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Lafay A, Adrien E, Lonardo Burr SD, Douglas H, Provost-Larocque K, Xu C, LeFevre JA, Maloney EA, Osana HP, Skwarchuk SL, Wylie J. Transcoding of French numbers for first- and second-language learners in third grade. Q J Exp Psychol (Hove) 2024; 77:393-407. [PMID: 37129448 DOI: 10.1177/17470218231174339] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Transcoding is the process of translating between spoken and written numbers, and it is correlated with other mathematical skills. In the present study, we investigated the link between French number writing of 49 students in the third grade (aged 7-9 years) and their language skills. Transcoding in French is of particular interest because the spoken number language system does not completely correspond to that of the written digits (e.g., quatre-vingt-dix [four-twenty-ten] and 90). We hypothesised that the complex linguistic structure of spoken numbers in French would be challenging for students who are learning to transcode. First and second French-language learners' accuracy and errors were recorded during a writing task of 3- to 7-digit numbers. Children also completed linguistic tests (e.g., receptive vocabulary, receptive syntax). Results showed that first- and second-language learners did not differ in their transcoding accuracy. Number size, decade complexity of stimulus number words in French (i.e., numbers containing a complex decade, operationalized as a number between soixante-dix, 70, and quatre-vingt-dix-neuf, 99), and receptive vocabulary predicted children's French transcoding skills. Students were more likely to produce errors (e.g., 68 or 6018 for 78) when they transcoded complex decade numbers compared with simple decade numbers. When an error was made on the complex decade portion of a number, it was likely a lexical error. In conclusion, third graders, both first- and second-language learners, found complex decade numbers challenging and their performance was related to their general vocabulary skills.
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Affiliation(s)
- Anne Lafay
- Laboratoire de Psychologie et Neurocognition, Department of Psychology, Université Savoie Mont Blanc, Chambéry, France
- Université Grenoble Alpes, Université Savoie Mont Blanc, CNRS, LPNC, 38000 Grenoble, France
| | - Emmanuelle Adrien
- Department of Education, Concordia University, Montreal, Quebec, Canada
| | | | - Heather Douglas
- Department of Cognitive Science, Carleton University, Ottawa, Ontario, Canada
| | - Kim Provost-Larocque
- Department of Education, Université du Québec en Outaouais, Gatineau, Quebec, Canada
| | - Chang Xu
- Department of Psychology, Carleton University, Ottawa, Ontario, Canada
| | - Jo-Anne LeFevre
- Department of Cognitive Science, Carleton University, Ottawa, Ontario, Canada
- Department of Psychology, Carleton University, Ottawa, Ontario, Canada
| | - Erin A Maloney
- School of Psychology, University of Ottawa, Ottawa, Ontario, Canada
| | - Helena P Osana
- Department of Education, Concordia University, Montreal, Quebec, Canada
| | | | - Judith Wylie
- School of Psychology, Queen's University Belfast, Belfast, UK
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Batista LT, Gomides M, Koltermann G, Bahnmuller J, Moeller K, Salles JFD, Haase VG, Moura R, Lopes-Silva JB. The impact of phonological processing on number transcoding. COGNITIVE DEVELOPMENT 2023. [DOI: 10.1016/j.cogdev.2023.101320] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/29/2023]
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3
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Koltermann G, Becker N, Paiva GM, De Almeida Gomides MR, Haase VG, Fumagalli De Salles J. Inattention Symptoms are Predictors of Neuropsychological Functioning in Children from 3rd and 4th Grades. Dev Neuropsychol 2020; 45:396-413. [PMID: 33043703 DOI: 10.1080/87565641.2020.1828424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Symptoms of inattention and hyperactivity/impulsivity, arranged along a continuum, are commonly associated with neuropsychological and academic deficits, even in the general population. The aim of this study is to analyze how Attention Deficit Hyperactivity Disorder (ADHD) symptoms are associated with the performance in neuropsychological and academic abilities (phonological processing, processing speed/automatic attention, executive functions, reading, and spelling) in school-age children. The sample consisted of 216 children from 3rd and 4th grades (M = 8.94 years old, SD =.71) from public elementary schools of two Brazilian capitals. Pearson correlation and Multiple Linear Regression analysis were performed. Inattention symptoms were the only predictors of performance in phonological processing (phoneme suppression and rapid automatized naming of letters), processing speed/automatic attention, executive functions, such as inhibitory control and cognitive flexibility, and reading fluency. Beta values ranged from .14 to .27, and the largest value was related to an inhibitory control task. Inattention, and not hyperactivity/impulsivity symptoms, seems to affect neuropsychological functions even in non-clinical diagnosed children. Contributions and future directions are discussed.
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Affiliation(s)
- Gabriella Koltermann
- Institute of Psychology, Universidade Federal do Rio Grande do Sul , Porto Alegre, Rio Grande do Sul, Brazil
| | - Natália Becker
- Institute of Psychology, Universidade Federal do Rio Grande do Sul , Porto Alegre, Rio Grande do Sul, Brazil
| | - Giulia Moreira Paiva
- Department of Psychology, Universidade Federal de Minas Gerais , Belo Horizonte, Minas Gerais, Brazil
| | | | - Vitor Geraldi Haase
- Department of Psychology, Universidade Federal de Minas Gerais , Belo Horizonte, Minas Gerais, Brazil
| | - Jerusa Fumagalli De Salles
- Institute of Psychology, Universidade Federal do Rio Grande do Sul , Porto Alegre, Rio Grande do Sul, Brazil
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4
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Clayton FJ, Copper C, Steiner AF, Banfi C, Finke S, Landerl K, Göbel SM. Two-digit number writing and arithmetic in Year 1 children: Does number word inversion matter? COGNITIVE DEVELOPMENT 2020. [DOI: 10.1016/j.cogdev.2020.100967] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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5
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Koltermann G, Becker N, Lopes-Silva JB, Gomides MRDA, Paiva GM, Haase VG, de Salles JF. Are "cool" executive function impairments more salient in ADHD symptoms than in reading disability? Dement Neuropsychol 2020; 14:47-55. [PMID: 32206198 PMCID: PMC7077861 DOI: 10.1590/1980-57642020dn14-010008] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Introduction: Reading disability (RD) and Attention Deficit Hyperactivity Disorder (ADHD)
symptoms often co-occur in school-age children. Methods: The present study evaluated the performance of 216 Brazilian children from
3rd and 4th grades on “cool” executive function
(EF) abilities and phonological processing. The children were divided into
three groups: those with ADHD symptoms only, those with RD only, and
controls. Results: MANOVA analyses, controlling for age and nonverbal intelligence, showed worse
performance for the RD group, compared to the ADHD symptoms group, on
measures of phonological processing (phonemic awareness, phonological
short-term memory, and lexical access) and “cool” EF components
(orthographic verbal fluency and processing speed). The ADHD symptoms group
did not differ from the control group on the majority of the “cool” EF
tasks. Compared to the control group, the ADHD symptoms group and the RD
group both showed significantly more errors in rapid automatized naming of
figures, which evaluates the inhibition component of EF; performance on this
task was similar for these groups. Conclusion: We conclude that children with RD have greater impairment in phonological
processing and “cool” EF compared to those with ADHD symptoms. Furthermore,
deficits in inhibitory control may be shared among children with both
conditions.
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Affiliation(s)
| | - Natália Becker
- Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brasil
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Barbosa-Pereira D, Martins PSR, Guimarães APL, Silva EDO, Batista LT, Haase VG, Lopes-Silva JB. How Good Is the Phoneme Elision Test in Assessing Reading, Spelling and Arithmetic-Related Abilities? Arch Clin Neuropsychol 2020; 35:413-428. [DOI: 10.1093/arclin/acz085] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2019] [Revised: 12/12/2019] [Accepted: 12/22/2019] [Indexed: 11/12/2022] Open
Abstract
AbstractObjectiveThe aim of this study was to investigate the psychometric properties and diagnostic accuracy of phoneme elision task (PET).MethodWe assessed cross-sectionally 470 Brazilian children (54.3% girls) aged between 7 and 11 years (mean age = 8.83, sd = 0.85), from the 2nd to 4th grades. Children were assessed in their phonemic awareness ability, as well as intelligence, general school achievement, both verbal and visuospatial working memory, single-word reading, and nonsymbolic magnitude comparison. Beyond the psychometric properties and diagnostic accuracy of PET, we also provided reference values.ResultsOur data suggest that PET is composed mainly of one single construct, with high item reliability and precision (KR-20 above 0.90). In general, items have acceptable discriminability, considering item-total correlations. Overall PET is generally a good screening tool for reading and spelling difficulties (SD), as well as to identify children with learning difficulties in the early grades. However, it is not a reliable measure for screening math learning difficulties. Finally, PET shows good convergent and divergent validity.ConclusionsWe provide evidence about the psychometric properties and diagnostic accuracy of a PET. Results contribute to the assessment of phonemic awareness in Brazilian children, in both clinical and research contexts. The PET can be used as a screening tool for reading and SD, which could lead to early interventions.
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Affiliation(s)
- Drielle Barbosa-Pereira
- Postgraduate Program in Cognition and Behavior, Federal University of Minas Gerais, 31270-901 Belo Horizonte, Minas Gerais, Brazil
| | - Pedro S R Martins
- Postgraduate Program in Cognition and Behavior, Federal University of Minas Gerais, 31270-901 Belo Horizonte, Minas Gerais, Brazil
| | - Amanda P L Guimarães
- Postgraduate Program in Neuroscience, Federal University of Minas Gerais, 31270-901 Belo Horizonte, Minas Gerais, Brazil
- Developmental Neuropsychology Laboratory, Department of Psychology, University of Minas Gerais, 31270-901 Belo Horizonte, Minas Gerais, Brazil
| | - Emanuelle de O Silva
- Developmental Neuropsychology Laboratory, Department of Psychology, University of Minas Gerais, 31270-901 Belo Horizonte, Minas Gerais, Brazil
| | - Luana T Batista
- Postgraduate Program in Neuroscience, Federal University of Minas Gerais, 31270-901 Belo Horizonte, Minas Gerais, Brazil
- Developmental Neuropsychology Laboratory, Department of Psychology, University of Minas Gerais, 31270-901 Belo Horizonte, Minas Gerais, Brazil
| | - Vitor G Haase
- Postgraduate Program in Cognition and Behavior, Federal University of Minas Gerais, 31270-901 Belo Horizonte, Minas Gerais, Brazil
- Postgraduate Program in Neuroscience, Federal University of Minas Gerais, 31270-901 Belo Horizonte, Minas Gerais, Brazil
- Developmental Neuropsychology Laboratory, Department of Psychology, University of Minas Gerais, 31270-901 Belo Horizonte, Minas Gerais, Brazil
- Department of Psychology, University of Minas Gerais, 31270-901 Belo Horizonte, Minas Gerais, Brazil
| | - Júlia B Lopes-Silva
- Developmental Neuropsychology Laboratory, Department of Psychology, University of Minas Gerais, 31270-901 Belo Horizonte, Minas Gerais, Brazil
- Department of Psychology, University of Minas Gerais, 31270-901 Belo Horizonte, Minas Gerais, Brazil
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7
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TEIXEIRA RM, MOURA R. Arabic number writing in children with developmental dyslexia. ESTUDOS DE PSICOLOGIA (CAMPINAS) 2020. [DOI: 10.1590/1982-0275202037e180179] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract Number transcoding is a basic numerical processing task that demands verbal skills during its execution. The goal of this study was to investigate number transcoding ability in children with developmental dyslexia. Twenty-three children with typical development and twenty-six children with developmental dyslexia participated in this study. Results showed that children with dyslexia show a deficit in phonological processing as well as in number transcoding. Repeated-measures analysis of covariance indicated that the dyslexia group presented performance below the average in the number transcoding. Regression analyses indicated that short-term verbal memory, phoneme deletion, rhyme judgment task and automatized naming was a strong predictor of number transcoding difficulties. Children with dyslexia present number transcoding deficits regardless of age and educational level.
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8
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Lima M, da Rosa Piccolo L, Puntel Basso F, Júlio-Costa A, Lopes-Silva JB, Haase VG, Salles JF. Neuropsychological and environmental predictors of reading performance in Brazilian children. APPLIED NEUROPSYCHOLOGY. CHILD 2019; 9:259-270. [PMID: 30884971 DOI: 10.1080/21622965.2019.1575737] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Word-level reading is strongly associated with phonological processing. The aim of this study was to investigate the effects of cognitive and environmental variables on word reading performance. Our sample consisted of 185 fourth-grade students. Linear regression analyses were used to investigate the role of the following variables as potential predictors of word reading accuracy and fluency: phonological processing (phonological awareness, rapid automatized naming, and phonological memory); verbal fluency; working memory; socioeconomic status and an indicator of school quality (IDEB) in Brazil. Phonological awareness and rapid automatic naming were the best predictors of reading, supporting the role of phonological processing as a key contributor to the lexical aspects of reading, beyond the early years of literacy acquisition. Environmental variables were significant predictors of irregular word reading (socioeconomic status) and fluency (IDEB), corroborating multicomponent models of reading performance. The present findings demonstrate the complex interplay of factors underlying reading performance and highlight the importance of a multidimensional approach to the study of reading.
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Affiliation(s)
- Melina Lima
- Institute of Psychology, Federal University of Rio Grande do Sul, Porto Alegre, Brazil
| | | | - Fabiane Puntel Basso
- Institute of Psychology, Federal University of Rio Grande do Sul, Porto Alegre, Brazil
| | - Annelise Júlio-Costa
- Department of Psychology, Federal University of Minas Gerais, Belo Horizonte, Brazil
| | | | - Vitor Geraldi Haase
- Department of Psychology, Federal University of Minas Gerais, Belo Horizonte, Brazil
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9
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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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10
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Knoop‐van Campen CAN, Segers E, Verhoeven L. How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2018; 24:156-169. [PMID: 29577521 PMCID: PMC6175128 DOI: 10.1002/dys.1583] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/23/2016] [Revised: 01/26/2018] [Accepted: 02/02/2018] [Indexed: 05/21/2023]
Abstract
This study examined the relation between working memory, phonological awareness, and word reading efficiency in fourth-grade children with dyslexia. To test whether the relation between phonological awareness and word reading efficiency differed for children with dyslexia versus typically developing children, we assessed phonological awareness and word reading efficiency in 50 children with dyslexia (aged 9;10, 35 boys) and 613 typically developing children (aged 9;5, 279 boys). Phonological awareness was found to be associated with word reading efficiency, similar for children with dyslexia and typically developing children. To find out whether the relation between working memory and word reading efficiency in the group with dyslexia could be explained by phonological awareness, the children with dyslexia were also tested on working memory. Results of a mediation analysis showed a significant indirect effect of working memory on word reading efficiency via phonological awareness. Working memory predicted reading efficiency, via its relation with phonological awareness in children with dyslexia. This indicates that working memory is necessary for word reading efficiency via its impact on phonological awareness and that phonological awareness continues to be important for word reading efficiency in older children with dyslexia.
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Affiliation(s)
| | - Eliane Segers
- Behavioural Science InstituteRadboud UniversityMontessorilaan 3NijmegenHR6525Netherlands
| | - Ludo Verhoeven
- Behavioural Science InstituteRadboud UniversityMontessorilaan 3NijmegenHR6525Netherlands
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11
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Cornu V, Schiltz C, Martin R, Hornung C. Visuo-spatial abilities are key for young children’s verbal number skills. J Exp Child Psychol 2018; 166:604-620. [DOI: 10.1016/j.jecp.2017.09.006] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2017] [Revised: 07/27/2017] [Accepted: 09/01/2017] [Indexed: 10/18/2022]
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12
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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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Pixner S, Kraut C, Dresen V. Early Predictors for Basic Numerical and Magnitude Competencies in Preschool Children—Are They the Same or Different regarding Specific Subgroups? ACTA ACUST UNITED AC 2017. [DOI: 10.4236/psych.2017.82016] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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14
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Lopes-Silva JB, Moura R, Júlio-Costa A, Wood G, Salles JF, Haase VG. What Is Specific and What Is Shared Between Numbers and Words? Front Psychol 2016; 7:22. [PMID: 26869946 PMCID: PMC4735706 DOI: 10.3389/fpsyg.2016.00022] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2015] [Accepted: 01/07/2016] [Indexed: 01/10/2023] Open
Abstract
Reading and spelling performance have a significant correlation with number transcoding, which is the ability to establish a relationship between the verbal and Arabic representations of numbers, when a conversion of numerical symbols from one notation to the other is necessary. The aim of the present study is to reveal shared and non-shared mechanisms involved in reading and writing of words and Arabic numerals in Brazilian school-aged children. One hundred and seventy-two children from second to fourth grades were evaluated. All of them had normal intelligence. We conducted a series of hierarchical regression models using scores on word spelling and reading single words and Arabic numerals, as dependent variables. As predictor variables we investigated intelligence, the phonological and visuospatial components of working memory (WM) and phonemic awareness. All of the writing and reading tasks (single word spelling and reading as well as number reading and number writing) were significantly correlated to each other. In the regression models, phonological WM was specifically associated to word reading. Phonemic awareness was the only cognitive variable that systematically predicted all of the school skills investigated, both numerical and word tasks. This suggests that phonemic awareness is a modular cognitive ability shared by several school tasks and might be an important factor associated to the comorbidity between dyslexia and dyscalculia.
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Affiliation(s)
- Júlia B. Lopes-Silva
- Developmental Neuropsychology Laboratory, Department of Psychology, Universidade Federal de Minas GeraisBelo Horizonte, Brazil
| | - Ricardo Moura
- Developmental Neuropsychology Laboratory, Department of Psychology, Universidade Federal de Minas GeraisBelo Horizonte, Brazil
| | - Annelise Júlio-Costa
- Developmental Neuropsychology Laboratory, Department of Psychology, Universidade Federal de Minas GeraisBelo Horizonte, Brazil
| | - Guilherme Wood
- Department of Neuropsychology, Institute of Psychology, Karl-Franzens University of GrazGraz, Austria
| | - Jerusa F. Salles
- Núcleo de Estudos em Neuropsicologia Cognitiva, Institute of Psychology, Universidade Federal do Rio Grande do SulPorto Alegre, Brazil
| | - Vitor G. Haase
- Developmental Neuropsychology Laboratory, Department of Psychology, Universidade Federal de Minas GeraisBelo Horizonte, Brazil
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15
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Júlio-Costa A, Starling-Alves I, Lopes-Silva JB, Wood G, Haase VG. Stable measures of number sense accuracy in math learning disability: Is it time to proceed from basic science to clinical application? Psych J 2015; 4:218-25. [PMID: 26459122 DOI: 10.1002/pchj.114] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2015] [Accepted: 08/18/2015] [Indexed: 01/29/2023]
Abstract
Math learning disability (MLD) or developmental dyscalculia is a highly prevalent and persistent difficulty in learning arithmetic that may be explained by different cognitive mechanisms. The accuracy of the number sense has been implicated by some evidence as a core deficit in MLD. However, research on this topic has been mainly conducted in demographically selected samples, using arbitrary cut-off scores to characterize MLD. The clinical relevance of the association between number sense and MLD remains to be investigated. In this study, we aimed at assessing the stability of a number sense accuracy measure (w) across five experimental sessions, in two clinically defined cases of MLD. Stable measures of number sense accuracy estimate are required to clinically characterize subtypes of MLD and to make theoretical inferences regarding the underlying cognitive mechanisms. G. A. was a 10-year-old boy with MLD in the context of dyslexia and phonological processing impairment and his performance remained steadily in the typical scores range. The performance of H. V., a 9-year-old girl with MLD associated with number sense inaccuracy, remained consistently impaired across measurements, with a nonsignificant tendency to worsen. Qualitatively, H. V.'s performance was also characterized by greater variability across sessions. Concomitant clinical observations suggested that H. V.'s difficulties could be aggravated by developing symptoms of mathematics anxiety. Results in these two cases are in line with the hypotheses that at least two reliable patterns of cognitive impairment may underlie math learning difficulties in MLD, one related to number sense inaccuracy and the other to phonological processing impairment. Additionally, it indicates the need for more translational research in order to examine the usefulness and validity of theoretical advances in numerical cognition to the clinical neuropsychological practice with MLD.
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Affiliation(s)
- Annelise Júlio-Costa
- Programa de Pós-graduação em Neurociências, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Developmental Neuropsychology Laboratory, Department of Psychology, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Isabella Starling-Alves
- Programa de Pós-graduação em Neurociências, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Developmental Neuropsychology Laboratory, Department of Psychology, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Júlia Beatriz Lopes-Silva
- Programa de Pós-graduação em Neurociências, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Programa de Pós-graduação em Saúde da Criança e do Adolescente, Faculdade de Medicina, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Guilherme Wood
- Department of Neuropsychology, Institute of Psychology, Karl-Franzens-University of Graz, Graz, Austria
| | - Vitor Geraldi Haase
- Programa de Pós-graduação em Neurociências, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Developmental Neuropsychology Laboratory, Department of Psychology, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Programa de Pós-graduação em Saúde da Criança e do Adolescente, Faculdade de Medicina, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
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Moeller K, Klein E, Kucian K, Willmes K. Numerical development-from cognitive functions to neural underpinnings. Front Psychol 2014; 5:1047. [PMID: 25285086 PMCID: PMC4168682 DOI: 10.3389/fpsyg.2014.01047] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2014] [Accepted: 09/02/2014] [Indexed: 11/13/2022] Open
Affiliation(s)
- Korbinian Moeller
- Neurocognition Lab, Knowledge Media Research Center Tuebingen, Germany ; Department of Psychology, University of Tuebingen Germany
| | - Elise Klein
- Neurocognition Lab, Knowledge Media Research Center Tuebingen, Germany ; Section Neuropsychology, Department of Neurology, University Hospital Aachen, RWTH Aachen University Aachen, Germany
| | - Karin Kucian
- Center for MR-Research, University Children's Hospital Zurich Zurich, Switzerland
| | - Klaus Willmes
- Section Neuropsychology, Department of Neurology, University Hospital Aachen, RWTH Aachen University Aachen, Germany
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17
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Haase VG, Júlio-Costa A, Lopes-Silva JB, Starling-Alves I, Antunes AM, Pinheiro-Chagas P, Wood G. Contributions from specific and general factors to unique deficits: two cases of mathematics learning difficulties. Front Psychol 2014; 5:102. [PMID: 24592243 PMCID: PMC3923187 DOI: 10.3389/fpsyg.2014.00102] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2013] [Accepted: 01/25/2014] [Indexed: 11/18/2022] Open
Abstract
Mathematics learning difficulties are a highly comorbid and heterogeneous set of disorders linked to several dissociable mechanisms and endophenotypes. Two of these endophenotypes consist of primary deficits in number sense and verbal numerical representations. However, currently acknowledged endophenotypes are underspecified regarding the role of automatic vs. controlled information processing, and their description should be complemented. Two children with specific deficits in number sense and verbal numerical representations and normal or above-normal intelligence and preserved visuospatial cognition illustrate this point. Child H.V. exhibited deficits in number sense and fact retrieval. Child G.A. presented severe deficits in orally presented problems and transcoding tasks. A partial confirmation of the two endophenotypes that relate to the number sense and verbal processing was obtained, but a much more clear differentiation between the deficits presented by H.V. and G.A. can be reached by looking at differential impairments in modes of processing. H.V. is notably competent in the use of controlled processing but has problems with more automatic processes, such as nonsymbolic magnitude processing, speeded counting and fact retrieval. In contrast, G.A. can retrieve facts and process nonsymbolic magnitudes but exhibits severe impairment in recruiting executive functions and the concentration that is necessary to accomplish transcoding tasks and word problem solving. These results indicate that typical endophenotypes might be insufficient to describe accurately the deficits that are observed in children with mathematics learning abilities. However, by incorporating domain-specificity and modes of processing into the assessment of the endophenotypes, individual deficit profiles can be much more accurately described. This process calls for further specification of the endophenotypes in mathematics learning difficulties.
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Affiliation(s)
- Vitor G Haase
- Developmental Neuropsychology Laboratory, Department of Psychology, Universidade Federal de Minas Gerais Belo Horizonte, Brazil ; Programa de Pós-graduação em Saúde da Criança e do Adolescente, Faculdade de Medicina, Universidade Federal de Minas Gerais Belo Horizonte, Brazil
| | - Annelise Júlio-Costa
- Developmental Neuropsychology Laboratory, Department of Psychology, Universidade Federal de Minas Gerais Belo Horizonte, Brazil ; Programa de Pós-graduação em Saúde da Criança e do Adolescente, Faculdade de Medicina, Universidade Federal de Minas Gerais Belo Horizonte, Brazil
| | - Júlia B Lopes-Silva
- Developmental Neuropsychology Laboratory, Department of Psychology, Universidade Federal de Minas Gerais Belo Horizonte, Brazil ; Programa de Pós-graduação em Saúde da Criança e do Adolescente, Faculdade de Medicina, Universidade Federal de Minas Gerais Belo Horizonte, Brazil
| | - Isabella Starling-Alves
- Developmental Neuropsychology Laboratory, Department of Psychology, Universidade Federal de Minas Gerais Belo Horizonte, Brazil
| | - Andressa M Antunes
- Developmental Neuropsychology Laboratory, Department of Psychology, Universidade Federal de Minas Gerais Belo Horizonte, Brazil
| | - Pedro Pinheiro-Chagas
- INSERM, U992, Cognitive Neuroimaging Unit Gif sur Yvette, France ; CEA, DSV/I2BM, NeuroSpin Center Gif sur Yvette, France
| | - Guilherme Wood
- Department of Neuropsychology, Institute of Psychology, Karl-Franzens-University of Graz Graz, Austria
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