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Castaldi E, Bonaudo C, Maduli G, Anobile G, Pedone A, Capelli F, Arrighi R, Della Puppa A. Neurocognitive Assessment of Mathematics-Related Capacities in Neurosurgical Patients. Brain Sci 2024; 14:69. [PMID: 38248284 PMCID: PMC10813954 DOI: 10.3390/brainsci14010069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2023] [Revised: 12/27/2023] [Accepted: 01/03/2024] [Indexed: 01/23/2024] Open
Abstract
A precise neuropsychological assessment is of the utmost importance for neurosurgical patients undergoing the surgical excision of cerebral lesions. The assessment of mathematical abilities is usually limited to arithmetical operations while other fundamental visuo-spatial aspects closely linked to mathematics proficiency, such as the perception of numerical quantities and geometrical reasoning, are completely neglected. We evaluated these abilities with two objective and reproducible psychophysical tests, measuring numerosity perception and non-symbolic geometry, respectively. We tested sixteen neuro-oncological patients before the operation and six after the operation with classical neuropsychological tests and with two psychophysical tests. The scores of the classical neuropsychological tests were very heterogeneous, possibly due to the distinct location and histology of the tumors that might have spared (or not) brain areas subserving these abilities or allowed for plastic reorganization. Performance in the two non-symbolic tests reflected, on average, the presumed functional role of the lesioned areas, with participants with parietal and frontal lesions performing worse on these tests than patients with occipital and temporal lesions. Single-case analyses not only revealed some interesting exceptions to the group-level results (e.g., patients with parietal lesions performing well in the numerosity test), but also indicated that performance in the two tests was independent of non-verbal reasoning and visuo-spatial working memory. Our results highlight the importance of assessing non-symbolic numerical and geometrical abilities to complement typical neuropsychological batteries. However, they also suggest an avoidance of reliance on an excessively rigid localizationist approach when evaluating the neuropsychological profile of oncological patients.
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Affiliation(s)
- Elisa Castaldi
- Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, 50135 Florence, Italy (G.A.); (R.A.)
| | - Camilla Bonaudo
- Neurosurgery, Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, University Hospital of Careggi, 50134 Florence, Italy; (C.B.); (A.P.); (F.C.); (A.D.P.)
| | - Giuseppe Maduli
- Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, 50135 Florence, Italy (G.A.); (R.A.)
| | - Giovanni Anobile
- Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, 50135 Florence, Italy (G.A.); (R.A.)
| | - Agnese Pedone
- Neurosurgery, Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, University Hospital of Careggi, 50134 Florence, Italy; (C.B.); (A.P.); (F.C.); (A.D.P.)
| | - Federico Capelli
- Neurosurgery, Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, University Hospital of Careggi, 50134 Florence, Italy; (C.B.); (A.P.); (F.C.); (A.D.P.)
| | - Roberto Arrighi
- Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, 50135 Florence, Italy (G.A.); (R.A.)
| | - Alessandro Della Puppa
- Neurosurgery, Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, University Hospital of Careggi, 50134 Florence, Italy; (C.B.); (A.P.); (F.C.); (A.D.P.)
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2
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Ayyıldız N, Beyer F, Üstün S, Kale EH, Mançe Çalışır Ö, Uran P, Öner Ö, Olkun S, Anwander A, Witte AV, Villringer A, Çiçek M. Changes in the superior longitudinal fasciculus and anterior thalamic radiation in the left brain are associated with developmental dyscalculia. Front Hum Neurosci 2023; 17:1147352. [PMID: 37868699 PMCID: PMC10586317 DOI: 10.3389/fnhum.2023.1147352] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2023] [Accepted: 09/06/2023] [Indexed: 10/24/2023] Open
Abstract
Developmental dyscalculia is a neurodevelopmental disorder specific to arithmetic learning even with normal intelligence and age-appropriate education. Difficulties often persist from childhood through adulthood lowering the individual's quality of life. However, the neural correlates of developmental dyscalculia are poorly understood. This study aimed to identify brain structural connectivity alterations in developmental dyscalculia. All participants were recruited from a large scale, non-referred population sample in a longitudinal design. We studied 10 children with developmental dyscalculia (11.3 ± 0.7 years) and 16 typically developing peers (11.2 ± 0.6 years) using diffusion-weighted magnetic resonance imaging. We assessed white matter microstructure with tract-based spatial statistics in regions-of-interest tracts that had previously been related to math ability in children. Then we used global probabilistic tractography for the first time to measure and compare tract length between developmental dyscalculia and typically developing groups. The high angular resolution diffusion-weighted magnetic resonance imaging and crossing-fiber probabilistic tractography allowed us to evaluate the length of the pathways compared to previous studies. The major findings of our study were reduced white matter coherence and shorter tract length of the left superior longitudinal/arcuate fasciculus and left anterior thalamic radiation in the developmental dyscalculia group. Furthermore, the lower white matter coherence and shorter pathways tended to be associated with the lower math performance. These results from the regional analyses indicate that learning, memory and language-related pathways in the left hemisphere might be related to developmental dyscalculia in children.
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Affiliation(s)
- Nazife Ayyıldız
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
- Department of Interdisciplinary Neuroscience, Health Sciences Institute and Brain Research Center, Ankara University, Ankara, Türkiye
| | - Frauke Beyer
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
- Subproject A1, CRC 1052 “Obesity Mechanisms”, University of Leipzig, Leipzig, Germany
| | - Sertaç Üstün
- Department of Interdisciplinary Neuroscience, Health Sciences Institute and Brain Research Center, Ankara University, Ankara, Türkiye
- Department of Physiology, School of Medicine, Ankara University, Ankara, Türkiye
- Neuroscience and Neurotechnology Center of Excellence, Ankara, Türkiye
| | - Emre H. Kale
- Department of Interdisciplinary Neuroscience, Health Sciences Institute and Brain Research Center, Ankara University, Ankara, Türkiye
| | - Öykü Mançe Çalışır
- Department of Interdisciplinary Neuroscience, Health Sciences Institute and Brain Research Center, Ankara University, Ankara, Türkiye
- Program of Counseling and Guidance, Department of Educational Sciences, Faculty of Educational Sciences, Ankara University, Ankara, Türkiye
| | - Pınar Uran
- Department of Child and Adolescent Psychiatry, School of Medicine, Izmir Democracy University, Izmir, Türkiye
| | - Özgür Öner
- Department of Child and Adolescence Psychiatry, School of Medicine, Bahçeşehir University, Istanbul, Türkiye
| | - Sinan Olkun
- Department of Elementary Education, Faculty of Educational Sciences, Ankara University, Ankara, Türkiye
| | - Alfred Anwander
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
| | - A. Veronica Witte
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
| | - Arno Villringer
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
- MindBrainBody Institute, Berlin School of Mind and Brain, Charité and Humboldt University, Berlin, Germany
| | - Metehan Çiçek
- Department of Interdisciplinary Neuroscience, Health Sciences Institute and Brain Research Center, Ankara University, Ankara, Türkiye
- Department of Physiology, School of Medicine, Ankara University, Ankara, Türkiye
- Neuroscience and Neurotechnology Center of Excellence, Ankara, Türkiye
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3
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Sixtus E, Krause F, Lindemann O, Fischer MH. A sensorimotor perspective on numerical cognition. Trends Cogn Sci 2023; 27:367-378. [PMID: 36764902 DOI: 10.1016/j.tics.2023.01.002] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2021] [Revised: 01/10/2023] [Accepted: 01/10/2023] [Indexed: 02/11/2023]
Abstract
Numbers are present in every part of modern society and the human capacity to use numbers is unparalleled in other species. Understanding the mental and neural representations supporting this capacity is of central interest to cognitive psychology, neuroscience, and education. Embodied numerical cognition theory suggests that beyond the seemingly abstract symbols used to refer to numbers, their underlying meaning is deeply grounded in sensorimotor experiences, and that our specific understanding of numerical information is shaped by actions related to our fingers, egocentric space, and experiences with magnitudes in everyday life. We propose a sensorimotor perspective on numerical cognition in which number comprehension and numerical proficiency emerge from grounding three distinct numerical core concepts: magnitude, ordinality, and cardinality.
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Affiliation(s)
- Elena Sixtus
- Empirical Childhood Research, University of Potsdam, Potsdam, Germany.
| | - Florian Krause
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, The Netherlands.
| | - Oliver Lindemann
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, The Netherlands
| | - Martin H Fischer
- Department of Psychology, University of Potsdam, Potsdam, Germany
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Effects of a Complex Physical Activity Program on Children's Arithmetic Problem Solving and Arithmetic Reasoning Abilities. Eur J Investig Health Psychol Educ 2023; 13:141-150. [PMID: 36661760 PMCID: PMC9858432 DOI: 10.3390/ejihpe13010010] [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: 11/07/2022] [Revised: 01/04/2023] [Accepted: 01/09/2023] [Indexed: 01/13/2023] Open
Abstract
Research has shown that higher levels of physical activity are associated with better cognitive performance in children. However, the benefits of physical activity on academic achievement and specifically on mathematics performance need to be further explored. Therefore, this study aimed to investigate the effects of a complex physical activity (CPA) intervention program, including cognitive involvement, on children’s mathematics performance. The participants were 128 children (aged 12−13 years) attending third grade in three middle schools. They were randomly allocated into a CPA intervention (n = 64) or a waitlist control group (n = 64), the latter of which was given a regular and easy-to-perform activity program. At baseline and after the intervention, students’ physical fitness was measured using a battery of standardized motor tests (20 m shuttle run test, curl-up test, push-up test, and sit and reach test). In addition, the AC-MT 11-14 test was administered to allow a standardized and comprehensive assessment of arithmetic problem-solving and arithmetic reasoning abilities. In comparison to the control, the intervention group showed significant improvements (p < 0.001) in comprehension and production (d = 1.88), arithmetic reasoning (d = 2.50), and problem solving (d = 1.32), as well as in 20 m shuttle run test (d = 1.81), push-up test (d = 1.88), curl-up (d = 3.52), and sit and reach (d = 2.52). No significant changes were found in the control group. In conclusion, findings showed that a 12-week CPA intervention program can improve mathematical performance in children in the third grade of middle school. CPA intervention may be an effective method to improve academic performance and avoid student failure.
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Lazzaro G, Fucà E, Caciolo C, Battisti A, Costanzo F, Varuzza C, Vicari S, Menghini D. Understanding the Effects of Transcranial Electrical Stimulation in Numerical Cognition: A Systematic Review for Clinical Translation. J Clin Med 2022; 11:jcm11082082. [PMID: 35456176 PMCID: PMC9032363 DOI: 10.3390/jcm11082082] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2022] [Revised: 03/31/2022] [Accepted: 04/02/2022] [Indexed: 02/04/2023] Open
Abstract
Atypical development of numerical cognition (dyscalculia) may increase the onset of neuropsychiatric symptoms, especially when untreated, and it may have long-term detrimental social consequences. However, evidence-based treatments are still lacking. Despite plenty of studies investigating the effects of transcranial electrical stimulation (tES) on numerical cognition, a systematized synthesis of results is still lacking. In the present systematic review (PROSPERO ID: CRD42021271139), we found that the majority of reports (20 out of 26) showed the effectiveness of tES in improving both number (80%) and arithmetic (76%) processing. In particular, anodal tDCS (regardless of lateralization) over parietal regions, bilateral tDCS (regardless of polarity/lateralization) over frontal regions, and tRNS (regardless of brain regions) strongly enhance number processing. While bilateral tDCS and tRNS over parietal and frontal regions and left anodal tDCS over frontal regions consistently improve arithmetic skills. In addition, tACS seems to be more effective than tDCS at ameliorating arithmetic learning. Despite the variability of methods and paucity of clinical studies, tES seems to be a promising brain-based treatment to enhance numerical cognition. Recommendations for clinical translation, future directions, and limitations are outlined.
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Affiliation(s)
- Giulia Lazzaro
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (E.F.); (C.C.); (A.B.); (F.C.); (C.V.); (S.V.)
| | - Elisa Fucà
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (E.F.); (C.C.); (A.B.); (F.C.); (C.V.); (S.V.)
| | - Cristina Caciolo
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (E.F.); (C.C.); (A.B.); (F.C.); (C.V.); (S.V.)
| | - Andrea Battisti
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (E.F.); (C.C.); (A.B.); (F.C.); (C.V.); (S.V.)
- Department of Human Science, LUMSA University, 00193 Rome, Italy
| | - Floriana Costanzo
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (E.F.); (C.C.); (A.B.); (F.C.); (C.V.); (S.V.)
| | - Cristiana Varuzza
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (E.F.); (C.C.); (A.B.); (F.C.); (C.V.); (S.V.)
| | - Stefano Vicari
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (E.F.); (C.C.); (A.B.); (F.C.); (C.V.); (S.V.)
- Department of Life Science and Public Health, Università Cattolica del Sacro Cuore, 00168 Rome, Italy
- Centro di Riabilitazione Casa San Giuseppe, Opera Don Guanella, 00165 Rome, Italy
| | - Deny Menghini
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (E.F.); (C.C.); (A.B.); (F.C.); (C.V.); (S.V.)
- Correspondence: ; Tel.: +39-066-859-7091
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6
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Castaldi E, Turi M, Cicchini GM, Gassama S, Eger E. Reduced 2D form coherence and 3D structure from motion sensitivity in developmental dyscalculia. Neuropsychologia 2022; 166:108140. [PMID: 34990696 DOI: 10.1016/j.neuropsychologia.2021.108140] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2020] [Revised: 10/04/2021] [Accepted: 12/31/2021] [Indexed: 10/19/2022]
Abstract
Developmental dyscalculia (DD) is a specific learning disability affecting the development of numerical and arithmetical skills. The origin of DD is typically attributed to the suboptimal functioning of key regions within the dorsal visual stream (parietal cortex) which support numerical cognition. While DD individuals are often impaired in visual numerosity perception, the extent to which they also show a wider range of visual dysfunctions is poorly documented. In the current study we measured sensitivity to global motion (translational and flow), 2D static form (Glass patterns) and 3D structure from motion in adults with DD and control subjects. While sensitivity to global motion was comparable across groups, thresholds for static form and structure from motion were higher in the DD compared to the control group, irrespective of associated reading impairments. Glass pattern sensitivity predicted numerical abilities, and this relation could not be explained by recently reported differences in visual crowding. Since global form sensitivity has often been considered an index of ventral stream function, our findings could indicate a cortical dysfunction extending beyond the dorsal visual stream. Alternatively, they would fit with a role of parietal cortex in form perception under challenging conditions requiring multiple element integration.
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Affiliation(s)
- Elisa Castaldi
- Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, Florence, Italy; Department of Translational Research and New Technologies in Medicine and Surgery, University of Pisa, Pisa, Italy; Cognitive Neuroimaging Unit, INSERM, CEA DRF/JOLIOT, Université Paris-Saclay, NeuroSpin Center, Gif-sur-Yvette, France.
| | - Marco Turi
- Fondazione Stella Maris Mediterraneo, Potenza, Italy
| | | | - Sahawanatou Gassama
- Paris Santé Réussite, Diagnostic Center for Learning Disabilities, Paris, France
| | - Evelyn Eger
- Cognitive Neuroimaging Unit, INSERM, CEA DRF/JOLIOT, Université Paris-Saclay, NeuroSpin Center, Gif-sur-Yvette, France
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Castaldi E, Piazza M, Eger E. Resources Underlying Visuo-Spatial Working Memory Enable Veridical Large Numerosity Perception. Front Hum Neurosci 2021; 15:751098. [PMID: 34867244 PMCID: PMC8634845 DOI: 10.3389/fnhum.2021.751098] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2021] [Accepted: 10/21/2021] [Indexed: 11/13/2022] Open
Abstract
Humans can quickly approximate how many objects are in a visual image, but no clear consensus has been achieved on the cognitive resources underlying this ability. Previous work has lent support to the notion that mechanisms which explicitly represent the locations of multiple objects in the visual scene within a mental map are critical for both visuo-spatial working memory and enumeration (at least for relatively small numbers of items). Regarding the cognitive underpinnings of large numerosity perception, an issue currently subject to much controversy is why numerosity estimates are often non-veridical (i.e., susceptible to biases from non-numerical quantities). Such biases have been found to be particularly pronounced in individuals with developmental dyscalculia (DD), a learning disability affecting the acquisition of arithmetic skills. Motivated by findings showing that DD individuals are also often impaired in visuo-spatial working memory, we hypothesized that resources supporting this type of working memory, which allow for the simultaneous identification of multiple objects, might also be critical for precise and unbiased perception of larger numerosities. We therefore tested whether loading working memory of healthy adult participants during discrimination of large numerosities would lead to increased interference from non-numerical quantities. Participants performed a numerosity discrimination task on multi-item arrays in which numerical and non-numerical stimulus dimensions varied congruently or incongruently relative to each other, either in isolation or in the context of a concurrent visuo-spatial or verbal working memory task. During performance of the visuo-spatial, but not verbal, working memory task, precision in numerosity discrimination decreased, participants' choices became strongly biased by item size, and the strength of this bias correlated with measures of arithmetical skills. Moreover, the interference between numerosity and working memory tasks was bidirectional, with number discrimination impacting visuo-spatial (but not verbal) performance. Overall, these results suggest that representing visual numerosity in a way that is unbiased by non-numerical quantities relies on processes which explicitly segregate/identify the locations of multiple objects that are shared with visuo-spatial (but not verbal) working memory. This shared resource may potentially be impaired in DD, explaining the observed co-occurrence of working memory and numerosity discrimination deficits in this clinical population.
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Affiliation(s)
- Elisa Castaldi
- Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, Florence, Italy
- Department of Translational Research and New Technologies in Medicine and Surgery, University of Pisa, Pisa, Italy
| | - Manuela Piazza
- Center for Mind/Brain Sciences, University of Trento, Rovereto, Italy
| | - Evelyn Eger
- Cognitive Neuroimaging Unit, INSERM, CEA DRF/JOLIOT, Université Paris-Saclay, NeuroSpin Center, Gif-sur-Yvette, France
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Lazzaro G, Battisti A, Varuzza C, Celestini L, Pani P, Costanzo F, Vicari S, Kadosh RC, Menghini D. Boosting Numerical Cognition in Children and Adolescents with Mathematical Learning Disabilities by a Brain-Based Intervention: A Study Protocol for a Randomized, Sham-Controlled Clinical Trial. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:10969. [PMID: 34682715 PMCID: PMC8536003 DOI: 10.3390/ijerph182010969] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/06/2021] [Revised: 10/08/2021] [Accepted: 10/15/2021] [Indexed: 01/29/2023]
Abstract
Numbers are everywhere, and supporting difficulties in numerical cognition (e.g., mathematical learning disability (MLD)) in a timely, effective manner is critical for their daily use. To date, only low-efficacy cognitive-based interventions are available. The extensive data on the neurobiology of MLD have increased interest in brain-directed approaches. The overarching goal of this study protocol is to provide the scientific foundation for devising brain-based and evidence-based treatments in children and adolescents with MLD. In this double-blind, between-subject, sham-controlled, randomized clinical trial, transcranial random noise stimulation (tRNS) plus cognitive training will be delivered to participants. Arithmetic, neuropsychological, psychological, and electrophysiological measures will be collected at baseline (T0), at the end of the interventions (T1), one week (T2) and three months later (T3). We expect that tRNS plus cognitive training will significantly improve arithmetic measures at T1 and at each follow-up (T2, T3) compared with placebo and that such improvements will correlate robustly and positively with changes in the neuropsychological, psychological, and electrophysiological measures. We firmly believe that this clinical trial will produce reliable and positive results to accelerate the validation of brain-based treatments for MLD that have the potential to impact quality of life.
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Affiliation(s)
- Giulia Lazzaro
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (A.B.); (C.V.); (L.C.); (F.C.); (S.V.)
- Department of Human Science, LUMSA University, 00193 Rome, Italy
| | - Andrea Battisti
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (A.B.); (C.V.); (L.C.); (F.C.); (S.V.)
| | - Cristiana Varuzza
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (A.B.); (C.V.); (L.C.); (F.C.); (S.V.)
| | - Laura Celestini
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (A.B.); (C.V.); (L.C.); (F.C.); (S.V.)
| | - Pierpaolo Pani
- Department of Physiology and Pharmacology, Sapienza University, 00185 Rome, Italy;
| | - Floriana Costanzo
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (A.B.); (C.V.); (L.C.); (F.C.); (S.V.)
| | - Stefano Vicari
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (A.B.); (C.V.); (L.C.); (F.C.); (S.V.)
- Department of Life Sciences and Public Health, Università Cattolica del Sacro Cuore, 00168 Rome, Italy
| | - Roi Cohen Kadosh
- School of Psychology, Faculty of Health and Medical Sciences, 30AD04 Elizabeth Fry Building, University of Surrey, Guildford GU2 7XH, UK;
- Department of Experimental Psychology, University of Oxford, New Radcliffe House, Radcliffe Observatory Quarter, Oxford OX2 6GG, UK
| | - Deny Menghini
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (A.B.); (C.V.); (L.C.); (F.C.); (S.V.)
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9
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Castaldi E, Arrighi R, Cicchini GM, Andolfi A, Maduli G, Burr DC, Anobile G. Perception of geometric sequences and numerosity both predict formal geometric competence in primary school children. Sci Rep 2021; 11:14243. [PMID: 34244592 PMCID: PMC8271001 DOI: 10.1038/s41598-021-93710-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2021] [Accepted: 06/21/2021] [Indexed: 01/29/2023] Open
Abstract
While most animals have a sense of number, only humans have developed symbolic systems to describe and organize mathematical knowledge. Some studies suggest that human arithmetical knowledge may be rooted in an ancient mechanism dedicated to perceiving numerosity, but it is not known if formal geometry also relies on basic, non-symbolic mechanisms. Here we show that primary-school children who spontaneously detect and predict geometrical sequences (non-symbolic geometry) perform better in school-based geometry tests indexing formal geometric knowledge. Interestingly, numerosity discrimination thresholds also predicted and explained a specific portion of variance of formal geometrical scores. The relation between these two non-symbolic systems and formal geometry was not explained by age or verbal reasoning skills. Overall, the results are in line with the hypothesis that some human-specific, symbolic systems are rooted in non-symbolic mechanisms.
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Affiliation(s)
- Elisa Castaldi
- Department of Translational Research and New Technologies in Medicine and Surgery, University of Pisa, 56126, Pisa, Italy.,Department of Neuroscience, Psychology, Pharmacology, and Child Health, University of Florence, 50139, Florence, Italy
| | - Roberto Arrighi
- Department of Neuroscience, Psychology, Pharmacology, and Child Health, University of Florence, 50139, Florence, Italy.
| | | | - Arianna Andolfi
- Department of Neuroscience, Psychology, Pharmacology, and Child Health, University of Florence, 50139, Florence, Italy
| | - Giuseppe Maduli
- Department of Neuroscience, Psychology, Pharmacology, and Child Health, University of Florence, 50139, Florence, Italy
| | - David C Burr
- Department of Neuroscience, Psychology, Pharmacology, and Child Health, University of Florence, 50139, Florence, Italy.,CNR Neuroscience Institute, 56100, Pisa, Italy
| | - Giovanni Anobile
- Department of Neuroscience, Psychology, Pharmacology, and Child Health, University of Florence, 50139, Florence, Italy
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