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Baulina M, Kosonogov V. "Calculating faces": can face perception paradigms enrich dyscalculia research? Front Psychol 2024; 14:1218124. [PMID: 38235284 PMCID: PMC10791763 DOI: 10.3389/fpsyg.2023.1218124] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2023] [Accepted: 11/03/2023] [Indexed: 01/19/2024] Open
Abstract
Developmental dyscalculia (DD) is a subtype of learning disabilities, which is characterized by lower mathematical skills despite average intelligence and average or satisfactory performance in other academic areas. It is not fully understood how such deficits emerge in the course of brain development. When considering the mechanisms of dyscalculia, two domain-specific systems are distinguished. The Approximate Number System (ANS) is related to the approximate estimation of large sets, and the Object Tracking System (OTS) is responsible for subitizing, that is, the exact quantification of small sets. In recent years, the multiple-deficit framework has become increasingly popular. On the one hand, it explains the impairment of certain general cognitive functions in children with DD, such as executive functions, attention, visual-perceptual discrimination, processing speed, and rapid scanning of visual information. On the other hand, it provides a theoretical basis for explaining the simultaneous occurrence of the different types of other comorbid conditions (such as dyslexia and ADHD) and the relationship between them. We suggest that the face recognition could be considered as another, probably impaired function in dyscalculic individuals. We highlight several brain areas involved both in numerical and facial processing: intraparietal sulcus (IPS), fusiform gyrus (FFG), and hippocampus (HC). We consider the possibility of expanding the scope of dyscalculia research by application of face perception paradigms.
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Affiliation(s)
- Maria Baulina
- Laboratory of Counseling Psychology and Psychotherapy, Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russia
- International Laboratory of Social Neurobiology, HSE University, Moscow, Russia
| | - Vladimir Kosonogov
- International Laboratory of Social Neurobiology, HSE University, Moscow, Russia
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Vigna G, Ghidoni E, Burgio F, Danesin L, Angelini D, Benavides-Varela S, Semenza C. Dyscalculia in Early Adulthood: Implications for Numerical Activities of Daily Living. Brain Sci 2022; 12:brainsci12030373. [PMID: 35326329 PMCID: PMC8946289 DOI: 10.3390/brainsci12030373] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2022] [Revised: 03/04/2022] [Accepted: 03/09/2022] [Indexed: 11/27/2022] Open
Abstract
Numerical abilities are fundamental in our society. As a consequence, poor numerical skills might have a great impact on daily living. This study analyzes the extent to which the numerical deficit observed in young adults with Developmental Dyscalculia (DD) impacts their activities of everyday life. For this purpose, 26 adults with DD and 26 healthy controls completed the NADL, a standardized battery that assesses numerical skills in both formal and informal contexts. The results showed that adults with DD had poorer arithmetical skills in both formal and informal settings. In particular, adults with DD presented difficulties in time and measure estimation as well as money usage in real-world numerical tasks. In contrast, everyday tasks regarding distance estimation were preserved. In addition, the assessment revealed that adults with DD were aware of their numerical difficulties, which were often related to emotional problems and negatively impacted their academic and occupational decisions. Our study highlights the need to design innovative interventions and age-appropriate training for adults with DD to support their numerical skills as well as their social and emotional well-being.
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Affiliation(s)
- Giulia Vigna
- Faculty of Social and Behavioral Sciences, Leiden University, 2333 AK Leiden, The Netherlands;
- Babylab, University of Padova, 35131 Padova, Italy
| | - Enrico Ghidoni
- Clinical Neuropsychology and Adult Dyslexia Unit, Neurology Department, Arcispedale S. Maria Nuova, 42123 Reggio Emilia, Italy; (E.G.); (D.A.)
| | - Francesca Burgio
- IRCCS San Camillo Hospital, 30126 Venezia, Italy; (F.B.); (L.D.)
| | - Laura Danesin
- IRCCS San Camillo Hospital, 30126 Venezia, Italy; (F.B.); (L.D.)
| | - Damiano Angelini
- Clinical Neuropsychology and Adult Dyslexia Unit, Neurology Department, Arcispedale S. Maria Nuova, 42123 Reggio Emilia, Italy; (E.G.); (D.A.)
| | - Silvia Benavides-Varela
- Babylab, University of Padova, 35131 Padova, Italy
- Department of Developmental Psychology and Socialisation, University of Padova, 35131 Padova, Italy
- Department of Neuroscience, University of Padova, 35128 Padova, Italy
- Padova Neuroscience Center, University of Padova, 35131 Padova, Italy;
- Correspondence:
| | - Carlo Semenza
- Padova Neuroscience Center, University of Padova, 35131 Padova, Italy;
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Haberstroh S, Schulte-Körne G. The Cognitive Profile of Math Difficulties: A Meta-Analysis Based on Clinical Criteria. Front Psychol 2022; 13:842391. [PMID: 35360597 PMCID: PMC8962618 DOI: 10.3389/fpsyg.2022.842391] [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: 12/23/2021] [Accepted: 02/16/2022] [Indexed: 12/03/2022] Open
Abstract
Math difficulties (MD) manifest across various domain-specific and domain-general abilities. However, the existing cognitive profile of MD is incomplete and thus not applicable in typical settings such as schools or clinics. So far, no review has applied inclusion criteria according to DSM or ICD, summarized domain-specific abilities or examined the validity of response time scores for MD identification. Based upon stringent clinical criteria, the current meta-analysis included 34 studies which compared cognitive performances of a group with MD (n = 680) and a group without MD (n = 1565). Criteria according to DSM and ICD were applied to identify MD (percentile rank ≤ 16, age range 8–12 years, no comorbidities/low IQ). Effect sizes for 22 abilities were estimated and separated by their level and type of scoring (AC = accuracy, RT = response time). A cognitive profile of MD was identified, characterized by distinct weaknesses in: (a) computation (calculation [AC], fact retrieval [AC]), (b) number sense (quantity processing [AC], quantity-number linking [RT], numerical relations [AC]), and (c) visual-spatial short-term storage [AC]. No particular strength was found. Severity of MD, group differences in reading performance and IQ did not significantly moderate the results. Further analyses revealed that (a) effects are larger when dealing with numbers or number words than with quantities, (b) MD is not accompanied by any weakness in abilities typically assigned to reading, and (c) weaknesses in visual-spatial short-term storage emphasize the notion that number and space are interlinked. The need for high-quality studies investigating domain-general abilities is discussed.
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Wilkey ED, Pollack C, Price GR. Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number-Specific Executive Function. Child Dev 2018; 91:596-619. [PMID: 30597527 DOI: 10.1111/cdev.13194] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during differing congruency conditions, executive function, and mathematics achievement measured longitudinally in children (n = 448) from ages 4 to 13. This relation was investigated across achievement groups and as it related to mathematics across the full range of achievement. Only performance on incongruent trials related to achievement. Findings indicate that executive function in a numerical context, beyond magnitude perception or executive function in a non-numerical context, relates to DD and mathematics across a wide range of achievement.
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Siemann J, Petermann F. Evaluation of the Triple Code Model of numerical processing-Reviewing past neuroimaging and clinical findings. RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 72:106-117. [PMID: 29128782 DOI: 10.1016/j.ridd.2017.11.001] [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: 12/18/2016] [Revised: 06/27/2017] [Accepted: 11/03/2017] [Indexed: 06/07/2023]
Abstract
UNLABELLED This review reconciles past findings on numerical processing with key assumptions of the most predominant model of arithmetic in the literature, the Triple Code Model (TCM). This is implemented by reporting diverse findings in the literature ranging from behavioral studies on basic arithmetic operations over neuroimaging studies on numerical processing to developmental studies concerned with arithmetic acquisition, with a special focus on developmental dyscalculia (DD). We evaluate whether these studies corroborate the model and discuss possible reasons for contradictory findings. A separate section is dedicated to the transfer of TCM to arithmetic development and to alternative accounts focusing on developmental questions of numerical processing. We conclude with recommendations for future directions of arithmetic research, raising questions that require answers in models of healthy as well as abnormal mathematical development. WHAT THIS PAPER ADDS This review assesses the leading model in the field of arithmetic processing (Triple Code Model) by presenting knowledge from interdisciplinary research. It assesses the observed contradictory findings and integrates the resulting opposing viewpoints. The focus is on the development of arithmetic expertise as well as abnormal mathematical development. The original aspect of this article is that it points to a gap in research on these topics and provides possible solutions for future models.
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Affiliation(s)
- Julia Siemann
- Centre for Clinical Psychology and Rehabilitation (CCPR), University of Bremen, Bremen, Germany.
| | - Franz Petermann
- Centre for Clinical Psychology and Rehabilitation (CCPR), University of Bremen, Bremen, Germany.
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Henik A, Gliksman Y, Kallai A, Leibovich T. Size Perception and the Foundation of Numerical Processing. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2017. [DOI: 10.1177/0963721416671323] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Research in numerical cognition has led to a widely accepted view of the existence of innate, domain-specific, core numerical knowledge that involves the intraparietal sulcus in the brain. Much of this research has revolved around the ability to perceive and manipulate discrete quantities (e.g., enumeration of dots). We question several aspects of this accepted view and suggest that continuous noncountable dimensions might play an important role in the development of numerical cognition. Accordingly, we propose that a relatively neglected aspect of performance—the ability to perceive and evaluate sizes or amounts—might be an important foundation of numerical processing. This ability might even constitute a more primitive system that has been used throughout evolutionary history as the basis for the development of the number sense and numerical abilities.
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Affiliation(s)
- Avishai Henik
- Department of Psychology and Zlotowski Center for Neuroscience, Ben-Gurion University of the Negev
| | - Yarden Gliksman
- Department of Psychology and Zlotowski Center for Neuroscience, Ben-Gurion University of the Negev
| | - Arava Kallai
- Department of Psychology, Max Stern Yezreel Valley College
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Evans TM, Ullman MT. An Extension of the Procedural Deficit Hypothesis from Developmental Language Disorders to Mathematical Disability. Front Psychol 2016; 7:1318. [PMID: 27695426 PMCID: PMC5024079 DOI: 10.3389/fpsyg.2016.01318] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2016] [Accepted: 08/18/2016] [Indexed: 12/26/2022] Open
Abstract
Mathematical disability (MD) is a neurodevelopmental disorder affecting math abilities. Here, we propose a new explanatory account of MD, the procedural deficit hypothesis (PDH), which may further our understanding of the disorder. According to the PDH of MD, abnormalities of brain structures subserving the procedural memory system can lead to difficulties with math skills learned in this system, as well as problems with other functions that depend on these brain structures. This brain-based account is motivated in part by the high comorbidity between MD and language disorders such as dyslexia that may be explained by the PDH, and in part by the likelihood that learning automatized math skills should depend on procedural memory. Here, we first lay out the PDH of MD, and present specific predictions. We then examine the existing literature for each prediction, while pointing out weaknesses and gaps to be addressed by future research. Although we do not claim that the PDH is likely to fully explain MD, we do suggest that the hypothesis could have substantial explanatory power, and that it provides a useful theoretical framework that may advance our understanding of the disorder.
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Affiliation(s)
- Tanya M Evans
- Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine Stanford, CA, USA
| | - Michael T Ullman
- Brain and Language Laboratory, Department of Neuroscience, Georgetown University Washington, DC, USA
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Abstract
Dyscalculia, like dyslexia, affects some 5% of school-age children but has received much less investigative attention. In two thirds of affected children, dyscalculia is associated with another developmental disorder like dyslexia, attention-deficit disorder, anxiety disorder, visual and spatial disorder, or cultural deprivation. Infants, primates, some birds, and other animals are born with the innate ability, called subitizing, to tell at a glance whether small sets of scattered dots or other items differ by one or more item. This nonverbal approximate number system extends mostly to single digit sets as visual discrimination drops logarithmically to "many" with increasing numerosity (size effect) and crowding (distance effect). Preschoolers need several years and specific teaching to learn verbal names and visual symbols for numbers and school agers to understand their cardinality and ordinality and the invariance of their sequence (arithmetic number line) that enables calculation. This arithmetic linear line differs drastically from the nonlinear approximate number system mental number line that parallels the individual number-tuned neurons in the intraparietal sulcus in monkeys and overlying scalp distribution of discrete functional magnetic resonance imaging activations by number tasks in man. Calculation is a complex skill that activates both visual and spatial and visual and verbal networks. It is less strongly left lateralized than language, with approximate number system activation somewhat more right sided and exact number and arithmetic activation more left sided. Maturation and increasing number skill decrease associated widespread non-numerical brain activations that persist in some individuals with dyscalculia, which has no single, universal neurological cause or underlying mechanism in all affected individuals.
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Tatsuoka C, McGowan B, Yamada T, Espy KA, Minich N, Taylor HG. Effects of Extreme Prematurity on Numerical Skills and Executive Function in Kindergarten Children: An Application of Partially Ordered Classification Modeling. LEARNING AND INDIVIDUAL DIFFERENCES 2016; 49:332-340. [PMID: 27818602 DOI: 10.1016/j.lindif.2016.05.002] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Although mathematics disabilities (MD) are common in extremely preterm/extremely low birth weight (EPT/ELBW) children, little is known about the nature of these problems. In this study partially ordered set (POSET) models were applied to classify 140 EPT/ELBW kindergarten children (gestational age <28 weeks and/or birth weight <1000 g) and 110 normal birth weight (NBW) controls into profiles of numerical and cognitive skills. Models based on five numerical skills and five executive function and processing speed skills provided a good fit to performance data. The EPT/ELBW group had poorer skills in all areas than NBW controls but the models also revealed substantial individual variability in skill profiles. Weaknesses in executive function were associated with poorer mastery of numerical skills. The findings illustrate the applicability of POSET models to research on MD and suggest distinct types of early numerical deficits in EPT/ELBW children that are related to their impairments in executive function.
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Affiliation(s)
- Curtis Tatsuoka
- Department of Neurology, Case Western Reserve University and the Neurological Institute, University Hospitals Case Medical Center, 11100 Euclid Avenue, Cleveland, Ohio 44106 USA.; Department of Epidemiology and Biostatistics, Case Western Reserve University, 2109 Adelbert Road, Cleveland, Ohio 44106 USA
| | - Bridget McGowan
- Case Western Reserve University School of Medicine, 2109 Adelbert Road, Cleveland, Ohio 44106 USA
| | - Tomoko Yamada
- Department of Neurology, Case Western Reserve University and the Neurological Institute, University Hospitals Case Medical Center, 11100 Euclid Avenue, Cleveland, Ohio 44106 USA
| | - Kimberly Andrews Espy
- Administration Building 512, P.O. Box 210066, University of Arizona, Tuscon, Arizona 85721-0066 USA
| | - Nori Minich
- Department of Pediatrics, Case Western Reserve University and University Hospitals Case Medical Center, 11000 Cedar Road, 4 Floor, Cleveland, Ohio 44106 USA
| | - H Gerry Taylor
- Department of Pediatrics, Case Western Reserve University and University Hospitals Case Medical Center, 11000 Cedar Road, 4 Floor, Cleveland, Ohio 44106 USA
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Skagerlund K, Träff U. Number Processing and Heterogeneity of Developmental Dyscalculia: Subtypes With Different Cognitive Profiles and Deficits. JOURNAL OF LEARNING DISABILITIES 2016; 49:36-50. [PMID: 24598147 DOI: 10.1177/0022219414522707] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
This study investigated if developmental dyscalculia (DD) in children with different profiles of mathematical deficits has the same or different cognitive origins. The defective approximate number system hypothesis and the access deficit hypothesis were tested using two different groups of children with DD (11-13 years old): a group with arithmetic fact dyscalculia (AFD) and a group with general dyscalculia (GD). Several different aspects of number magnitude processing were assessed in these two groups and compared with age-matched typically achieving children. The GD group displayed weaknesses with both symbolic and nonsymbolic number processing, whereas the AFD group displayed problems only with symbolic number processing. These findings provide evidence that the origins of DD in children with different profiles of mathematical problems diverge. Children with GD have impairment in the innate approximate number system, whereas children with AFD suffer from an access deficit. These findings have implications for researchers' selection procedures when studying dyscalculia, and also for practitioners in the educational setting.
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Affiliation(s)
| | - Ulf Träff
- Linköping University, Linköping, Sweden
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Allman MJ, Pelphrey KA, Meck WH. Developmental neuroscience of time and number: implications for autism and other neurodevelopmental disabilities. Front Integr Neurosci 2011; 6:7. [PMID: 22408612 PMCID: PMC3294544 DOI: 10.3389/fnint.2012.00007] [Citation(s) in RCA: 51] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2011] [Accepted: 02/10/2012] [Indexed: 11/17/2022] Open
Abstract
Estimations of time and number share many similarities in both non-humans and man. The primary focus of this review is on the development of time and number sense across infancy and childhood, and neuropsychological findings as they relate to time and number discrimination in infants and adults. Discussion of these findings is couched within a mode-control model of timing and counting which assumes time and number share a common magnitude representation system. A basic sense of time and number likely serves as the foundation for advanced numerical and temporal competence, and aspects of higher cognition-this will be discussed as it relates to typical childhood, and certain developmental disorders, including autism spectrum disorder. Directions for future research in the developmental neuroscience of time and number (NEUTIN) will also be highlighted.
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Affiliation(s)
- Melissa J. Allman
- Kennedy Krieger Institute, The Johns Hopkins University School of Medicine, BaltimoreMD, USA
| | | | - Warren H. Meck
- Department of Psychology and Neuroscience, Duke University, DurhamNC, USA
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