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Starling-Alves I, Júlio-Costa A, Moura RJD, Haase VG. Nonsymbolic and Symbolic Numerical Magnitude Processing in the Brazilian Children with Mathematics Difficulties. Dement Neuropsychol 2021; 15:524-532. [PMID: 35509800 PMCID: PMC9018093 DOI: 10.1590/1980-57642021dn15-040013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2021] [Accepted: 06/20/2021] [Indexed: 11/22/2022] Open
Abstract
It is still debated if the main deficit in mathematical difficulties (MD) is nonsymbolic or symbolic numerical magnitude processing.
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Affiliation(s)
| | | | | | - Vitor Geraldi Haase
- Universidade Federal de Minas Gerais, Brazil; Universidade Federal de Minas Gerais, Brazil; Universidade Federal de Minas Gerais, Brazil; Universidade Federal de São Carlos, Brazil
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Oliveira LDFS, Júlio-Costa A, Dos Santos FC, Carvalho MRS, Haase VG. Numerical Processing Impairment in 22q11.2 (LCR22-4 to LCR22-5) Microdeletion: A Cognitive-Neuropsychological Case Study. Front Psychol 2018; 9:2193. [PMID: 30524331 PMCID: PMC6258774 DOI: 10.3389/fpsyg.2018.02193] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2018] [Accepted: 10/23/2018] [Indexed: 11/23/2022] Open
Abstract
Although progress has been made, the cognitive, biological and, particularly, the genetic underpinnings of math learning difficulties (MD) remain largely unknown. This difficulty stems from the heterogeneity of MD and from the large contribution of environmental factors to its etiology. Understanding endophenotypes, e.g., the role of the Approximate Number System (ANS), may help understanding the nature of MD. MD associated with ANS impairments has been described in some genetic conditions, e.g., 22q11.2 deletion syndrome (22q11.2DS or Velocardiofacial syndrome, VCFS). Recently, a girl with MD was identified in a school population screening. She has a new syndrome resulting from a microdeletion in 22q11.2 (LCR22-4 to LCR22-5), a region adjacent to but not overlapping with region 22q11.2 (LCR22-2 to LCR22-4), typically deleted in VCFS. Here, we describe her cognitive-neuropsychological and numerical-cognitive profiles. The girl was assessed twice, at 8 and 11 years. Her numerical-cognitive performance at both times was compared to demographically similar girls with normal intelligence in a single-case, quasi-experimental study. Neuropsychological assessment was normal, except for relatively minor impairments in executive functions. She presented severe and persistent difficulties in the simplest single-digit calculations. Difficulties in commutative operations improved from the first to the second assessment. Difficulties in subtraction persisted and were severe. No difficulties were observed in Arabic number writing. Difficulties in single-digit calculation co-occurred with basic numerical processing impairments in symbolic and non-symbolic (single-digit comparison, dot sets size comparison and estimation) tasks. Her difficulties suggest ANS impairment. No difficulties were detected in visuospatial/visuoconstructional and in phonological processing tasks. The main contributions of the present study are: (a) this is the first characterization of the neuropsychological phenotype in 22q11.2DS (LCR22-4 to LCR22.5) with normal intelligence; (b) mild forms of specific genetic conditions contribute to persistent MD in otherwise typical persons; (c) heterogeneity of neurogenetic underpinnings of MD is suggested by poor performance in non-symbolic numerical processing, dissociated from visuospatial/visuoconstructional and phonological impairments; (d) similar to what happens in 22q11.2DS (LCR22-2 to LCR22-4), ANS impairments may also characterize 22q11.2DS (LCR22-4 to LCR22-5).
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Affiliation(s)
- Lívia de Fátima Silva Oliveira
- Laboratório de Neuropsicologia do Desenvolvimento, Departamento de Psicologia, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Programa de Pós-Graduação em Neurociências, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Annelise Júlio-Costa
- Laboratório de Neuropsicologia do Desenvolvimento, Departamento de Psicologia, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | | | | | - Vitor Geraldi Haase
- Laboratório de Neuropsicologia do Desenvolvimento, Departamento de Psicologia, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Programa de Pós-Graduação em Neurociências, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Programa de Pós-graduação em Psicologia, Cognição e Comportamento, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Programa de Pós-graduação em Saúde da Criança e do Adolescente, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino, São Carlos, Brazil
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Guillaume M, Van Rinsveld A. Comparing Numerical Comparison Tasks: A Meta-Analysis of the Variability of the Weber Fraction Relative to the Generation Algorithm. Front Psychol 2018; 9:1694. [PMID: 30271363 PMCID: PMC6142874 DOI: 10.3389/fpsyg.2018.01694] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2018] [Accepted: 08/22/2018] [Indexed: 01/29/2023] Open
Abstract
Since more than 15 years, researchers have been expressing their interest in evaluating the Approximate Number System (ANS) and its potential influence on cognitive skills involving number processing, such as arithmetic. Although many studies reported significant and predictive relations between ANS and arithmetic abilities, there has recently been an increasing amount of published data that failed to replicate such relationship. Inconsistencies lead many researchers to question the validity of the assessment of the ANS itself. In the current meta-analysis of over 68 experimental studies published between 2004 and 2017, we show that the mean value of the Weber fraction (w), the minimal amount of change in magnitude to detect a difference, is very heterogeneous across the literature. Within young adults, w might range from < 10 to more than 60, which is critical for its validity for research and diagnostic purposes. We illustrate here the concern that different methods controlling for non-numerical dimensions lead to substantially variable performance. Nevertheless, studies that referred to the exact same method (e.g., Panamath) showed high consistency among them, which is reassuring. We are thus encouraging researchers only to compare what is comparable and to avoid considering the Weber fraction as an abstract parameter independent from the context. Eventually, we observed that all reported correlation coefficients between the value of w and general accuracy were very high. Such result calls into question the relevance of computing and reporting at all the Weber fraction. We are thus in disfavor of the systematic use of the Weber fraction, to discourage any temptation to compare given data to some values of w reported from different tasks and generation algorithms.
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Affiliation(s)
- Mathieu Guillaume
- Cognitive Science and Assessment Institute (COSA), University of Luxembourg, Luxembourg, Luxembourg
| | - Amandine Van Rinsveld
- Centre for Research in Cognitive Neuroscience (CRCN), Université Libre de Bruxelles, Brussels, Belgium
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Gomides MRDA, Martins GA, Alves IS, Júlio-Costa A, Jaeger A, Haase VG. Heterogeneity of math difficulties and its implications for interventions in multiplication skills. Dement Neuropsychol 2018; 12:256-263. [PMID: 30425789 PMCID: PMC6200157 DOI: 10.1590/1980-57642018dn12-030006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Math learning disability (MLD) is a heterogeneous condition characterized by severe and persistent difficulties in learning math, including difficulties in learning multiplication facts.
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Affiliation(s)
- Mariuche Rodrigues de Almeida Gomides
- Graduate Program in Psychology: Cognition and Behavior, Federal University of Minas Gerais, Belo Horizonte, MG, Brazil.,Graduate Program in Neuroscience, Federal University of Minas Gerais, Belo Horizonte, MG, Brazil.,Developmental Neuropsychology Laboratory (LND, UFMG), Belo Horizonte, MG, Brazil
| | - Gizele Alves Martins
- Graduate Program in Neuroscience, Federal University of Minas Gerais, Belo Horizonte, MG, Brazil.,Developmental Neuropsychology Laboratory (LND, UFMG), Belo Horizonte, MG, Brazil
| | - Isabela Starling Alves
- Developmental Neuropsychology Laboratory (LND, UFMG), Belo Horizonte, MG, Brazil.,Department of Educational Psychology, University of Wisconsin-Madison, Madison, WI, USA
| | - Annelise Júlio-Costa
- Graduate Program in Neuroscience, Federal University of Minas Gerais, Belo Horizonte, MG, Brazil.,Developmental Neuropsychology Laboratory (LND, UFMG), Belo Horizonte, MG, Brazil
| | - Antônio Jaeger
- Graduate Program in Psychology: Cognition and Behavior, Federal University of Minas Gerais, Belo Horizonte, MG, Brazil.,Graduate Program in Neuroscience, Federal University of Minas Gerais, Belo Horizonte, MG, Brazil.,Department of Psychology of the Federal University of Minas Gerais, Belo Horizonte, MG, Brazil.,Instituto Nacional de Ciência e Tecnologia sobre Cognição, Comportamento e Ensino (INCT-ECCE), São Carlos, SP, Brazil
| | - Vitor Geraldi Haase
- Graduate Program in Psychology: Cognition and Behavior, Federal University of Minas Gerais, Belo Horizonte, MG, Brazil.,Graduate Program in Neuroscience, Federal University of Minas Gerais, Belo Horizonte, MG, Brazil.,Developmental Neuropsychology Laboratory (LND, UFMG), Belo Horizonte, MG, Brazil.,Department of Psychology of the Federal University of Minas Gerais, Belo Horizonte, MG, Brazil.,Instituto Nacional de Ciência e Tecnologia sobre Cognição, Comportamento e Ensino (INCT-ECCE), São Carlos, SP, Brazil.,Graduate Program in Children's and Adolescents Health, Federal University of Minas Gerais, Belo Horizonte, MG, Brazil
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