a1 MR-Center, University Children's Hospital Zurich, CH-8032 Zurich, Switzerland. firstname.lastname@example.org
a2 Department of Psychology, University of Salzburg, A-5020 Salzburg, Austria. email@example.com
We delineate a developmental model of number representations. Notably, developmental dyscalculia (DD) is rarely associated with an all-or-none deficit in numerosity processing as would be expected if assuming abstract number representations. Finally, we suggest that the “generalist genes” view might be a plausible – though thus far speculative – explanatory framework for our model of how number representations develop.