گسستگی ها در دانش ریاضی: مطالعات موردی در سندرم داون و سندرم ویلیامز

Together the cases form a double dissociation and provide support for the distinct representation of mathematical and concrete items within the lexical–semantic system during development. The dissociations between mathematical and general factual knowledge also indicate that different types of factual knowledge may be selectively impaired during development. There is further support for a modular structure within which mathematical vocabulary and mathematical knowledge have distinct representations. This supports the case for the independent representation of factual and language-based knowledge within the semantic system during development.