Numerical ability, general ability and language in children with Down syndrome

Abstract

The aims of this study were to investigate the relationship between numerical and general ability and the contribution that receptive language makes to numerical ability in children with Down syndrome. Sixteen children with Down syndrome were tested on the following measures: two nonstandardised tests of numerical ability, two standardised numerical tests, two measures of receptive language and an IQ scale. Only one of the sixteen children attained a score on the IQ measure so the relationship between general and numerical ability in this population could not be assessed. All four numerical measures significantly correlated (positively) with each other, and receptive grammar (but not vocabulary) was found to significantly correlate (positively) to numerical skills. Details of the children's performance on the two main numerical measures under investigation are presented.