| Abstract | We live in a world that requires us to process enormous amounts of numerical information. Operating technical devices, estimating or calculating monetary gains or costs, and time management are just a few of the daily demands that require numerical processing. It is evident that a lack of numerical fluency can exert a profoundly negative impact on individual productivity, employment, health, and finances. For example, low numerical skills are associated with lower income, higher risk of being sick, or higher risk of mortgage default (Gerardi, Goette, & Meier, 2013; Parsons & Bynner, 2005). One reason for low numeracy is developmental dyscalculia (DD), which is the topic of this issue of the Zeitschrift für Psychologie. DD is a specific learning disorder that profoundly impairs the acquisition of school-level arithmetic skills. Although the consequences of DD are at least as detrimental as those of dyslexia (Beddington et al., 2008), there is less awareness of DD in the general population, and it has long been an underresearched neurodevelopmental disorder (Bishop, 2010), although recent research activities in the field have grown substantially. (Orig.). |
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