 61 typically developing controls. Numerical acuity was assessed using symbolic (Arabic numerals) as well as non-symbolic (dot array) formats. We found significant impairments in non-symbolic acuity in children with ASD, but symbolic acuity was intact. Symbolic acuity mediated the relationship between non-symbolic acuity and mathematical abilities only in children with ASD, indicating a distinctive role for symbolic number sense in the acquisition of mathematical proficiency in this group. Our findings suggest that symbolic systems may help children with ASD organize imprecise information. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Japan | 1 | 50% |
| Unknown | 1 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 109 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Canada | 1 | <1% |
| Unknown | 108 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 21 | 19% |
| Student > Ph. D. Student | 18 | 17% |
| Student > Bachelor | 11 | 10% |
| Researcher | 9 | 8% |
| Student > Doctoral Student | 8 | 7% |
| Other | 18 | 17% |
| Unknown | 24 | 22% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 39 | 36% |
| Social Sciences | 12 | 11% |
| Arts and Humanities | 6 | 6% |
| Unspecified | 4 | 4% |
| Engineering | 4 | 4% |
| Other | 16 | 15% |
| Unknown | 28 | 26% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 12 December 2015.
All research outputs
#16,137,629
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#3,987
of 5,240 outputs
Outputs of similar age
#234,584
of 395,775 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#58
of 66 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. This one is in the 32nd percentile – i.e., 32% of other outputs scored the same or lower than it.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one is in the 23rd percentile – i.e., 23% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 395,775 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 40th percentile – i.e., 40% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 66 others from the same source and published within six weeks on either side of this one. This one is in the 12th percentile – i.e., 12% of its contemporaries scored the same or lower than it.