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Abstract
Deficits in numerical magnitude perception characterize the mathematics learning disability
developmental dyscalculia (DD), but recent studies suggest the relation stems from
inhibitory control demands from incongruent visual cues in the nonsymbolic number
comparison task. This study investigated the relation among magnitude perception during
differing congruency conditions, executive function, and mathematics achievement measured
longitudinally in children (n = 448) from ages 4 to 13. This relation was investigated
across achievement groups and as it related to mathematics across the full range of
achievement. Only performance on incongruent trials related to achievement. Findings
indicate that executive function in a numerical context, beyond magnitude perception
or executive function in a non-numerical context, relates to DD and mathematics across
a wide range of achievement.