Table 1.
Demographic and testmetric data.
| Dyscalculic children | Control children | p-value | |
|---|---|---|---|
| N (f/m) | 16 (10/6) | 16 (9/7) | |
| Handedness (right/ambidexter/left) | 14/1/1 | 12/0/4 | |
| Age (years) | 9.5 (0.8) | 9.5 (1.1) | 0.986 |
| School grade | 3.1 (1.1) | 2.9 (0.9) | 0.604 |
| General IQ | 99.0 (6.9) | 110.1 (7.0) | 0.000 |
| Performance IQ | 100.0 (12.2) | 108.6 (10.2) | 0.038 |
| Verbal IQ | 98.3 (6.8) | 111.1 (6.7) | 0.000 |
| Numeracy (percentile rank) | 14.7 (20.1) | 68.9 (18.8) | 0.000 |
| Visuo-spatial memory span (block span) | 4.6 (0.7) | 4.9 (1.0) | 0.361 |
| Visuo-spatial working memory (block span) | 2.1 (0.7) | 2.8 (0.9) | 0.043 |
General IQ was assessed by the mean of following subtests of the WISC-III (Wechsler, 1999): similarities, picture arrangement, calculation, block design, vocabulary. Performance IQ, mean of picture arrangement, calculation, block design; Verbal IQ, mean of similarities, vocabulary. Numeracy was measured by the neuropsychological test battery for number processing and calculation in children ZAREKI-R (Von Aster et al., 2006). Visuo-spatial memory span was determined by the Corsi-Block-Tapping test (Corsi, 1972) and visuo-spatial working memory by the Corsi-Block-Suppression test (Beblo et al., 2004).