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Michel GF, Babik I, Nelson EL, Ferre CL, Campbell JM, Marcinowski EC. Development of handedness and other lateralized functions during infancy and early childhood. HANDBOOK OF CLINICAL NEUROLOGY 2025; 208:181-194. [PMID: 40074396 DOI: 10.1016/b978-0-443-15646-5.00003-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/14/2025]
Abstract
Using a historical or "development from" approach to study the development of hand-use preferences in infants and children, we show how various sensorimotor experiential events shape the cascade from initial to subsequent hand-use preferences. That cascade represents, creates, and shapes the lateralized asymmetry of neural circuits in the cerebral hemispheres. The control of the preferred hand requires neural circuits in the contralateral hemisphere that are capable of processing the organization of finely timed, sequentially organized movements and detecting haptic information derived from high-frequency transitions in the stimulus. We propose that the lateralized differences in these neural circuits underlie processes contributing to the development of other forms of hemispheric specialization of function. We show how the development of hand-use preferences contributes to the development of language skills, tool use, spatial skills, and other cognitive abilities during infancy and early childhood. Such evidence supports the proposal of Michael Corballis that the phylogeny of human language emerged during the evolution of hominins from the co-option of those neural circuits employed in the expression of manual skills involved in tool use, tool manufacture, and communication. Finally, we summarize evidence from children with cerebral palsy, which shows that their difficulties with sensorimotor processing, visuomotor coordination, anticipatory motor planning, and other cognitive abilities may stem from disturbances in the development of their hand-use preferences and hence the functional specialization of their hemispheres.
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Affiliation(s)
- George F Michel
- Department of Psychology, University of North Carolina Greensboro, Greensboro, NC, United States.
| | - Iryna Babik
- Department of Psychological Science, Boise State University, Boise, ID, United States
| | - Eliza L Nelson
- Department of Psychology, Florida International University, Miami, FL, United States
| | - Claudio L Ferre
- Department of Occupational Therapy, College of Health & Rehabilitation Sciences, Boston University, Boston, MA, United States
| | - Julie M Campbell
- Department of Psychology, Illinois State University, Normal, IL, United States
| | - Emily C Marcinowski
- School of Kinesiology, Louisiana State University, Baton Rouge, LA, United States
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Neveu M, Geurten M, Rousselle L. Training arithmetical skills when finger counting and working memory cannot be used: A single case study in a child with cerebral palsy. APPLIED NEUROPSYCHOLOGY. CHILD 2023; 12:367-379. [PMID: 36696353 DOI: 10.1080/21622965.2023.2170798] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Abstract
Children with cerebral palsy (CP) are at greater risk of mathematical learning disabilities due to associated motor and cognitive limitations. However, there is currently little evidence on how to support the development of arithmetic skills within such a specific profile. The aim of this single-case study was to assess the effectiveness of a neuropsychological rehabilitation of arithmetic skills in NG, a 9-year-old boy with CP who experienced math learning disability and cumulated motor and short-term memory impairments. This issue was explored combining multiple-baseline and changing-criterion designs. The intervention consisted of training NG to solve complex additions applying calculation procedures with a tailor-made computation tool. Based on NG's strengths, in accordance with evidence-based practice in psychology, the intervention was the result of a co-construction process involving N, his NG's parents and professionals (therapist and researchers). Results were analyzed by combining graph visual inspections with non-parametric statistics for single-case designs (NAP-scores). Analyses showed a specific improvement in NG's ability to solve complex additions, which maintained for up to 3 weeks after intervention. The training effect did not generalize to his ability to perform mental additions, and to process the symbolic magnitude.
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Affiliation(s)
- Maëlle Neveu
- Research Unit for a Life-Course perspective on Health & Education, University of Liège, Liège, Belgium
- National Fund for Scientific Research (F.R.S.-FNRS), Bruxelles, Belgium
| | - Marie Geurten
- National Fund for Scientific Research (F.R.S.-FNRS), Bruxelles, Belgium
- Psychology and Neuroscience of Cognition Unit, University of Liège, Liège, Belgium
| | - Laurence Rousselle
- Research Unit for a Life-Course perspective on Health & Education, University of Liège, Liège, Belgium
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Ouyang X, Zhang X, Zhang Q. Spatial skills and number skills in preschool children: The moderating role of spatial anxiety. Cognition 2022; 225:105165. [PMID: 35596969 DOI: 10.1016/j.cognition.2022.105165] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2021] [Revised: 04/12/2022] [Accepted: 05/09/2022] [Indexed: 11/28/2022]
Abstract
Spatial ability is a strong and stable predictor of mathematical performance. However, of the three key components of spatial ability, spatial perception and spatial visualization have received less attention than mental rotation in relation to specific mathematical competencies of young children. Even less is known about the role of spatial anxiety in this relationship. This study examined the longitudinal relations of spatial perception and spatial visualization to three number skills (i.e., number line estimation, subitizing, and word problem-solving) among 190 preschool children, and whether these relations varied as a function of spatial anxiety. The results showed that children's spatial perception and spatial visualization skills, measured in the third preschool year (Time 1 [T1]), were positively associated with their word problem-solving six months later (Time 2 [T2]). Children's T1 spatial perception was also positively associated with their T2 subitizing and number line skills. In addition, T1 spatial anxiety moderated the relation between T1 spatial perception and T2 subitizing: the relation between the two was stronger for children with low levels of spatial anxiety than it was for those with moderate or high levels. The findings offer valuable insights into how spatial cognition and affect jointly relate to children's early number skills.
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Affiliation(s)
- Xiangzi Ouyang
- Faculty of Education, The University of Hong Kong, Hong Kong, China
| | - Xiao Zhang
- Faculty of Education, The University of Hong Kong, Hong Kong, China.
| | - Qiusi Zhang
- English Department, Purdue University, West Lafayette, Indiana, USA
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From Hemispheric Asymmetry through Sensorimotor Experiences to Cognitive Outcomes in Children with Cerebral Palsy. Symmetry (Basel) 2022. [DOI: 10.3390/sym14020345] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Recent neuroimaging studies allowed us to explore abnormal brain structures and interhemispheric connectivity in children with cerebral palsy (CP). Behavioral researchers have long reported that children with CP exhibit suboptimal performance in different cognitive domains (e.g., receptive and expressive language skills, reading, mental imagery, spatial processing, subitizing, math, and executive functions). However, there has been very limited cross-domain research involving these two areas of scientific inquiry. To stimulate such research, this perspective paper proposes some possible neurological mechanisms involved in the cognitive delays and impairments in children with CP. Additionally, the paper examines the ways motor and sensorimotor experience during the development of these neural substrates could enable more optimal development for children with CP. Understanding these developmental mechanisms could guide more effective interventions to promote the development of both sensorimotor and cognitive skills in children with CP.
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Gomez A, Huron C. Subitizing and counting impairments in children with developmental coordination disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 104:103717. [PMID: 32585441 DOI: 10.1016/j.ridd.2020.103717] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2020] [Revised: 06/03/2020] [Accepted: 06/10/2020] [Indexed: 06/11/2023]
Abstract
Developmental coordination disorder (DCD) interferes with academic achievement and daily life, and is associated with persistent academic difficulties, in particular within mathematical learning. In the present study, we aimed to study numerical cognition using an approach that taps very basic numerical processes such as subitizing and counting abilities in DCD. We used a counting task and a subitizing task in forty 7-10 years-old children with or without DCD. In both tasks, children were presented with arrays of one to eight dots and asked to name aloud the number of dots as accurately and quickly as possible. In the subitizing task, dots were presented during 250 ms whereas in the counting task they stayed on the screen until the participants gave a verbal response. The results showed that children with DCD were less accurate and slower in the two enumeration tasks (with and without a time limit), providing evidence that DCD impairs both counting and subitizing. These impairments might have a deleterious impact on the ability to improve the acuity of the Approximate Number System through counting, and thus could play a role in the underachievement of children with DCD in mathematics.
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Affiliation(s)
- Alice Gomez
- Institute of Cognitive Science Marc Jeannerod, CNRS, UMR 5229, Bron, France; Université Claude Bernard Lyon 1, Inspé, France; INSERM, U992, Cognitive Neuroimaging Unit, CEA/SAC/DSV/DRM/NeuroSpin, Bat 145, Point Courrier 156, F-91191 Gif/Yvette, France; CEA, DSV/I2BM, NeuroSpin Center, Bât 145, Point Courrier 156, F-91191 Gif/Yvette, France; Univ Paris-Sud, Cognitive Neuroimaging Unit, Bât 300, 91405 Orsay Cedex, France; INSERM U1284, France.
| | - Caroline Huron
- INSERM, U992, Cognitive Neuroimaging Unit, CEA/SAC/DSV/DRM/NeuroSpin, Bat 145, Point Courrier 156, F-91191 Gif/Yvette, France; CEA, DSV/I2BM, NeuroSpin Center, Bât 145, Point Courrier 156, F-91191 Gif/Yvette, France; Univ Paris-Sud, Cognitive Neuroimaging Unit, Bât 300, 91405 Orsay Cedex, France; Center for Research and Interdisciplinarity (CRI), France; Université de Paris, France; INSERM U1284, France
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Philip SS, Guzzetta A, Chorna O, Gole G, Boyd RN. Relationship between brain structure and Cerebral Visual Impairment in children with Cerebral Palsy: A systematic review. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 99:103580. [PMID: 32004872 DOI: 10.1016/j.ridd.2020.103580] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/10/2019] [Revised: 01/17/2020] [Accepted: 01/17/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Cerebral Visual Impairment (CVI) is very common yet often unrecognised visual dysfunction in children with Cerebral Palsy (CP). Magnetic Resonance Imaging (MRI) is the diagnostic tool in the investigation of brain lesions in children with CP and CVI. AIM The aim of this systematic review is to evaluate the relationship between brain structure and CVI, as determined by MRI in children with CP. METHODS AND PROCEDURES A comprehensive search of 5 database (PubMed, EMBASE, SCOPUS, CINAHL and Cochrane Database) was undertaken up until June 2019. The PRISMA checklist was then utilised to report on the process of selecting eligible papers. A total of 30 observational studies met the full inclusion criteria. Further, STROBE checklist was employed to report on the observational studies. OUTCOMES AND RESULTS Periventricular leucomalacia on MRI was found to have a strong association with CVI in all 30 studies. Only 13 (43 %) studies described dorsal and/ ventral stream dysfunction. There was ambiguity in the definition of CVI. CONCLUSIONS AND IMPLICATIONS The overall level of evidence correlating different patterns of CVI and CP (based on GMFCS, motor type and distribution) and MRI was low. Further studies utilising advances in MRI are needed to understand brain reorganisation and patterns of CVI and suggest rehabilitation therapy inclusive of vision.
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Affiliation(s)
- Swetha Sara Philip
- The University of Queensland, Queensland Cerebral Palsy and Rehabilitation Research Centre, Centre for Children's Health Research, Brisbane, Australia.
| | - Andrea Guzzetta
- Department of Clinical and Experimental Medicine, University of Pisa, Pisa, Italy; Department of Developmental Neuroscience, IRCCS Fondazione Stella Maris, Pisa, Italy
| | - Olena Chorna
- Department of Developmental Neuroscience, IRCCS Fondazione Stella Maris, Pisa, Italy
| | - Glen Gole
- Dept of Ophthalmology, Queensland Children's Hospital, Brisbane, Australia
| | - Roslyn N Boyd
- The University of Queensland, Queensland Cerebral Palsy and Rehabilitation Research Centre, Centre for Children's Health Research, Brisbane, Australia
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Critten V, Messer D, Sheehy K. Delays in the reading and spelling of children with cerebral palsy: Associations with phonological and visual processes. RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 85:131-142. [PMID: 30553174 DOI: 10.1016/j.ridd.2018.12.001] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2018] [Revised: 10/28/2018] [Accepted: 12/03/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND This investigation addresses the question of whether there exists a significant discrepancy in the cognitive abilities of children with cerebral palsy (CP) who, despite the presence of age appropriate communication and language, have reading and spelling delays. AIMS We wanted to discover whether there was a relationship between the phonological and visual perceptual abilities of children with CP and their progress in reading and spelling. METHODS AND PROCEDURES Fifteen children with CP (aged between 6:9 years and 11:6 years) were assessed on reading and spelling; communication and language; non-verbal reasoning; phonological processing; and visual perception. OUTCOMES AND RESULTS Ten of the children had very weak reading and spelling skills. Five children had (mostly) age appropriate scores of reading and spelling. No differences were found between these two groups in non-verbal reasoning or communication and language. However, phonological abilities, visual sequential memory and perception of visuospatial relationships were found to be related to reading and spelling. CONCLUSIONS AND IMPLICATIONS The findings suggest that children with CP are at risk for reading and spelling delays when they have poor phonological processing, visual sequential memory and perception of visuospatial relationships. The implications of the findings for classroom practice are discussed.
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Affiliation(s)
- Valerie Critten
- Open University, Walton Hall, Milton Keynes MK7 6AA, United Kingdom.
| | - David Messer
- Open University, Walton Hall, Milton Keynes MK7 6AA, United Kingdom
| | - Kieron Sheehy
- Open University, Walton Hall, Milton Keynes MK7 6AA, United Kingdom
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Simultaneous and sequential subitizing are separate systems, and neither predicts math abilities. J Exp Child Psychol 2019; 178:86-103. [DOI: 10.1016/j.jecp.2018.09.017] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2018] [Revised: 09/24/2018] [Accepted: 09/24/2018] [Indexed: 01/08/2023]
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Van Rooijen M, Verhoeven L, Steenbergen B. Working memory and fine motor skills predict early numeracy performance of children with cerebral palsy. Child Neuropsychol 2015; 22:735-47. [PMID: 26070109 DOI: 10.1080/09297049.2015.1046426] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Early numeracy is an important precursor for arithmetic performance, academic proficiency, and work success. Besides their apparent motor difficulties, children with cerebral palsy (CP) often show additional cognitive disturbances. In this study, we examine whether working memory, non-verbal intelligence, linguistic skills, counting and fine motor skills are positively related to the early numeracy performance of 6-year-old children with CP. A total of 56 children (M = 6.0, SD = 0.61, 37 boys) from Dutch special education schools participated in this cross-sectional study. Of the total group, 81% of the children have the spastic type of CP (33% unilateral and 66% bilateral), 9% have been diagnosed as having diskinetic CP, 8% have been diagnosed as having spastic and diskinetic CP and 2% have been diagnosed as having a combination of diskinetic and atactic CP. The children completed standardized tests assessing early numeracy performance, working memory, non-verbal intelligence, sentence understanding and fine motor skills. In addition, an experimental task was administered to examine their basic counting performance. Structural equation modeling showed that working memory and fine motor skills were significantly related to the early numeracy performance of the children (β = .79 and p < .001, β = .41 and p < .001, respectively). Furthermore, counting was a mediating variable between working memory and early numeracy (β = .57, p < .001). Together, these findings highlight the importance of working memory for early numeracy performance in children with CP and they warrant further research into the efficacy of intervention programs aimed at working memory training.
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Affiliation(s)
- Maaike Van Rooijen
- a Department of Orthopedagogics, Behavioural Science Institute , Radboud University Nijmegen , The Netherlands.,b Department of Educational Sciences, Groningen Institute for Educational Research, GION , University of Groningen , The Netherlands
| | - Ludo Verhoeven
- a Department of Orthopedagogics, Behavioural Science Institute , Radboud University Nijmegen , The Netherlands
| | - Bert Steenbergen
- a Department of Orthopedagogics, Behavioural Science Institute , Radboud University Nijmegen , The Netherlands
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Van Rooijen M, Verhoeven L, Smits DW, Dallmeijer AJ, Becher JG, Steenbergen B. Cognitive precursors of arithmetic development in primary school children with cerebral palsy. RESEARCH IN DEVELOPMENTAL DISABILITIES 2014; 35:826-832. [PMID: 24529861 DOI: 10.1016/j.ridd.2014.01.016] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/17/2013] [Revised: 01/13/2014] [Accepted: 01/17/2014] [Indexed: 06/03/2023]
Abstract
The aim of this study was to examine the development of arithmetic performance and its cognitive precursors in children with CP from 7 till 9 years of age. Previous research has shown that children with CP are generally delayed in arithmetic performance compared to their typically developing peers. In children with CP, the developmental trajectory of the ability to solve addition- and subtraction tasks has, however, rarely been studied, as well as the cognitive factors affecting this trajectory. Sixty children (M=7.2 years, SD=.23 months at study entry) with CP participated in this study. Standardized tests were administered to assess arithmetic performance, word decoding skills, non-verbal intelligence, and working memory. The results showed that the ability to solve addition- and subtraction tasks increased over a two year period. Word decoding skills were positively related to the initial status of arithmetic performance. In addition, non-verbal intelligence and working memory were associated with the initial status and growth rate of arithmetic performance from 7 till 9 years of age. The current study highlights the importance of non-verbal intelligence and working memory to the development of arithmetic performance of children with CP.
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Affiliation(s)
- M Van Rooijen
- Radboud University Nijmegen, Behavioural Science Institute, Montessorilaan 3, 6525 HR Nijmegen, The Netherlands.
| | - L Verhoeven
- Radboud University Nijmegen, Behavioural Science Institute, Montessorilaan 3, 6525 HR Nijmegen, The Netherlands.
| | - D W Smits
- Brain Center Rudolf Magnus and Center of Excellence for Rehabilitation Medicine, University Medical Center Utrecht and De Hoogstraat Rehabilitation, Utrecht, The Netherlands.
| | - A J Dallmeijer
- Department of Rehabilitation Medicine, VU University Medical Center, Boelelaan 1118, 1081 HZ Amsterdam, The Netherlands; EMGO Institute for Health and Care Research, VU University Medical Center, Van der Boechorststraat 7, 1081 BT Amsterdam, The Netherlands.
| | - J G Becher
- Department of Rehabilitation Medicine, VU University Medical Center, Boelelaan 1118, 1081 HZ Amsterdam, The Netherlands; EMGO Institute for Health and Care Research, VU University Medical Center, Van der Boechorststraat 7, 1081 BT Amsterdam, The Netherlands.
| | - B Steenbergen
- Radboud University Nijmegen, Behavioural Science Institute, Montessorilaan 3, 6525 HR Nijmegen, The Netherlands.
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Thevenot C, Castel C, Danjon J, Renaud O, Ballaz C, Baggioni L, Fluss J. Numerical Abilities in Children With Congenital Hemiplegia: An Investigation of the Role of Finger Use in Number Processing. Dev Neuropsychol 2014; 39:88-100. [DOI: 10.1080/87565641.2013.860979] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Pavlova MA, Krägeloh-Mann I. Limitations on the developing preterm brain: impact of periventricular white matter lesions on brain connectivity and cognition. ACTA ACUST UNITED AC 2013; 136:998-1011. [PMID: 23550112 DOI: 10.1093/brain/aws334] [Citation(s) in RCA: 61] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
Brain lesions to the white matter in peritrigonal regions, periventricular leukomalacia, in children who were born prematurely represent an important model for studying limitations on brain development. The lesional pattern is of early origin and bilateral, that constrains the compensatory potential of the brain. We suggest that (i) topography and severity of periventricular lesions may have a long-term predictive value for cognitive and social capabilities in preterm birth survivors; and (ii) periventricular lesions may impact cognitive and social functions by affecting brain connectivity, and thereby, the dissociable neural networks underpinning these functions. A further pathway to explore is the relationship between cerebral palsy and cognitive outcome. Restrictions caused by motor disability may affect active exploration of surrounding and social participation that may in turn differentially impinge on cognitive development and social cognition. As an outline for future research, we underscore sex differences, as the sex of a preterm newborn may shape the mechanisms by which the developing brain is affected.
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Affiliation(s)
- Marina A Pavlova
- Department of Paediatric Neurology and Developmental Medicine, Children's Hospital, Medical School, Eberhard Karls University of Tübingen, Hoppe-Seyler-Strasse 1, 72076 Tübingen, Germany.
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Ashkenazi S, Mark-Zigdon N, Henik A. Do subitizing deficits in developmental dyscalculia involve pattern recognition weakness? Dev Sci 2012; 16:35-46. [PMID: 23278925 DOI: 10.1111/j.1467-7687.2012.01190.x] [Citation(s) in RCA: 45] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2010] [Accepted: 06/25/2012] [Indexed: 11/26/2022]
Affiliation(s)
- Sarit Ashkenazi
- Department of Psychology and Zlotowski Center for Neuroscience; Ben-Gurion University of the Negev; Israel
| | - Nitza Mark-Zigdon
- Department of Psychology and Zlotowski Center for Neuroscience; Ben-Gurion University of the Negev; Israel
| | - Avishai Henik
- Department of Psychology and Zlotowski Center for Neuroscience; Ben-Gurion University of the Negev; Israel
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Abstract
Apresentamos a Psicofísica como uma ciência aplicada nas investigações e nas abordagens e diagnósticos clínicos. Inicialmente, introduzimos algo dos aspectos epistemológicos e teóricos da área, passamos para as abordagens que a Psicofísica pode apresentar na aplicabilidade clínica e, por fim, discutimos os avanços recentes da aplicação clínica, apresentamos as experiências de nosso laboratório de pesquisa clínica em psicofísica, finalizando com as perspectivas de ampliação do uso da psicofísica para investigações clínicas de funções perceptuais mais complexas.
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Van Rooijen M, Verhoeven L, Steenbergen B. Early numeracy in cerebral palsy: review and future research. Dev Med Child Neurol 2011; 53:202-9. [PMID: 21087241 DOI: 10.1111/j.1469-8749.2010.03834.x] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Children with cerebral palsy (CP) often have problems with arithmetic, but the development of numerical abilities in these children has received only minor attention. In comparison, detailed accounts have been written on the arithmetic abilities of typically developing children, but a theoretical framework is still lacking. A promising perspective is the embodied cognition framework, which focuses on the influence of perception and action behaviours on cognition. We searched the literature to find the available studies on the early numeracy capacities of children with CP. We reviewed eight studies in which primary school-aged children with CP with a verbal IQ of at least 70 participated. The selected studies showed that these children are regularly delayed in performing simple arithmetic operations compared with their typically developing peers. However, owing to the limited number of studies no definite conclusions can be drawn regarding the precursors and developmental trajectories of arithmetic abilities in children with CP. We argue that the embodied cognition framework is well suited to scrutinize the arithmetic abilities of children with CP and provide future directions for research.
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Affiliation(s)
- Maaike Van Rooijen
- Radboud University Nijmegen, Behavioural Science Institute, Nijmegen, the Netherlands.
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LeFevre JA, Fast L, Skwarchuk SL, Smith-Chant BL, Bisanz J, Kamawar D, Penner-Wilger M. Pathways to Mathematics: Longitudinal Predictors of Performance. Child Dev 2010; 81:1753-67. [PMID: 21077862 DOI: 10.1111/j.1467-8624.2010.01508.x] [Citation(s) in RCA: 321] [Impact Index Per Article: 21.4] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Jo-Anne LeFevre
- Institute of Cognitive Science, Carleton University, Ottawa, ON, Canada.
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