Visual form perception is fundamental for both reading comprehension and arithmetic computation

The effect of a 2-month abacus training on students with developmental dyscalculia

Developmental dyscalculia (DD) is a specific mathematics learning disorder, characterized by the atypical development of number sense, arithmetic calculation, and atypical development of brain structures and brain activations in core brain regions for number processing. The current study examined the intervention effect of a 2-month abacus training on DD students. Results showed that compared with the non-trained control group, the DD students with abacus training showed higher scores in number sense, calculation, and sustained attention abilities. Additionally, a larger percentage of students in the abacus group showed improvements in the DD screening tasks compared to the control group. The current finding indicated that abacus training or abacus courses can be used as a tool for further DD intervention.

The interconnection of orthographic, phonetic, and semantic skills with arithmetic fluency

Arithmetic fluency is considered considers highly rely on language processing, encompassing essential skills. However, the independent predictive power of phonetic, semantic, or orthographic skills in relation to arithmetic fluency remains an unresolved query. This study introduces the common component hypothesis to elucidate the inconsistent findings in previous research. The hypothesis posits that significant correlations between language and mathematics hinge on whether the language and mathematics utilized in a given task share a common component. According to this hypothesis, processing skills for each of the three fundamental language elements (i.e., phonetic, semantic, orthographic) should correlate with arithmetic fluency, as these elements are also integral to simple arithmetic processing. A cohort of one hundred and ninety-eight primary school students participated in the study, undertaking a battery of tests assessing general cognitive abilities, psycholinguistic elements, and arithmetic fluency. The results showed that orthographic, phonetic, and semantic abilities independently predicted arithmetic fluency, even after accounting for all other cognitive predictors. These findings substantiate the common component hypothesis, providing empirical support for explaining the association between language and mathematics. This evidence contributes to addressing the interplay between language and mathematics in educational contexts.

Executive function performance in children and adolescent patients with narcolepsy type 1

OBJECTIVE

The executive function profile in patients with narcolepsy type 1 (NT1) has been mentioned; however, limited research exists on children and adolescent patients with NT1.This study aims to assess executive function in children and adolescent patients with NT1 in China, examine potential influencing factors and evaluate the short-term treatment effect on executive function.

METHODS

53 NT1 patients (36 males, age 12.2 ± 3.4 years) and 37 healthy controls (23 males, age 12.2 ± 2.5 years) underwent self-reported measures assessing subjective sleepiness, depression, anxiety and sleep quality. A comprehensive neuropsychological test was administered to assess executive function domains, including processing speed, inhibitory control, cognitive flexibility and working memory. These assessments were repeated in NT1 patients after three-day regular drug treatment.

RESULTS

NT1 patients exhibited higher levels of excessive daytime sleepiness, depression, anxiety, and poor sleep quality compared to healthy controls. Patients showed impaired processing speed, inhibitory control and cognitive flexibility (p < 0.05), whereas working memory was unaffected (p > 0.05). Regression analysis revealed that parameters from sleep monitoring, such as sleep efficiency and sleep latency, were correlated with executive function performance after controlling for age, gender, and education years. The short-term treatment led to improvements in inhibitory control, cognitive flexibility, and working memory.

CONCLUSION

The findings showed that executive function was impaired among children and adolescent patients with NT1, which was associated with objective sleep parameters. Furthermore, this study emphasizes the necessity of neuropsychological assessments and early interventions among children and adolescent NT1 patients.

Visual impairment and cognitive performance: A nationwide study of 1.4 million adolescents

PURPOSE

Previous research highlights the adverse effects of visual impairment (VI) on academic achievement in children, yet its impact on cognitive performance among adolescents and young adults remains under-studied. Therefore, this investigation aimed to analyse this association in a nationwide sample of Israeli adolescents.

METHODS

A retrospective population-based cross-sectional study was conducted among 1,410,616 Israeli-born adolescents aged 16-19 years, who were assessed before mandatory military service between 1993 and 2017. The definition of VI was based on best-corrected visual acuity (BCVA) measurements using a standard Snellen chart. Adolescents with BCVA worse than 6/9 in either or both eyes were classified as having unilateral or bilateral VI, respectively. Cognitive performance was measured using the General Intelligence Score (GIS), based on a validated four-domain test. Relationships were analysed using regression models yielding adjusted odds ratios (ORs) for low (<-1 standard deviation [SD]) and high (≥1 SD) cognitive Z-scores.

RESULTS

Of 1,410,616 adolescents (56.1% men), 13,773 (1.0%) had unilateral and 3980 (0.3%) had bilateral VI. Unilateral VI was associated with adjusted ORs for low and high cognitive Z-scores of 1.24 (1.19-1.30) and 0.84 (0.80-0.89), respectively. ORs were accentuated for bilateral VI, reaching 1.62 (1.50-1.75) and 0.81 (0.74-0.90) for low and high cognitive Z-scores, respectively. Cognitive performance subscores mirrored these results, with the visual-spatial functioning subtest demonstrating the greatest effect size. These associations persisted in sub-analyses restricted to adolescents with amblyopia-related VI, mild VI and unimpaired health status.

CONCLUSIONS

Visual impairment, including mild and unilateral cases, is associated with reduced cognitive performance scores assessed in late adolescence. Further research is required to gain a comprehensive understanding of the dynamics underlying this relationship.

Form perception is a cognitive correlate of the relation between subitizing ability and math performance

"Subitizing" defines a phenomenon whereby approximately four items can be quickly and accurately processed. Studies have shown the close association between subitizing and math performance, however, the mechanism for the association remains unclear. The present study was conducted to investigate whether form perception assessed on a serial figure matching task is a potential non-numerical mechanism between subitizing ability and math performance. Three-hundred and seventy-three Chinese primary school students completed four kinds of dot comparison tasks, serial figure matching task, math performance tasks (including three arithmetic computation tasks and math word problem task), and other cognitive tasks as their general cognitive abilities were observed as covariates. A series of hierarchical regression analyses showed that after controlling for age, gender, nonverbal matrix reasoning, and visual tracking, subitizing comparison (subitizing vs. subitizing, subitizing vs. estimation) still contributed to simple addition or simple subtraction but not to complex subtraction ability or math word problem. After taking form perception as an additional control variable, the predictive power of different dot comparison conditions disappeared. A path model also showed that form perception fully mediates the relation between numerosity comparison (within and beyond the subitizing range) and arithmetic performance. These findings support the claim that form perception is a non-numerical cognitive correlate of the relation between subitizing ability and math performance (especially arithmetic computation).

The structure correspondence hypothesis predicts how word and sentence in language correlate with term and principle in mathematics

The association between language and mathematics is an important debated topic. Here, we proposed a structure correspondence hypothesis to explain under what conditions language and mathematics are closely related. According to the hypothesis, there would be an association when they have equivalent structure. One hundred and fifty high school students were recruited to finish mathematical and language tests at the element level (i.e., geometric term processing and word analogy) and at the low-dimensional combination level (i.e., geometric principle processing and sentence completion) as well as the tests to measure cognitive covariates (general intelligence and spatial processing). After controlling for age, gender and cognitive covariates, geometric term processing and word analogy were closely correlated, and geometric principle processing and sentence completion were significantly correlated. No other correlations were found. The results support the structure correspondence hypothesis and provide a new perspective of structure of language and verbalized mathematics for the relation between language and mathematics.

Verbalized arithmetic principles correlate with mathematics achievement

BACKGROUND

When mathematical knowledge is expressed in general language, it is called verbalized mathematics. Previous studies on verbalized mathematics typically paid attention to mathematical vocabulary or educational practice. However, these studies did not exclude the role of symbolic mathematics ability, and almost no research has focused on verbalized mathematical principles.

AIMS

This study is aimed to investigate whether verbalized mathematics ability independently predicts mathematics achievement. The current study hypothesized that verbalized mathematics ability supports mathematics achievement independent of general language, related cognitive abilities and even symbolic mathematical ability.

SAMPLE

A sample of 241 undergraduates (136 males, 105 females, mean age = 21.95, SD = 2.38) in Beijing, China.

METHODS

A total of 12 tests were used, including a verbalized arithmetic principle test, a mathematics achievement test, and tests on general language (sentence completion test), symbolic mathematical ability (including symbolic arithmetic principles test, simple arithmetic computation and complex arithmetic computation), approximate number sense ability (numerosity comparison test) and several related cognitive covariates (including the non-verbal matrix reasoning, the syllogism reasoning, mental rotation, figure matching and choice reaction time).

RESULTS

Results showed that the processing of verbalized arithmetic principles displayed a significant role in mathematics achievement after controlling for general language, related cognitive abilities, approximate number sense ability and symbolic mathematics ability.

CONCLUSIONS

The results suggest that verbalized mathematics ability was an independent predictor and provided empirical evidence supporting the verbalized mathematics role on achievement as an independent component in three-component mathematics model.

Visual Perceptions Skills and its Association with Written Mathematical Communication Skills among Learning Disabilities Students in Jordan

Aim

The present research sought at investigating the association between visual perception skills and written mathematical communication skills among a sample of students with learning disabilities in mathematics in Jordan.

Method

This was a cross-sectional correlational study that included a sample of 90 primary-stage students who were diagnosed as having learning disabilities in mathematics. To collect data, the researchers developed two data collection tools; the visual perception skills test (50 items) and the written mathematical communication skills test (6 items). The tests were validated and ensured for reliability before implementation on the original study sample. The data gathered in this study was analyzed using the Statistical Package of Social Sciences (SPSS).

Results

The results showed that there was a significant statistical association between visual discrimination and Written mathematical communication skills test (r=0.218), visual closing test and Written mathematical communication skills test (r=0.411), shape relationship perception test and Written mathematical communication skills test (r=0.438), Visual Integration and Spatial Relationship Perception Test and Written mathematical communication skills test (r=0.614), Visual information recall test and Written mathematical communication skills test (r=0.154). The results showed that there was a significant positive association between visual perception skills and written mathematical communication skills (r=0.509).

Conclusion

The study ended up with that there is a significant positive association between visual perception skills and written mathematical communication skills among students with learning disabilities in mathematics. The study recommends developing mathematical educational material based on the visual approach and improving these skills among students with learning disabilities to develop their written mathematical communication skills.

Verbal but not visual-spatial working memory contributes to complex arithmetic calculation

The contribution of working memory to mathematics has been extensively studied. It has been proposed that verbal working memory (VWM) and visual-spatial working memory (VSWM) have distinct contributions, but results have been inconclusive. Here, we hypothesized that VWM and VSWM contribute differentially to separate sub-domains of mathematics. To test this hypothesis, we enrolled 199 primary school students and measured their VWM and VSWM with number/letter/matrix backward span tasks, and tested mathematics performance with simple subtraction, complex subtraction, multi-step calculation and number series completion, while controlling for several aspects of cognition. We found that while letter backward span had a significant contribution to complex subtraction, multi-step computation and number series completion, number backward span only had a significant contribution to multi-step computation, and matrix span had no effect on any math task. These results suggest that only VWM associated with complex mathematics, which might reflect verbal rehearsal. In contrast, VSWM does not appear to associated with mathematics.

Different impacts of long-term abacus training on symbolic and non-symbolic numerical magnitude processing in children

Abacus-based mental calculation (AMC) has been shown to be effective in promoting math ability in children. Given that AMC relies on a visuospatial strategy to perform rapid and precise arithmetic, previous studies mostly focused on the promotion of AMC training on arithmetic ability and mathematical visual-spatial ability, as well as its transfer of advanced cognitive ability. However, little attention has been given to its impact on basic numerical comparison ability. Here, we aim to examine whether and how long-term AMC training impacts symbolic and non-symbolic numerical comparisons. The distance effect (DE) was utilized as a marker, indicating that the comparison between two numbers becomes faster as their numerical distance enlarges. In the current study, forty-one children matched for age and sex were recruited at primary school entry and randomly assigned to the AMC group and the control group. After three years of training, the event-related potential (ERP) recording technique was used to explore the temporal dynamics of number comparison, of which tasks were given in symbolic (Arabic number) or non-symbolic (dot array) format. In the symbolic task, the children in the AMC group showed a smaller DE than those in the control group. Two ERP components, N1 and P2p, located in parietal areas (PO7, PO8) were selected as neural markers of numerical processing. Both groups showed DE in the P2p component in both tasks, but only the children in the AMC group showed DE in the N1 component in the non-symbolic task. In addition, the DE size calculated from reaction times and ERP amplitudes was correlated with higher cognitive capacities, such as coding ability. Taken together, the present results provide evidence that long-term AMC training may be beneficial for numerical processing in children, which may be associated with neurocognitive indices of parietal brain regions.

The association between experience-based risky choice and mathematical ability

Mathematical ability has always been considered an important influencing factor in description-based risky choices. Experience-based risky choices, which occur frequently in daily life, are very different from description-based risky choices. The association between experience-based risky choice and mathematical ability remains unknown. This study adopts the feedback paradigm for experience-based risky choice to explore the association between multiple mathematical abilities and experience-based risky choice. The results show that, in experience-based risky choice, mathematical ability did not influence the decision to pursue higher expected value, but it did influence preference for risky. Thus, our study contributes to a more comprehensive view of mathematical ability and risky choice.

No evidence of a positive effect of learning Chinese language as an L2 on spatial ability

Spatial ability (SA) was shown to be a robust predictor of success in various educational contexts, including STEM. Thus, ways to improve SA are of interest to educational psychology. There is some evidence that SA might be improved via learning character-based language, e.g. Chinese as a second language (CSL), however, the existing research is quite limited. The study aims to investigate an effect of CSL learning on SA in schoolchildren from Year 2 to Year 7. Current study employs a sample of Russian schoolchildren (N = 283), who learnt: English only, English and Spanish; or English and Chinese. Participants completed Raven's progressive matrices and Mental rotation task at the age of 8 and again at the age of 14. Our data showed negligible group differences in the initial SA level at Year 2 (before learning second language). Similar negligible differences were found at Year 7. Regression analysis showed that SA was predicted by intelligence (Raven's) and gender but not language learnt at both ages. This pattern of results indicates that learning a Chinese as a second language is unlikely to affect SA. Further research is needed to investigate whether other factors, such as length, intensity and context of learning, moderate this link.

The database for extracting numerical and visual properties of numerosity processing in the Chinese population

The ability to handle non-symbolic numerosity has been recurrently linked to mathematical abilities. The accumulated data provide a rich resource that can reflect the underlying properties (i.e., dot ratio, area, convex hull, perimeters, distance, and hash) of numerosity processing. This article reports a database of numerosity processing in the Chinese population. The database contains five independent datasets with 7459, 4902, 415, 671, 414 participants respectively. For each dataset, all data were collected in the same online computerized test, examination room, professorial tester, and using the same protocols. Computational modeling method could be used to extract the dot ratio and visual properties of numerosity from five types of dot stimuli. This database enables researchers to test the theoretical hypotheses regarding numerosity processing using a large sample population. The database can also indicate the individual difference of non-symbolic numerosity in mathematical abilities.

Multi-domain computerized cognitive training for children with intellectual developmental disorder: A randomized controlled trial

Purpose

To verify the effects of multi-domain computerized cognitive training on intellectual function and adaptive functioning in children with intellectual developmental disorder (IDD).

Methods

Children with IDD were randomized to a multi-domain computerized cognitive training (CCT) group (n = 30) and control group (n = 30). Both groups received a 5-week training program. Intellectual function was assessed by Chinese-Wechsler Young Children scale (C-WYCSI) and adaptive functioning was assessed by the Chinese Vineland Adaptive Behavior Rating Scale (VABS-C), which were used at baseline, post-training, and 3-month follow-up.

Results

There were significant differences for intellectual function and adaptive functioning between the two groups. The CCT group showed significant improvements in total full-scale intelligence quotient (FSIQ) score the Wechsler Intelligence Scale (F[60] = 31.97, p < 0.01) and its subdomain VIQ score (F[60] = 33.83, p < 0.01). For adaptive functioning, CCT had a better adaptive developmental quotient (ADQ) score (F[60] = 28.05, p < 0.01), and subdomain communication (F[60] = 10.86, p < 0.01) and socialization scores (F[60] = 4.35, p < 0.015). Moreover, there was a positive correlation between FSIQ changes and ADQ changes in the CCT group (r_s = 0.74, p < 0.01). A greater increase in VIQ score was associated with a greater increase in adaptive functioning (bootstrapping CI: [0.16, 3.30]) in the CCT group.

Conclusion

Multi-domain CCT improves the intellectual function and adaptive functioning of children with IDD.

Language Ability Accounts for Ethnic Difference in Mathematics Achievement

The mathematics achievement of minority students has always been a focal point of educators in China. This study investigated the differences in mathematics achievement between Han and minority pupils to determine if there is any cognitive mechanism that can account for the discrepancy. We recruited 236 Han students and 272 minority students (including Uygur and Kazak) from the same primary schools. They were tested on mathematics achievement, language abilities, and general cognitive abilities. The results showed that Han pupils had better mathematics achievement scores and better Chinese language ability than minority students. After controlling for age, gender, and general cognitive abilities, there were still significant differences in mathematics achievement between Han and minority students. However, these differences disappeared after controlling for language ability. These results suggest that the relatively poor levels of mathematics achievement observed in minority students is related to poor Chinese language skills.

Normative Values of the Groffman Visual Tracing Test for the Assessment of Oculomotor Performance in the Adult Population

The Groffman visual tracing (GVT) test is an indirect psychometric measure of oculomotor performance, used for the clinical assessment of eye movements. The test consists of two cards with five contorted lines of increasing overlap, crowding, and difficulty. The task starts from each of the letters at the top of the page, follows the line from the letter to the corresponding number at the bottom of the page, and the number is named. Although the GVT test was developed for the evaluation of children, it has also been applied to adults with visual and cognitive deficits. However, it lacks reference values. Therefore, the aim of the study was to assess oculomotor behavior across the typical human lifespan and to define normative data in an adult population. A total of 526 adults aged between 20 and 79 years, all without neurological or psychiatric deficits, were enrolled in the study. The results were analyzed by considering the accuracy and execution times separately. An influence of age, education and sex for accuracy was found, and age for the execution times was found. Norms for adults were developed considering the specific structure of the test and the accuracy and the execution time separately. The GVT test can now be applied in healthy and neurological adult populations for the evaluation of oculomotor performance.

The association between non-symbolic number comparison and mathematical abilities depends on fluency

Numerous studies have explored the correlation between non-symbolic number comparison and mathematical abilities in children, but the results have been inconsistent. The underlying mental processing featuring fluency may affect the correlation. The current study tested the fluency hypothesis that non-symbolic number comparison is associated with mathematical fluency in the development of mathematical ability. Non-symbolic number comparison, arithmetic computation, mathematical reasoning, non-symbolic number estimation, symbolic number comparison, and a series of basic cognitive processing tasks, including mental rotation, non-verbal matrix reasoning, and choice reaction time, were administered to 1072 first- to fourth-grade children. The results show that non-symbolic number comparison (measured via numerosity comparison) was the only independent predictor of arithmetic computation in higher grades, even after controlled for age, gender, basic cognitive processing, non-symbolic number estimation (measured via numerosity estimation), and symbolic number comparison (measured via digit comparison). However, it did not correlate with mathematical reasoning in any grade. These findings support the fluency hypothesis for developmental correlation between non-symbolic number comparison and mathematical abilities. That is, non-symbolic number comparison correlates with mathematical ability featuring fluency.

Effect of Age and Refractive Error on Local and Global Visual Perception in Chinese Children and Adolescents

PURPOSE

This study investigated the impact of age and myopia on visual form perception among Chinese school-age children.

METHODS

This cross-sectional study included 1,074 students with a mean age of 12.1 ± 4.7 (range = 7.3-18.9) years. The mean spherical equivalence refraction (SER) of the participants was -1.45 ± 2.07 D. All participants underwent distance visual acuity (VA), refraction measurement and local and global visual form perception test including orientation, parallelism, collinearity, holes and color discrimination tasks.

RESULTS

The reaction times of emmetropes were slower than those of myopic and high myopic groups on both local (orientation, parallelism, and collinearity) and global discrimination tasks (all p < 0.05). A reduction in reaction times was found with increasing age on both local and global discrimination tasks (all p < 0.05). Age was significantly associated with both local and global visual perception performance after adjusting for gender, visual acuity and SER (orientation, β = -0.54, p < 0.001; parallelism, β = -0.365, p < 0.001; collinearity, β = -0.28, p < 0.001; holes, β = -0.319, p < 0.001; color, β = -0.346, p < 0.001).

CONCLUSIONS

This study revealed that both local and global visual perception improve with age among Chinese children and that myopes seem to have better visual perception than emmetropes.

Mathematics anxiety and mathematical calculation in deaf children: A moderated mediation model of mathematics self-efficacy and intelligence

BACKGROUND

Previous studies have shown the relationship between mathematics anxiety and math performance in deaf students, but their inner influencing mechanism remains unclear.

AIM

To examine a moderated mediation model between mathematics anxiety and mathematical calculation, with intelligence as a moderator, and mathematics self-efficacy as a mediator.

METHODS

A sample of 247 deaf children from 2 special education schools and 247 hearing children (matched in intelligence) from one mainstream school in China completed computerized tests of intelligence and mathematical calculation and self-report questionnaires of mathematics anxiety and mathematics self-efficacy. Simple mediation analyses and moderated mediation analyses were conducted using PROCESS, and a simple slopes method was employed to plot the conditional indirect effects.

RESULTS

There was a significant negative correlation between mathematics anxiety and mathematical calculation, and between mathematics anxiety and mathematics self-efficacy in deaf children and hearing children. However, mathematics self-efficacy was positively associated with mathematical calculation in deaf children but not in hearing children, and the significantly negative relationship between mathematics anxiety and intelligence was observed only in deaf children but not in hearing children. Mathematics self-efficacy partially mediated the association between mathematics anxiety and mathematical calculation in deaf children; and the indirect effect between mathematics anxiety and mathematical calculation via mathematics self-efficacy was moderated by intelligence in deaf children but not in hearing children.

CONCLUSIONS

The results were discussed to illuminate the mechanism in relation to the practical implication for the intervention and early development of mathematics performance in deaf children.

Anxiety, Motivation, and Competence in Mathematics and Reading for Children With and Without Learning Difficulties

Knowledge of the relations among learners' socio-emotional characteristics and competencies as they engage in mathematics and reading is limited, especially for children with academic difficulties. This study examined the relations between anxiety, motivation, and competence in mathematics and reading, within and across domains, in an academically-diverse set of 8-13-year-old learners (n = 146). To measure anxiety and motivation across domains, we paired existing measures of math anxiety and reading motivation with researcher-developed analogs for reading anxiety and math motivation. Participants completed standardized assessments of mathematics and reading, anxiety and motivation surveys for math and reading, and a measure of nonverbal cognitive ability. Results showed high internal consistency for all anxiety and motivation scales (Cronbach's alpha = 0.76-0.91). Pearson correlations showed that within and across domains, participants with higher competence had lower anxiety and higher motivation. Higher anxiety was also associated with lower motivation. Regression analyses showed that for both math and reading, within-domain motivation was a stronger predictor of competence than anxiety. There was a unidirectional across-domain relation: socio-emotional characteristics for reading predicted math competence, after accounting for nonverbal cognitive ability, age, gender, and within-domain anxiety and motivation. Results contribute to knowledge of the socio-emotional characteristics of children with and without learning difficulties in association with reading and math activities. Implications of a unidirectional socio-emotional link between the two domains can advance research and theory of the relations among socio-emotional characteristics and competence for academically-diverse learners.

Visual Perception Supports Adults in Numerosity Processing and Arithmetical Performance

Previous studies have found a correlation between numerosity processing and arithmetical performance. Visual perception has already been indicated as the shared cognitive mechanism between these two; however, these studies mostly focused on children. It is not clear whether the association between numerosity processing and arithmetical performance still existed following the development of individual arithmetical performance. Consequently, the underlying role of visual perception in numerosity processing and arithmetical performance has not been sufficiently studied in adults. For this study, researchers selected a total of 205 adult participants with an average age of 22years. The adults were administered arithmetic tests, numerosity comparison, and visual figure matching. Mental rotation, choice reaction time, and nonverbal intelligence were used as cognitive covariates. Results showed that numerosity comparison of adults correlated with their arithmetical performance, even after controlling for age and gender differences as well as general cognitive processing. However, after controlled for visual figure matching, the well-established association between numerosity comparison and arithmetic performance disappeared. These results supported the visual perception hypothesis, that visual perception measured by visual figure matching can account for the correlation between numerosity comparison and arithmetic performance. This indicated that even for adult populations, visual perceptual ability was the underlying component of numerosity processing and arithmetic performance.

Behavioural Adaptation to Hereditary Macular Dystrophy: A Systematic Review on the Effect of Early Onset Central Field Loss on Peripheral Visual Abilities

Purpose:

Hereditary macular dystrophies (HMD) result in early onset central field loss. Evidence for cortical plasticity has been found in HMD, which may enhance peripheral visual abilities to meet the increased demands and reliance on the peripheral field, as has been found in congenitally deaf adults and habitual action video-game players. This is a qualitative synthesis of the literature on the effect of early onset central field loss on peripheral visual abilities. The knowledge gained may help in developing rehabilitative strategies that enable optimisation of remaining peripheral vision.

Methods:

A systematic search performed on the Web of Science and PubMED databases yielded 728 records published between 1809 to 2020, of which seven case-control studies were eligible for qualitative synthesis.

Results:

The search highlighted an overall paucity of literature, which lacked validity due to small heterogeneous samples and deficiencies in reporting of methods and population characteristics. A range of peripheral visual abilities at different eccentricities were studied. Superior performance of HMD observers in the peripheral field or similarities between the preferred retinal loci (PRL) and normal fovea were observed in four of seven studies. Findings were often based on studies including a single observer. Further larger rigorous studies are required in this area.

Conclusions:

Spontaneous perceptual learning through reliance on and repeated use of the peripheral field and PRL may result in some specific superior peripheral visual abilities. However, worse performance in some tasks could reflect unexpected rod disease, lack of intensive training, or persistent limitations due to the need for cones for specific tasks. Perceptual learning through training regimes could enable patients to optimise use of the PRL and remaining peripheral vision. However, further studies are needed to design optimal training regimes.

Numerical Magnitude Processing in Deaf Adolescents and Its Contribution to Arithmetical Ability

Although most deaf individuals could use sign language or sign/spoken language mix, hearing loss would still affect their language acquisition. Compensatory plasticity holds that the lack of auditory stimulation experienced by deaf individuals, such as congenital deafness, can be met by enhancements in visual cognition. And the studies of hearing individuals have showed that visual form perception is the cognitive mechanism that could explain the association between numerical magnitude processing and arithmetic computation. Therefore, we examined numerical magnitude processing and its contribution to arithmetical ability in deaf adolescents, and explored the differences between the congenital and acquired deafness. 112 deaf adolescents (58 congenital deafness) and 58 hearing adolescents performed a series of cognitive and mathematical tests, and it was found there was no significant differences between the congenital group and the hearing group, but congenital group outperformed acquired group in numerical magnitude processing (reaction time) and arithmetic computation. It was also found there was a close association between numerical magnitude processing and arithmetic computation in all deaf adolescents, and after controlling for the demographic variables (age, gender, onset of hearing loss) and general cognitive abilities (non-verbal IQ, processing speed, reading comprehension), numerical magnitude processing could predict arithmetic computation in all deaf adolescents but not in congenital group. The role of numerical magnitude processing (symbolic and non-symbolic) in deaf adolescents' mathematical performance should be paid attention in the training of arithmetical ability.

Visual-spatial skills contribute to Chinese reading and arithmetic for different reasons: A three-wave longitudinal study

Previous literature has revealed that visual-spatial processing is associated with both reading and arithmetic. Yet the strength of their relations and the reasons why visual-spatial processing contributes to reading and arithmetic remain ambiguous. The current study focused on two types of visual-spatial skills that recent evidence has suggested are crucial in children's early reading and arithmetic development: visual-perceptual and spatial visualization skills. With an interval of 6 months, we assessed 104 Hong Kong kindergarten children's visual-spatial skills, word reading, arithmetic performance, and vocabulary knowledge at Wave 1; orthographic awareness, basic number knowledge, and number line estimation at Wave 2; and Chinese word reading and arithmetic performance at Wave 3. Correlational analysis showed that both visual-perceptual and spatial visualization skills were associated with later Chinese word reading and arithmetic performance. Further mediation analyses revealed that spatial visualization skills, rather than visual-perceptual skills, contributed to Chinese word reading via orthographic awareness and also predicted arithmetic performance through basic number knowledge. However, number line estimation failed to mediate any relations of visual-spatial skills with children's arithmetic abilities. The results suggest the importance of visual-spatial processing in Chinese word reading and mathematics, with spatial visualization contributing to reading and mathematics for different reasons.

Visual-Spatial Ability Predicts Academic Achievement Through Arithmetic and Reading Abilities

This study aimed to investigate how visual–spatial ability predicted academic achievement through arithmetic and reading abilities. Four hundred and ninety-nine Chinese children aged from 10.1 to 11.2 years were recruited and measured visual–spatial, arithmetic, and reading abilities. Their mathematical and Chinese language academic achievements were collected for two consecutive school years, respectively, during the same year as cognitive tests and 1 year after the cognitive tests. Correlation analysis indicated that visual–spatial, arithmetic, and reading abilities and academic achievements were significantly correlated with each other. The structural equation modelling analyses showed that there were two paths from visual–spatial ability to academic achievement: a major path mediated by arithmetic ability and a minor serial mediation path from visual–spatial ability to arithmetic ability to reading ability, then to academic achievement. Results shed light on the importance of visual–spatial ability in education.

Neural association between non-verbal number sense and arithmetic fluency

Non‐verbal number sense has been shown to significantly correlate with arithmetic fluency. Accumulated behavioral evidence indicates that the cognitive mechanism relies on visual perception. However, few studies have investigated the neural mechanism underlying this association. Following the visual perception account, we hypothesized that there would be a neural association in occipital areas of the brain between non‐verbal number sense, arithmetic fluency, and visual perception. We analyzed event‐related potentials that are sensitive to neural responses while participants performed five cognitive tasks: simple addition, simple subtraction, numerosity comparison, figure matching, and character rhyming. The single‐trial ERP‐behavior correlation approach was used to enhance the statistical power. The results showed that the N1 component significantly correlated with reaction time at occipital electrodes on all tasks except for character rhyming. The N1 component for arithmetic fluency (simple addition and subtraction) and character rhyming correlated with the reaction time for numerosity comparison and figure matching. The results suggest that there are neural associations between arithmetic fluency, non‐verbal number sense, and visual perception in the occipital cortex, and that visual perception is the shared mechanism for both non‐verbal number sense and arithmetic fluency.

Association between white matter impairment and cognitive dysfunction in patients with ischemic Moyamoya disease

Background

Ischemic Moyamoya disease is one of the important causes of stroke, which leads to severe impairment in cognitive functions. This cognitive impairment occurs prior to stroke. However, the cognitive functions that are impaired and the mechanisms of these impairments have not been determined.

Methods

We analyzed 12 patients with Moyamoya disease and 12 controls. All participants underwent cognitive tests and magnetic resonance imaging (MRI) scans. The diffusion tensor imaging (DTI) data was processed using Tract-Based Spatial Statistics (TBSS). Significantly different white matter areas were correlated with different cognitive functions.

Results

There were significant differences in intelligence and subtraction between the patients and controls (p < 0.05). The parameters of DTI such as fractional anisotropy (FA), mean diffusivity (MD), axial diffusivity (AD), and radial diffusivity (RD) have different changes in anterior thalamic radiation, inferior fronto-occipital fasciculus (IFO), superior longitudinal fasciculus (SLF), uncinate fasciculus (UF), inferior longitudinal fasciculus, forceps minor, and other regions between the two groups.

Conclusion

Left UF and IFO may be the key brain regions affecting arithmetic function, while bilateral IFO has an effect on intelligence. RD and AD may be better indicators for early prediction of chronic white matter damage than FA, while MD tends to have a comprehensive indirect change. There is cognitive impairment in ischemic MMD, which is closely related to white matter impairment.

Trial registration

Clinical Trial Registration, Unique identifier: ChiCTR1900023610. Registered 4 June 2019 – Prospective study registered.

Visual form perception predicts 3-year longitudinal development of mathematical achievement

Numerous studies have demonstrated an association between approximate number system (ANS) acuity and mathematical performance. Studies have also shown that ANS acuity can predict the longitudinal development of mathematical achievement. Visual form perception in the current investigation was proposed to account for the predictive role of ANS acuity in the development of mathematical achievement. One hundred and eighty-eight school children (100 males, 88 females; mean age = 12.2 ± 0.3 years) participated in the study by completing five tests: numerosity comparison, figure matching, mental rotation, nonverbal matrix reasoning, and choice reaction time. Three years later, they took a mathematical achievement test. We assessed whether the early tests predicted mathematical achievement at the later date. Analysis showed that the ANS acuity measured via numerosity comparison significantly predicted mathematical achievement 3 years later, even when controlling for individual differences in mental rotation, nonverbal matrix reasoning, and choice reaction time, as well as age and gender differences. Hierarchical regression and mediation analyses further showed that the longitudinal predictive role of ANS acuity in mathematical achievement was interpreted by visual form perception measured with a figure-matching test. Together, these results indicate that visual form perception may be the underlying cognitive mechanism that links ANS acuity to mathematical achievement in terms of longitudinal development.

Visual Processing Matters in Chinese Reading Acquisition and Early Mathematics

The main purpose of the present study was to investigate whether visual processing uniquely contributed to character reading and early mathematics in Chinese children. Eighty-two Chinese kindergarteners at K3 (mean age = 68 months, SD = 0.30) were followed up to grade one (mean age = 82 months, SD = 0.35) with an interval of 14 months. Nonverbal intelligence, inhibitory control, sustained attention, character reading, and mathematics were measured at kindergarten. Character reading and mathematics were assessed again at grade one. Results showed visual processing at kindergarten significantly predicted character reading at grade one after controlling for prior reading performance, inhibitory control, sustained attention, age, gender, and nonverbal IQ. Similarly, visual processing at kindergarten explained unique variance in early mathematics at grade one when prior mathematics performance and other covariates at kindergarten were controlled. These findings suggest that visual processing should serve as a domain-general precursor of children's performance in character reading and early mathematics and an important cognitive factor for later academic learning.

Characterization of Intelligence in Children with Exotropia

The effect of exotropia on the intelligence of children is unknown. This study aimed to assess the intelligence in children with exotropia and investigate the influence of the main clinical indexes of strabismus on intelligence. Eighty-four participants aged 8–12 years were enrolled, including 37 patients with exotropia (exotropia group) and 47 normal individuals (normal group). Intelligence was assessed by the Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV), including the Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI), Processing Speed Index (PSI), and Full-Scale Intelligence Quotient (FSIQ). The exotropia group had a significantly lower PRI score but a higher PSI score than the normal group. However, there was no significant difference in the WMI, VCI, and FSIQ between groups. Multiple linear regression showed that PRI–WMI and PRI–PSI differences were significantly lower in the exotropia group. Inter-subscale correlations analysis showed that the pattern of intelligence structure was different between groups. The type of exotropia, angle of deviation, duration of symptoms, and stereoacuity had no effect on the intelligence of children with exotropia. Children with exotropia had a relatively worse performance in the perceptual reasoning skill but a better processing speed and a different pattern of intelligence structure.