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Li X, Li J, Zhao S, Liao Y, Zhu L, Mou Y. Magnitude representation of preschool children with autism spectrum condition. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:866-880. [PMID: 37522624 DOI: 10.1177/13623613231185408] [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: 08/01/2023]
Abstract
LAY ABSTRACT The mathematical abilities of children with autism spectrum condition have been understudied. Magnitude representation (e.g. presenting the number of a collection of objects) is a fundamental numerical ability presented since early infancy and is correlated with children's later learning of formal mathematics. It remains unclear about whether children with autism spectrum condition differ from their peers without autism spectrum condition in precision of magnitude representations. This study compared preschool children with and without autism spectrum condition in their precision of magnitude representation with an approximate number comparison task, in which children compared two sets of dots without counting and chose the set with more dots. Children with autism spectrum condition exhibited the lower numerical comparison accuracy (i.e. the weaker magnitude representation) than their peers without autism spectrum condition. This difference existed even when multiple general cognitive abilities (working memory, inhibitory control, and nonverbal intelligence) and language abilities were statistically controlled. Moreover, the individual difference of the numerical comparison accuracy was larger in children with autism spectrum condition than without autism spectrum condition. These findings suggest that children with autism spectrum condition are at risk of weaker magnitude representation from an early age, emphasizing the need for specialized mathematics education or interventions to support their learning. In addition, the large variance in the precision of their magnitude representation suggests that individualized mathematics interventions are needed for children with autism spectrum condition.
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Affiliation(s)
- Xueyan Li
- Department of Psychology, Sun Yat-sen University, Guangzhou, China
| | - Jiaxi Li
- Department of Psychology, The University of Hong Kong, Hong Kong, China
| | - Sijia Zhao
- Department of Psychology, Sun Yat-sen University, Guangzhou, China
| | - Yini Liao
- Department of Psychology, Sun Yat-sen University, Guangzhou, China
| | - Liqi Zhu
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Yi Mou
- Department of Psychology, Sun Yat-sen University, Guangzhou, China
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Tonizzi I, Usai MC. Math abilities in autism spectrum disorder: A meta-analysis. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 139:104559. [PMID: 37329855 DOI: 10.1016/j.ridd.2023.104559] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2022] [Revised: 05/10/2023] [Accepted: 06/11/2023] [Indexed: 06/19/2023]
Abstract
BACKGROUND Studies focusing on math abilities in autism spectrum disorder (ASD) are limited and often provide inconsistent results. AIM This meta-analysis was conducted to investigate math abilities in people with autism spectrum disorder (ASD) compared to typically developing (TD) participants. METHODS AND PROCEDURES According with PRISMA guidelines, a systematic search strategy was adopted. First, 4405 records were identified through database searching; then, the title-abstract screening led to the identification of 58 potentially relevant studies and, finally, after the full-text screening, 13 studies were included. OUTCOMES AND RESULTS Results shows that the group with ASD (n = 533) performed lower than the TD group (n = 525) with a small-to-medium effect (g=0.49). The effect size was not moderated by task-related characteristics. Instead, sample-related characteristics, specifically age, verbal intellectual functioning, and working memory, were significant moderators. CONCLUSIONS AND IMPLICATIONS This meta-analysis shows that people with ASD have poorer math skills than their TD peers, suggesting the importance of investigating math abilities in autism, taking into account the role of moderating variables.
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Affiliation(s)
- Irene Tonizzi
- Department of Educational Sciences, University of Genoa, Corso Podestà 2, 16128 Genoa, Italy
| | - Maria Carmen Usai
- Department of Educational Sciences, University of Genoa, Corso Podestà 2, 16128 Genoa, Italy.
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What Ability Can Predict Mathematics Performance in Typically Developing Preschoolers and Those with Autism Spectrum Disorder? J Autism Dev Disord 2022; 53:2062-2077. [PMID: 35113327 DOI: 10.1007/s10803-022-05454-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/21/2022] [Indexed: 10/19/2022]
Abstract
Research evaluating predictors of mathematics ability in preschoolers with autism spectrum disorder (ASD) is scarce and inconclusive. The present study first compared the mathematics ability and cognitive abilities of preschoolers with ASD and age-matched typically developing (TD) peers. Then, we examined the relative contributions of cognitive abilities to the mathematics ability of preschoolers with ASD and TD. The results show that compared to those of their age-matched TD peers, the mathematics and cognitive abilities of preschoolers with ASD were impaired. The predictors of mathematics ability were found to differ among preschoolers with ASD and their age-matched TD peers. For TD preschoolers, the domain-specific approximate number system (ANS) was the key predictor of mathematics ability. For preschoolers with ASD, domain-general working memory (WM) was most important.
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Coulanges L, Abreu-Mendoza RA, Varma S, Uncapher MR, Gazzaley A, Anguera J, Rosenberg-Lee M. Linking inhibitory control to math achievement via comparison of conflicting decimal numbers. Cognition 2021; 214:104767. [PMID: 34120094 DOI: 10.1016/j.cognition.2021.104767] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2020] [Revised: 04/30/2021] [Accepted: 05/05/2021] [Indexed: 10/21/2022]
Abstract
The relationship between executive functions (EF) and academic achievement is well-established, but leveraging this insight to improve educational outcomes remains elusive. Here, we propose a framework for relating the role of specific EF on specific precursor skills that support later academic learning. Starting from the premise that executive functions contribute to general math skills both directly - supporting the execution of problem solving strategies - and indirectly - supporting the acquisition of precursor mathematical content, we hypothesize that the contribution of domain-general EF capacities to precursor skills that support later learning can help explain relations between EF and overall math skills. We test this hypothesis by examining whether the contribution of inhibitory control on general math knowledge can be explained by inhibition's contribution to processing rational number pairs that conflict with individual's prior whole number knowledge. In 97 college students (79 female, age = 20.58 years), we collected three measures of EF: working memory (backwards spatial span), inhibition (color-word Stroop) and cognitive flexibility (task switching), and timed and untimed standardized measures of math achievement. Our target precursor skill was a decimals comparison task where correct responses were inconsistent with prior whole number knowledge (e.g., 0.27 vs. 0.9). Participants performed worse on these trials relative to the consistent decimals pairs (e.g., 0.2 vs. 0.87). Individual differences in the Stroop task predicted performance on inconsistent decimal comparisons, which in turn predicted general math achievement. With respect to relating inhibitory control to math achievement, Stroop performance was an independent predictor of achievement after accounting for age, working memory and cognitive flexibility, but decimal performance mediated this relationship. Finally, we found inconsistent decimals performance mediated the relationship of inhibition with rational number performance, but not other advanced mathematical concepts. These results pinpoint the specific contribution of inhibitory control to rational number understanding, and more broadly are consistent with the hypothesis that acquisition of foundational mathematical content can explain the relationships between executive functions and academic outcomes, making them promising targets for intervention.
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Affiliation(s)
| | | | - Sashank Varma
- School of Interactive Computing and School of Psychology, Georgia Tech, USA
| | - Melina R Uncapher
- Neuroscape, Department of Neurology, Weill Institute for the Neurosciences, University of California, San Francisco, USA
| | - Adam Gazzaley
- Neuroscape, Department of Neurology, Weill Institute for the Neurosciences, University of California, San Francisco, USA
| | - Joaquin Anguera
- Neuroscape, Department of Neurology, Weill Institute for the Neurosciences, University of California, San Francisco, USA
| | - Miriam Rosenberg-Lee
- Department of Psychology, Rutgers University, Newark, USA; Behavioral Neural Sciences Graduate Program, Rutgers University, Newark, USA.
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A Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development. J Autism Dev Disord 2020; 50:4463-4476. [PMID: 32306219 DOI: 10.1007/s10803-020-04500-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
This study examined mathematics achievement in school-aged children with autism spectrum disorder (ASD), symptoms of attention-deficit/hyperactivity disorder (ADHD), or typical development (TD) over a 30-month period and the associations between cognitive and reading abilities with mathematics achievement in children with ASD. Seventy-seven children with ASD without intellectual disability (ASD-WoID), 39 children with ADHD, and 43 children with TD participated in this study. The results revealed that the ASD-WoID and ADHD samples displayed significant and comparable delays in problem solving and calculation abilities. Lower VIQ was related to lower math achievement across all subgroups. The ASD-WoID sample differed from comparison samples in terms of their pattern of mathematical achievement and the role of cognitive abilities in the development of mathematics competence.
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Antão JYFDL, Abreu LCD, Barbosa RTDA, Crocetta TB, Guarnieri R, Massetti T, Antunes TPC, Tonks J, Monteiro CBDM. Use of Augmented Reality with a Motion-Controlled Game Utilizing Alphabet Letters and Numbers to Improve Performance and Reaction Time Skills for People with Autism Spectrum Disorder. CYBERPSYCHOLOGY, BEHAVIOR AND SOCIAL NETWORKING 2020; 23:16-22. [PMID: 31976770 DOI: 10.1089/cyber.2019.0103] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
Augmented reality (AR) uses the real-world setting but enables a person to interact with virtual objects. In this study, we aimed to explore the use of alphabet letter and number in an AR task and its influence in reaction time in a population with autism spectrum disorders (ASD) compared with the performance of typical developing (TD) controls. We evaluated reaction time before and after AR tasks that consisted of identifying correct numbers and alphabet letters in 48 people with ASD and 48 with TD controls. Results indicate that total points for TD group were higher (M = 86.4 and M = 79.0) when compared with the ASD group (M = 54.5 and M = 51.5) for alphabet letters and numbers, respectively. Moreover, in analysis of reaction time results, only the ASD group showed an improvement in performance after the practice of an AR task. The control group was faster before (M = 553.7) and after (M = 560.5) when compared with the ASD group (M = 2616.0 and M = 2374.6, respectively). Despite the need for further studies, our results support that there is potential for clinical use of an AR task-based intervention for people with ASD.
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Affiliation(s)
| | - Luiz Carlos de Abreu
- Laboratório de Delineamento de Estudos e Escrita Científica, Faculdade de Medicina do ABC (FMABC), Santo André, Brazil
| | | | - Tânia Brusque Crocetta
- Laboratório de Delineamento de Estudos e Escrita Científica, Faculdade de Medicina do ABC (FMABC), Santo André, Brazil
| | - Regiani Guarnieri
- Laboratório de Delineamento de Estudos e Escrita Científica, Faculdade de Medicina do ABC (FMABC), Santo André, Brazil
| | - Thaís Massetti
- Programa de Pós-Graduação em Ciências da Reabilitação, Universidade de São Paulo (USP), São Paulo, Brazil
| | | | - James Tonks
- University of Exeter Medical School, Exeter, United Kingdom.,Haven Clinical Psychology Practice, Cornwall, United Kingdom
| | - Carlos Bandeira de Mello Monteiro
- Laboratório de Delineamento de Estudos e Escrita Científica, Faculdade de Medicina do ABC (FMABC), Santo André, Brazil.,Programa de Pós-Graduação em Ciências da Reabilitação, Universidade de São Paulo (USP), São Paulo, Brazil.,Escola de Artes, Ciências e Humanidades (EACH), Universidade de São Paulo (USP), São Paulo, Brazil
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7
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Chen L, Abrams DA, Rosenberg-Lee M, Iuculano T, Wakeman HN, Prathap S, Chen T, Menon V. Quantitative analysis of heterogeneity in academic achievement of children with autism. Clin Psychol Sci 2018; 7:362-380. [PMID: 31032147 DOI: 10.1177/2167702618809353] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Autism spectrum disorders (ASD) represent a quintessential example of a clinical population with diverse symptom presentations and marked variation in cognitive abilities. However, the extent literature lacks rigorous quantitative procedures for characterizing heterogeneity of cognitive abilities in these individuals. Here we employ novel clustering and cross-validation procedures to investigate the stability of heterogeneous patterns of cognitive abilities in reading and math in a relatively large sample (N=114) of children with ASD and matched controls (N=96). Our analysis revealed a unique profile of heterogeneity in ASD, consisting of a low-achieving subgroup with poor math skills compared to reading, and a high-achieving subgroup who showed superior math skills compared to reading. Verbal and central executive working memory skills further differentiated these subgroups. Findings provide insights into distinct profiles of academic achievement in children with ASD, with implications for educational practice and intervention, and provide a novel framework for quantifying heterogeneity in the disorder.
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Affiliation(s)
- Lang Chen
- Department of Psychiatry and Behavioral Sciences, Stanford University
| | - Daniel A Abrams
- Department of Psychiatry and Behavioral Sciences, Stanford University
| | - Miriam Rosenberg-Lee
- Department of Psychiatry and Behavioral Sciences, Stanford University.,Department of Psychology, Rutgers University
| | - Teresa Iuculano
- Department of Psychiatry and Behavioral Sciences, Stanford University
| | - Holly N Wakeman
- Department of Psychiatry and Behavioral Sciences, Stanford University.,Department of Psychology, University of Colorado at Boulder
| | - Sandhya Prathap
- Department of Psychiatry and Behavioral Sciences, Stanford University
| | - Tianwen Chen
- Department of Psychiatry and Behavioral Sciences, Stanford University
| | - Vinod Menon
- Department of Psychiatry and Behavioral Sciences, Stanford University.,Department of Neurology and Neurological Sciences, Stanford University.,Symbolic Systems Program in Neuroscience, Stanford University
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