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Dolfi S, Decarli G, Lunardon M, De Filippo De Grazia M, Gerola S, Lanfranchi S, Cossu G, Sella F, Testolin A, Zorzi M. Weaker number sense accounts for impaired numerosity perception in dyscalculia: Behavioral and computational evidence. Dev Sci 2024:e13538. [PMID: 38949566 DOI: 10.1111/desc.13538] [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: 05/23/2023] [Revised: 04/29/2024] [Accepted: 05/27/2024] [Indexed: 07/02/2024]
Abstract
Impaired numerosity perception in developmental dyscalculia (low "number acuity") has been interpreted as evidence of reduced representational precision in the neurocognitive system supporting non-symbolic number sense. However, recent studies suggest that poor numerosity judgments might stem from stronger interference from non-numerical visual information, in line with alternative accounts that highlight impairments in executive functions and visuospatial abilities in the etiology of dyscalculia. To resolve this debate, we used a psychophysical method designed to disentangle the contribution of numerical and non-numerical features to explicit numerosity judgments in a dot comparison task and we assessed the relative saliency of numerosity in a spontaneous categorization task. Children with dyscalculia were compared to control children with average mathematical skills matched for age, IQ, and visuospatial memory. In the comparison task, the lower accuracy of dyscalculics compared to controls was linked to weaker encoding of numerosity, but not to the strength of non-numerical biases. Similarly, in the spontaneous categorization task, children with dyscalculia showed a weaker number-based categorization compared to the control group, with no evidence of a stronger influence of non-numerical information on category choice. Simulations with a neurocomputational model of numerosity perception showed that the reduction of representational resources affected the progressive refinement of number acuity, with little effect on non-numerical bias in numerosity judgments. Together, these results suggest that impaired numerosity perception in dyscalculia cannot be explained by increased interference from non-numerical visual cues, thereby supporting the hypothesis of a core number sense deficit. RESEARCH HIGHLIGHTS: A strongly debated issue is whether impaired numerosity perception in dyscalculia stems from a deficit in number sense or from poor executive and visuospatial functions. Dyscalculic children show reduced precision in visual numerosity judgments and weaker number-based spontaneous categorization, but no increasing reliance on continuous visual properties. Simulations with deep neural networks demonstrate that reduced neural/computational resources affect the developmental trajectory of number acuity and account for impaired numerosity judgments. Our findings show that weaker number acuity in developmental dyscalculia is not necessarily related to increased interference from non-numerical visual cues.
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Affiliation(s)
- Serena Dolfi
- Department of Developmental Psychology and Socialization, University of Padova, Padova, Italy
| | - Gisella Decarli
- Department of General Psychology, University of Padova, Padova, Italy
| | | | | | - Silvia Gerola
- Centro Medico di Foniatria - Casa di Cura Trieste, Padova, Italy
| | - Silvia Lanfranchi
- Department of Developmental Psychology and Socialization, University of Padova, Padova, Italy
| | - Giuseppe Cossu
- Centro Medico di Foniatria - Casa di Cura Trieste, Padova, Italy
| | - Francesco Sella
- Centre for Mathematical Cognition, Loughborough University, Loughborough, UK
| | - Alberto Testolin
- Department of General Psychology, University of Padova, Padova, Italy
- Department of Mathematics, University of Padova, Padova, Italy
| | - Marco Zorzi
- Department of General Psychology, University of Padova, Padova, Italy
- IRCCS San Camillo Hospital, Venice, Italy
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Dowker A. Developmental Dyscalculia in Relation to Individual Differences in Mathematical Abilities. CHILDREN (BASEL, SWITZERLAND) 2024; 11:623. [PMID: 38929203 PMCID: PMC11201520 DOI: 10.3390/children11060623] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/05/2024] [Revised: 05/19/2024] [Accepted: 05/19/2024] [Indexed: 06/28/2024]
Abstract
There is still much debate about the exact nature and frequency of developmental dyscalculia, and about how it should be defined. This article examines several key questions in turn: Is developmental dyscalculia a distinct disorder, or should it be seen as the lower end of a continuum-or possibly more than one continuum-of numerical ability? Do individuals with developmental dyscalculia show atypical brain structure or function? Does the study of acquired dyscalculia have anything to teach us about developmental dyscalculia? In studying dyscalculia, should we look less at arithmetical ability as a single entity, and more at separable components of arithmetical ability? How heterogeneous is developmental dyscalculia, and how important is it to study individual profiles? To what extent is developmental dyscalculia influenced by domain-specific versus domain-general abilities? The conclusion is that, though a significant amount has been discovered through existing research, and though this has some important implications for screening and diagnosis of dyscalculia, there is much more research that still needs to be conducted if we are to answer all of these questions fully. In particular, the study of developmental dyscalculia must be more integrated with the study of individual differences in mathematics in the population as a whole.
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Affiliation(s)
- Ann Dowker
- Department of Experimental Psychology, Oxford University, Oxford OX2 6GG, UK
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3
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Park Y, Zhang Y, Chang H, Menon V. Short-term number sense training recapitulates long-term neurodevelopmental changes from childhood to adolescence. Dev Sci 2024:e13524. [PMID: 38695515 DOI: 10.1111/desc.13524] [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: 12/29/2022] [Revised: 04/09/2024] [Accepted: 04/11/2024] [Indexed: 05/08/2024]
Abstract
Number sense is fundamental to the development of numerical problem-solving skills. In early childhood, children establish associations between non-symbolic (e.g., a set of dots) and symbolic (e.g., Arabic numerals) representations of quantity. The developmental estrangement theory proposes that the relationship between non-symbolic and symbolic representations of quantity evolves with age, with increased dissociation across development. Consistent with this theory, recent research suggests that cross-format neural representational similarity (NRS) between non-symbolic and symbolic quantities is correlated with arithmetic fluency in children but not in adolescents. However, it is not known if short-term training (STT) can induce similar changes as long-term development. In this study, children aged 7-10 years underwent a theoretically motivated 4-week number sense training. Using multivariate neural pattern analysis, we investigated whether short-term learning could modify the relation between cross-format NRS and arithmetic skills. Our results revealed a significant correlation between cross-format NRS and arithmetic fluency in distributed brain regions, including the parietal and prefrontal cortices, prior to training. However, this association was no longer observed after training, and multivariate predictive models confirmed these findings. Our findings provide evidence that intensive STT during early childhood can promote behavioral improvements and neural plasticity that resemble and recapitulate long-term neurodevelopmental changes that occur from childhood to adolescence. More generally, our study contributes to our understanding of the malleability of number sense and highlights the potential for targeted interventions to shape neurodevelopmental trajectories in early childhood. RESEARCH HIGHLIGHTS: We tested the hypothesis that short-term number sense training induces the dissociation of symbolic numbers from non-symbolic representations of quantity in children. We leveraged a theoretically motivated intervention and multivariate pattern analysis to determine training-induced neurocognitive changes in the relation between number sense and arithmetic problem-solving skills. Neural representational similarity between non-symbolic and symbolic quantity representations was correlated with arithmetic skills before training but not after training. Short-term training recapitulates long-term neurodevelopmental changes associated with numerical problem-solving from childhood to adolescence.
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Affiliation(s)
- Yunji Park
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, California, USA
| | - Yuan Zhang
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, California, USA
| | - Hyesang Chang
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, California, USA
| | - Vinod Menon
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, California, USA
- Department of Neurology and Neurological Sciences, Stanford University School of Medicine, Stanford, California, USA
- Stanford Neuroscience Institute, Stanford, California, USA
- Symbolic Systems Program, Stanford University, Stanford, California, USA
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4
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Strock A, Mistry PK, Menon V. Digital twins for understanding mechanisms of learning disabilities: Personalized deep neural networks reveal impact of neuronal hyperexcitability. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2024:2024.04.29.591409. [PMID: 38746231 PMCID: PMC11092492 DOI: 10.1101/2024.04.29.591409] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2024]
Abstract
Learning disabilities affect a significant proportion of children worldwide, with far-reaching consequences for their academic, professional, and personal lives. Here we develop digital twins - biologically plausible personalized Deep Neural Networks (pDNNs) - to investigate the neurophysiological mechanisms underlying learning disabilities in children. Our pDNN reproduces behavioral and neural activity patterns observed in affected children, including lower performance accuracy, slower learning rates, neural hyper-excitability, and reduced neural differentiation of numerical problems. Crucially, pDNN models reveal aberrancies in the geometry of manifold structure, providing a comprehensive view of how neural excitability influences both learning performance and the internal structure of neural representations. Our findings not only advance knowledge of the neurophysiological underpinnings of learning differences but also open avenues for targeted, personalized strategies designed to bridge cognitive gaps in affected children. This work reveals the power of digital twins integrating AI and neuroscience to uncover mechanisms underlying neurodevelopmental disorders.
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Affiliation(s)
- Anthony Strock
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305
| | - Percy K. Mistry
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305
| | - Vinod Menon
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305
- Department of Neurology & Neurological Sciences, Stanford University School of Medicine, Stanford, CA 94305
- Wu Tsai Neurosciences Institute, Stanford University School of Medicine, Stanford, CA 94305
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Yu H. The neuroscience basis and educational interventions of mathematical cognitive impairment and anxiety: a systematic literature review. Front Psychol 2023; 14:1282957. [PMID: 38098529 PMCID: PMC10720715 DOI: 10.3389/fpsyg.2023.1282957] [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: 08/25/2023] [Accepted: 11/17/2023] [Indexed: 12/17/2023] Open
Abstract
Introduction Mathematics is a fundamental subject with significant implications in education and neuroscience. Understanding the cognitive processes underlying mathematical cognition is crucial for enhancing educational practices. However, mathematical cognitive impairment and anxiety significantly hinder learning and application in this field. This systematic literature review aims to investigate the neuroscience basis and effective educational interventions for these challenges. Methods The review involved a comprehensive screening of 62 research articles that meet the ESSA evidence levels from multiple databases. The selection criteria focused on studies employing various methodologies, including behavioral experiments and neuroimaging techniques, to explore the neuroscience underpinnings and educational interventions related to mathematical cognitive impairment and anxiety. Results The review identified key themes and insights into the neuroscience basis of mathematical cognitive impairment and anxiety. It also examined their impact on educational practices, highlighting the interplay between cognitive processes and educational outcomes. The analysis of these studies revealed significant findings on how these impairments and anxieties manifest and can be addressed in educational settings. Discussion The review critically analyzes the shortcomings of existing research, noting gaps and limitations in current understanding and methodologies. It emphasizes the need for more comprehensive and diverse studies to better understand these phenomena. The discussion also suggests new directions and potential improvement strategies for future research, aiming to contribute to more effective educational interventions and enhanced learning experiences in mathematics. Conclusion This systematic review provides valuable insights into the neuroscience basis of mathematical cognitive impairment and anxiety, offering a foundation for developing more effective educational strategies. It underscores the importance of continued research in this area to improve educational outcomes and support learners facing these challenges.
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Affiliation(s)
- Hao Yu
- Faculty of Education, Shaanxi Normal University, Xi'an, Shaanxi, China
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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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7
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Tablante J, Krossa L, Azimi T, Chen L. Dysfunctions associated with the intraparietal sulcus and a distributed network in individuals with math learning difficulties: An ALE meta-analysis. Hum Brain Mapp 2023; 44:2726-2740. [PMID: 36807960 PMCID: PMC10089103 DOI: 10.1002/hbm.26240] [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: 09/14/2022] [Revised: 01/26/2023] [Accepted: 02/09/2023] [Indexed: 02/23/2023] Open
Abstract
Math learning difficulty (MLD) is a learning disorder characterized by persistent impairments in the understanding and application of numbers independent of intelligence or schooling. The current study aims to review existing neuroimaging studies to characterize the neurobiological basis in MLD for their quantity and arithmetic dysfunctions. We identified a total of 24 studies with 728 participants through the literature. Using the activation likelihood estimate (ALE) method, we found that the most consistent neurobiological dysfunction in MLD was observed in the right intraparietal sulcus (IPS) with distinct patterns of the anterior and posterior aspects. Meanwhile, neurobiological dysfunctions were also observed in a distributed network including the fusiform gyrus, inferior temporal gyrus, insula, prefrontal cortex, anterior cingulate cortex, and claustrum. Our results suggest a core dysfunction in the right anterior IPS and left fusiform gyrus with atypically upregulated functions in brain regions for attention, working memory, visual processing, and motivation, serving as the neurobiological basis of MLD.
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Affiliation(s)
- Jonathan Tablante
- Neuroscience Program, Santa Clara University, Santa Clara, California, USA
| | - Lani Krossa
- Neuroscience Program, Santa Clara University, Santa Clara, California, USA
| | - Tannaz Azimi
- Neuroscience Program, Santa Clara University, Santa Clara, California, USA
| | - Lang Chen
- Neuroscience Program, Santa Clara University, Santa Clara, California, USA.,Department of Psychology, Santa Clara University, Santa Clara, California, USA
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8
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Sokolowski HM, Levine B. Common neural substrates of diverse neurodevelopmental disorders. Brain 2022; 146:438-447. [PMID: 36299249 PMCID: PMC9924912 DOI: 10.1093/brain/awac387] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2022] [Revised: 09/02/2022] [Accepted: 09/19/2022] [Indexed: 11/14/2022] Open
Abstract
Neurodevelopmental disorders are categorized and studied according to their manifestations as distinct syndromes. For instance, congenital prosopagnosia and dyslexia have largely non-overlapping research literatures and clinical pathways for diagnosis and intervention. On the other hand, the high incidence of neurodevelopmental comorbidities or co-existing extreme strengths and weaknesses suggest that transdiagnostic commonalities may be greater than currently appreciated. The core-periphery model holds that brain regions within the stable core perceptual and motor regions are more densely connected to one another compared to regions in the flexible periphery comprising multimodal association regions. This model provides a framework for the interpretation of neural data in normal development and clinical disorders. Considering network-level commonalities reported in studies of neurodevelopmental disorders, variability in multimodal association cortex connectivity may reflect a shared origin of seemingly distinct neurodevelopmental disorders. This framework helps to explain both comorbidities in neurodevelopmental disorders and profiles of strengths and weaknesses attributable to competitive processing between cognitive systems within an individual.
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Affiliation(s)
- H Moriah Sokolowski
- Correspondence may also be addressed to: H. Moriah Sokolowski E-mail: Twitter: https://twitter.com/hm_sokolowski
| | - Brian Levine
- Correspondence to: Brian Levine 3560 Bathurst St, North York, ON M6A 2E1, Canada E-mail: Website: www.LevineLab.ca Twitter: https://twitter.com/briantlevine
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Lynn A, Wilkey ED, Price GR. Predicting children's math skills from task-based and resting-state functional brain connectivity. Cereb Cortex 2022; 32:4204-4214. [PMID: 34974615 PMCID: PMC9764435 DOI: 10.1093/cercor/bhab476] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2021] [Revised: 11/18/2021] [Accepted: 11/23/2021] [Indexed: 01/02/2023] Open
Abstract
A critical goal of cognitive neuroscience is to predict behavior from neural structure and function, thereby providing crucial insights into who might benefit from clinical and/or educational interventions. Across development, the strength of functional connectivity among a distributed set of brain regions is associated with children's math skills. Therefore, in the present study we use connectome-based predictive modeling to investigate whether functional connectivity during numerical processing and at rest "predicts" children's math skills (N = 31, Mage = 9.21 years, 14 Female). Overall, we found that functional connectivity during symbolic number comparison and rest, but not during nonsymbolic number comparison, predicts children's math skills. Each task revealed a largely distinct set of predictive connections distributed across canonical brain networks and major brain lobes. Most of these predictive connections were negatively correlated with children's math skills so that weaker connectivity predicted better math skills. Notably, these predictive connections were largely nonoverlapping across task states, suggesting children's math abilities may depend on state-dependent patterns of network segregation and/or regional specialization. Furthermore, the current predictive modeling approach moves beyond brain-behavior correlations and toward building models of brain connectivity that may eventually aid in predicting future math skills.
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Affiliation(s)
- Andrew Lynn
- Department of Psychology and Human Development, Peabody College, Vanderbilt University, Nashville, TN 37212, USA
| | - Eric D Wilkey
- Brain and Mind Institute, Western University, London, ON N6A 3K7, Canada
| | - Gavin R Price
- Department of Psychology and Human Development, Peabody College, Vanderbilt University, Nashville, TN 37212, USA
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN 37232, USA
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Nazari S, Hakiminejad F, Hassanzadeh S. Effectiveness of a process-based executive function intervention on arithmetic knowledge of children with Developmental Dyscalculia. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 127:104260. [PMID: 35617846 DOI: 10.1016/j.ridd.2022.104260] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2021] [Revised: 03/10/2022] [Accepted: 05/09/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Arithmetic knowledge has long been known as an essential factor for educational and vocational success. AIMS This study aims to explore the effectiveness of a process-based Executive Function (EF) intervention program on the improvement of components of arithmetic. METHODS AND PROCEDURE A goal-directed sampling method was applied in this study. Participants were assigned into active control and experimental groups. Semi-experimental design with pre-test, post-test and follow-up was utilized in this research. Participants were included in this study based on their WISC-IV and Key-Math test performance. 30 male students aged 8-10 years with a formal diagnosis of Developmental Dyscalculia (DD), selected from a learning disability center in Ahvaz, Iran, participated in the study. The pre-test took 1 month, the intervention including 17 sessions, took two months and the post-test took 1 month. All the students' arithmetic knowledge were tested in pre-test, post-test, and 3 months after post-test to test the longevity of the intervention effects. Repeated measure Univariate Analysis of Variance was conducted in this study. OUTCOMES AND RESULTS The results indicate that the students who attended the intervention, outperformed control group in the components of factual and procedural arithmetic in post-test and follow-up, however; the performance of two groups in conceptual knowledge was not different. This study contributes to the emerging evidence that EF intervention may improve factual and procedural arithmetic knowledge in children with DD. CONCLUSIONS AND IMPLICATIONS Process-based EF interventions can improve arithmetic knowledge of students with DD, which can contribute to the literature of this area WHAT THIS PAPER ADDS?: The current research helps cognitive science to present a more meticulous theoretical and conceptual pattern for EF components and math, using process-based EF intervention programs with arithmetic content. Furthermore, this research allows for specification of cognitive fundamentals of arithmetic development and understanding the mechanisms underlying the transfer effect of EF intervention to math. The findings of this research can contribute to evidence-based EF intervention studies and help educational psychologists in preparation of appropriate curricula based on the fundamental components of arithmetic development in preschool and primary school.
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Affiliation(s)
- Somayeh Nazari
- Faculty of Psychology and Special Education, Farhangian University, Iran
| | - Farnaz Hakiminejad
- Faculty of Psychology and Special Education, Farhangian University, Iran; Department of psychology and Special Education, University of Tehran, Iran
| | - Saeid Hassanzadeh
- Department of psychology and Special Education, University of Tehran, Iran.
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11
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Impaired Arithmetic Fact Retrieval in an Adult with Developmental Dyscalculia: Evidence from Behavioral and Functional Brain Imaging Data. Brain Sci 2022; 12:brainsci12060735. [PMID: 35741620 PMCID: PMC9221370 DOI: 10.3390/brainsci12060735] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Accepted: 05/31/2022] [Indexed: 02/04/2023] Open
Abstract
Developmental dyscalculia (DD) is a developmental disorder characterized by arithmetic difficulties. Recently, it has been suggested that the neural networks supporting procedure-based calculation (e.g., in subtraction) and left-hemispheric verbal arithmetic fact retrieval (e.g., in multiplication) are partially distinct. Here we compared the neurofunctional correlates of subtraction and multiplication in a 19-year-old student (RM) with DD to 18 age-matched controls. Behaviorally, RM performed significantly worse than controls in multiplication, while subtraction was unaffected. Neurofunctional differences were most pronounced regarding multiplication: RM showed significantly stronger activation than controls not only in left angular gyrus but also in a fronto-parietal network (including left intraparietal sulcus and inferior frontal gyrus) typically activated during procedure-based calculation. Region-of-interest analyses indicated group differences in multiplication only, which, however, did not survive correction for multiple comparisons. Our results are consistent with dissociable and processing-specific, but not operation-specific neurofunctional networks. Procedure-based calculation is not only associated with subtraction but also with (untrained) multiplication facts. Only after rote learning, facts can be retrieved quasi automatically from memory. We suggest that this learning process and the associated shift in activation patterns has not fully occurred in RM, as reflected in her need to resort to procedure-based strategies to solve multiplication facts.
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12
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Laws ML, Matejko AA, Lozano M, Napoliello E, Eden GF. Dorsal visual stream activity during coherent motion processing is not related to math ability or dyscalculia. Neuroimage Clin 2022; 35:103042. [PMID: 35580422 PMCID: PMC9117688 DOI: 10.1016/j.nicl.2022.103042] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2022] [Revised: 04/12/2022] [Accepted: 05/08/2022] [Indexed: 11/16/2022]
Abstract
Math disability (MD) or developmental dyscalculia is a highly prevalent learning disability involving deficits in computation and arithmetic fact retrieval and is associated with dysfunction of parietal and prefrontal cortices. It has been suggested that dyscalculia (and other learning disabilities and developmental disorders) can be viewed in terms of a broader 'dorsal stream vulnerability,' which could explain a range of dorsal visual stream function deficits, including poor coherent visual motion perception. Behavioral evidence from two studies in typical children has linked performance on visual motion perception to math ability, and a third behavioral study reported poorer visual motion perception in a small group of children with MD compared to controls. Visual motion perception relies on the magnocellular-dominated dorsal stream, particularly its constituent area V5/MT. Here we used functional MRI to measure brain activity in area V5/MT during coherent visual motion processing to test its relationship with math ability. While we found bilateral activation in V5/MT in 66 children/adolescents with varied math abilities, we found no relationships between V5/MT activity and standardized math measures. Next, we selected a group of children/adolescents with MD (n = 23) and compared them to typically developing controls (n = 18), but found no differences in activity in V5/MT or elsewhere in the brain. We followed these frequentist statistics with Bayesian analyses, which favored null models in both studies. We conclude that dorsal stream function subserving visual motion processing in area V5/MT is not related to math ability, nor is it altered in those with the math disability dyscalculia.
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Affiliation(s)
- Marissa L Laws
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington DC, United States; Interdisciplinary Program in Neuroscience, Georgetown University Medical Center, Washington DC, United States
| | - Anna A Matejko
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington DC, United States
| | - Melanie Lozano
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington DC, United States
| | - Eileen Napoliello
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington DC, United States
| | - Guinevere F Eden
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington DC, United States; Interdisciplinary Program in Neuroscience, Georgetown University Medical Center, Washington DC, United States.
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Magariño DE, Turel O, He Q. Bilateral intraparietal activation for number tasks in studies using an adaptation paradigm: A meta-analysis. Neuroscience 2022; 490:296-308. [PMID: 35276305 DOI: 10.1016/j.neuroscience.2022.02.024] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Revised: 01/27/2022] [Accepted: 02/20/2022] [Indexed: 01/29/2023]
Abstract
Mathematical processing is important for professional successes. The Adaptation Paradigm has been widely used to study the brain underpinnings of mathematical processing. In this study, we aim at shedding light on an important component of mathematical processing, namely numerical cognition. To do so, we performed a meta-analysis using the Activation Likelihood Estimation method on studies that have employed the Adaptation Paradigm for examining numerical cognition. We found a bilateral Intraparietal Sulcus (IPS) activation in studies using both symbolic and non-symbolic stimuli formats. We also found a right lateralized brain activation for the non-symbolic condition and a left lateralized brain activation for the symbolic condition. These results imply that the Adaptation Paradigm likely targets numeric magnitude processing and confirms the potency of this paradigm to activate the Intraparietal Sulcus.
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Affiliation(s)
- Daniela Escobar Magariño
- Faculty of Psychology, MOE Key Laboratory of Cognition and Personality, Southwest University, Chongqing, China; Faculty of Psychology, Havana University, Havana, Cuba
| | - Ofir Turel
- School of Computing and Information Systems, The University of Melbourne, Parkville, VIC, Australia
| | - Qinghua He
- Faculty of Psychology, MOE Key Laboratory of Cognition and Personality, Southwest University, Chongqing, China; Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China; Southwest University Branch, Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University, Chongqing, China.
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14
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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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15
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Michels L, Buechler R, Kucian K. Increased structural covariance in brain regions for number processing and memory in children with developmental dyscalculia. J Neurosci Res 2021; 100:522-536. [PMID: 34933406 PMCID: PMC9306474 DOI: 10.1002/jnr.24998] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2021] [Revised: 10/19/2021] [Accepted: 11/18/2021] [Indexed: 01/05/2023]
Abstract
Developmental dyscalculia (DD) is a developmental learning disability associated with deficits in processing numerical and mathematical information. Several studies demonstrated functional network alterations in DD. Yet, there are no studies, which examined the structural network integrity in DD. We compared whole‐brain maps of volume based structural covariance between 19 (4 males) children with DD and 18 (4 males) typically developing children. We found elevated structural covariance in the DD group between the anterior intraparietal sulcus to the middle temporal and frontal gyrus (p < 0.05, corrected). A hippocampus subfield analysis showed higher structural covariance in the DD group for area CA3 to the parahippocampal and calcarine sulcus, angular gyrus and anterior part of the intraparietal sulcus as well as to the lingual gyrus. Lower structural covariance in this group was seen for the subiculum to orbitofrontal gyrus, anterior insula and middle frontal gyrus. In contrast, the primary motor cortex (control region) revealed no difference in structural covariance between groups. Our results extend functional magnetic resonance studies by revealing abnormal gray matter integrity in children with DD. These findings thus indicate that the pathophysiology of DD is mediated by both structural and functional abnormalities in a network involved in number processing and memory function.
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Affiliation(s)
- Lars Michels
- Department of Neuroradiology, University Hospital Zurich, University of Zurich, Zurich, Switzerland.,Neuroscience Centre Zurich, University of Zurich and ETH Zurich, Zurich, Switzerland
| | - Roman Buechler
- Department of Neuroradiology, University Hospital Zurich, University of Zurich, Zurich, Switzerland
| | - Karin Kucian
- Neuroscience Centre Zurich, University of Zurich and ETH Zurich, Zurich, Switzerland.,Centre for MR-Research, University Children's Hospital Zurich, Zurich, Switzerland.,Children's Research Centre, University Children's Hospital Zurich, Zurich, Switzerland
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16
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Levy S, Goldfarb L. The perception of subset quantity and items in an environment with distractors in a population with mathematical learning difficulties. Trends Neurosci Educ 2021; 25:100166. [PMID: 34844698 DOI: 10.1016/j.tine.2021.100166] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Revised: 11/03/2021] [Accepted: 11/04/2021] [Indexed: 11/30/2022]
Abstract
OBJECTIVE People often perceive a quantity of specific objects that appear as part of an overall group of items (a subset). This study investigates this type of perception among a population with mathematical leaning difficulties (MLD). METHOD Sixty-two participants (mean age: 26.82) reported the general and subset quantity of items using a subset quantity detection task or a conjunction visual search task. RESULTS MLD had difficulties perceiving both the general quantity presented and the subset quantity of items. They also had difficulties preforming a conjunction visual search task, even when the task did not involve numerical processing. CONCLUSIONS MLD has spatial difficulties in the form of visual search and subset quantity detection. The current study suggests that MLD might experience greater difficulties in daily tasks, which might be related to those tasks (e.g., detecting the amount of forks among other items of silverware on the table).
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Affiliation(s)
- Sharon Levy
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Israel
| | - Liat Goldfarb
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Israel.
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17
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Fooks N, Hadad BS, Rubinsten O. Nonsymbolic-Magnitude Deficit in Adults With Developmental Dyscalculia: Evidence of Impaired Size Discrimination but Intact Size Constancy. Psychol Sci 2021; 32:1271-1284. [PMID: 34287080 DOI: 10.1177/0956797621995204] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Although researchers have debated whether a core deficit of nonsymbolic representation of magnitude underlies developmental dyscalculia (DD), research has mostly focused on numerosity processing. We probed the possibility of a general magnitude deficit in individuals with DD and asked whether sensitivity to size varied in contexts of depth ordering and size constancy. We measured full psychometric functions in size-discrimination tasks in 12 participants with DD and 13 control participants. Results showed that although people with DD exhibited veridical perceived magnitude, their sensitivity to size was clearly impaired. In contrast, when objects were embedded in depth cues allowing size-constancy computations, participants with DD demonstrated typical sensitivity to size. These results demonstrate a deficit in the perceptual resolutions of magnitude in DD. At the same time, the finding of an intact size constancy suggests that when magnitude perception is facilitated by implicit mandatory computations of size constancy, this deficit is no longer evident.
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Affiliation(s)
- Nirit Fooks
- Department of Learning Disabilities, University of Haifa
| | - Bat-Sheva Hadad
- Department of Special Education, University of Haifa.,Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa
| | - Orly Rubinsten
- Department of Learning Disabilities, University of Haifa.,Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa
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18
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The Polygenic Nature and Complex Genetic Architecture of Specific Learning Disorder. Brain Sci 2021; 11:brainsci11050631. [PMID: 34068951 PMCID: PMC8156942 DOI: 10.3390/brainsci11050631] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Revised: 05/11/2021] [Accepted: 05/12/2021] [Indexed: 12/16/2022] Open
Abstract
Specific Learning Disorder (SLD) is a multifactorial, neurodevelopmental disorder which may involve persistent difficulties in reading (dyslexia), written expression and/or mathematics. Dyslexia is characterized by difficulties with speed and accuracy of word reading, deficient decoding abilities, and poor spelling. Several studies from different, but complementary, scientific disciplines have investigated possible causal/risk factors for SLD. Biological, neurological, hereditary, cognitive, linguistic-phonological, developmental and environmental factors have been incriminated. Despite worldwide agreement that SLD is highly heritable, its exact biological basis remains elusive. We herein present: (a) an update of studies that have shaped our current knowledge on the disorder’s genetic architecture; (b) a discussion on whether this genetic architecture is ‘unique’ to SLD or, alternatively, whether there is an underlying common genetic background with other neurodevelopmental disorders; and, (c) a brief discussion on whether we are at a position of generating meaningful correlations between genetic findings and anatomical data from neuroimaging studies or specific molecular/cellular pathways. We conclude with open research questions that could drive future research directions.
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19
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Skagenholt M, Skagerlund K, Träff U. Neurodevelopmental differences in child and adult number processing: An fMRI-based validation of the triple code model. Dev Cogn Neurosci 2021; 48:100933. [PMID: 33582487 PMCID: PMC7890357 DOI: 10.1016/j.dcn.2021.100933] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2020] [Revised: 12/21/2020] [Accepted: 02/01/2021] [Indexed: 10/30/2022] Open
Abstract
The triple code model of numerical cognition (TCM) details the neurocognitive mechanisms associated with perceiving and manipulating numerical information in exact symbolic (Arabic digits and number words) and approximate nonsymbolic numerical magnitude (e.g., dot arrays) representation codes. The current study provides a first empirical fMRI-based investigation into neurodevelopmental differences in 30 healthy children's and 44 healthy adults' recruitment of neural correlates associated with the Arabic digit, number word, and nonsymbolic magnitude codes. Differences between the two groups were found in cingulate regions commonly associated with domain-general aspects of cognitive control, as opposed to neural correlates of number processing per se. A primary developmental difference was identified in verbal number discrimination, where only adults recruited left-lateralized perisylvian language areas in accordance with the TCM. We therefore call for a revision of the verbal code and a formulation of separate child and adult-specific neurocognitive mechanisms associated with the discrimination of number words. Although further research is necessary, results indicate that numerical discrimination abilities in middle-school-aged children operate close to adult-level maturity. Neurodevelopmental differences may be more apparent in younger children, or on the level of functional network dynamics as opposed to a shift in recruited neural substrates.
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Affiliation(s)
- Mikael Skagenholt
- Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden; Department of Management and Engineering, JEDI-Lab, Linköping University, Linköping, Sweden.
| | - Kenny Skagerlund
- Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden; Department of Management and Engineering, JEDI-Lab, Linköping University, Linköping, Sweden; Center for Social and Affective Neuroscience (CSAN), Linköping University, Linköping, Sweden
| | - Ulf Träff
- Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
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20
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Hendriks MHA, Dillen C, Vettori S, Vercammen L, Daniels N, Steyaert J, Op de Beeck H, Boets B. Neural processing of facial identity and expression in adults with and without autism: A multi-method approach. NEUROIMAGE-CLINICAL 2020; 29:102520. [PMID: 33338966 PMCID: PMC7750419 DOI: 10.1016/j.nicl.2020.102520] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/15/2020] [Revised: 10/23/2020] [Accepted: 11/30/2020] [Indexed: 11/28/2022]
Abstract
The ability to recognize faces and facial expressions is a common human talent. It has, however, been suggested to be impaired in individuals with autism spectrum disorder (ASD). The goal of this study was to compare the processing of facial identity and emotion between individuals with ASD and neurotypicals (NTs). Behavioural and functional magnetic resonance imaging (fMRI) data from 46 young adults (aged 17-23 years, NASD = 22, NNT = 24) was analysed. During fMRI data acquisition, participants discriminated between short clips of a face transitioning from a neutral to an emotional expression. Stimuli included four identities and six emotions. We performed behavioural, univariate, multi-voxel, adaptation and functional connectivity analyses to investigate potential group differences. The ASD-group did not differ from the NT-group on behavioural identity and expression processing tasks. At the neural level, we found no differences in average neural activation, neural activation patterns and neural adaptation to faces in face-related brain regions. In terms of functional connectivity, we found that amygdala seems to be more strongly connected to inferior occipital cortex and V1 in individuals with ASD. Overall, the findings indicate that neural representations of facial identity and expression have a similar quality in individuals with and without ASD, but some regions containing these representations are connected differently in the extended face processing network.
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Affiliation(s)
- Michelle H A Hendriks
- Department of Brain and Cognition, KU Leuven, Tiensestraat 102 - bus 3714, Leuven, Belgium; Leuven Autism Research Consortium, KU Leuven, Leuven, Belgium
| | - Claudia Dillen
- Department of Brain and Cognition, KU Leuven, Tiensestraat 102 - bus 3714, Leuven, Belgium; Leuven Autism Research Consortium, KU Leuven, Leuven, Belgium
| | - Sofie Vettori
- Centre for Developmental Psychiatry, KU Leuven, Kapucijnenvoer 7 blok h - bus 7001, Leuven, Belgium; Leuven Autism Research Consortium, KU Leuven, Leuven, Belgium
| | - Laura Vercammen
- Department of Brain and Cognition, KU Leuven, Tiensestraat 102 - bus 3714, Leuven, Belgium
| | - Nicky Daniels
- Department of Brain and Cognition, KU Leuven, Tiensestraat 102 - bus 3714, Leuven, Belgium; Centre for Developmental Psychiatry, KU Leuven, Kapucijnenvoer 7 blok h - bus 7001, Leuven, Belgium; Leuven Autism Research Consortium, KU Leuven, Leuven, Belgium
| | - Jean Steyaert
- Centre for Developmental Psychiatry, KU Leuven, Kapucijnenvoer 7 blok h - bus 7001, Leuven, Belgium; Leuven Autism Research Consortium, KU Leuven, Leuven, Belgium
| | - Hans Op de Beeck
- Department of Brain and Cognition, KU Leuven, Tiensestraat 102 - bus 3714, Leuven, Belgium; Leuven Brain Institute, KU Leuven, Leuven, Belgium
| | - Bart Boets
- Centre for Developmental Psychiatry, KU Leuven, Kapucijnenvoer 7 blok h - bus 7001, Leuven, Belgium; Leuven Brain Institute, KU Leuven, Leuven, Belgium; Leuven Autism Research Consortium, KU Leuven, Leuven, Belgium.
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21
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Grant JG, Siegel LS, D'Angiulli A. From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities. Front Public Health 2020; 8:469. [PMID: 33194932 PMCID: PMC7642246 DOI: 10.3389/fpubh.2020.00469] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2019] [Accepted: 07/24/2020] [Indexed: 11/13/2022] Open
Abstract
We bridge two analogous concepts of comorbidity, dyslexia-dyscalculia and reading-mathematical disabilities, in neuroscience and education, respectively. We assessed the cognitive profiles of 360 individuals (mean age 25.79 ± 13.65) with disability in reading alone (RD group), mathematics alone (MD group) and both (comorbidity: MDRD group), with tests widely used in both psychoeducational and neuropsychological batteries. As expected, the MDRD group exhibited reading deficits like those shown by the RD group. The former group also exhibited deficits in quantitative reasoning like those shown by the MD group. However, other deficits related to verbal working memory and semantic memory were exclusive to the MDRD group. These findings were independent of gender, age, or socioeconomic and demographic factors. Through a systematic exhaustive review of clinical neuroimaging literature, we mapped the resulting cognitive profiles to correspondingly plausible neuroanatomical substrates of dyslexia and dyscalculia. In our resulting "probing" model, the complex set of domain-specific and domain-general impairments shown in the comorbidity of reading and mathematical disabilities are hypothesized as being related to atypical development of the left angular gyrus. The present neuroeducational approach bridges a long-standing transdisciplinary divide and contributes a step further toward improved early prediction, teaching and interventions for children and adults with combined reading and math disabilities.
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Affiliation(s)
- Jeremy G Grant
- Department of Neuroscience, Carleton University, Ottawa, ON, Canada
| | - Linda S Siegel
- Department of Educational and Counselling Psychology, and Special Education, The University of British Columbia, Vancouver, BC, Canada
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22
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Castaldi E, Vignaud A, Eger E. Mapping subcomponents of numerical cognition in relation to functional and anatomical landmarks of human parietal cortex. Neuroimage 2020; 221:117210. [DOI: 10.1016/j.neuroimage.2020.117210] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2020] [Revised: 07/06/2020] [Accepted: 07/27/2020] [Indexed: 01/26/2023] Open
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23
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Koyama MS, Molfese PJ, Milham MP, Mencl WE, Pugh KR. Thalamus is a common locus of reading, arithmetic, and IQ: Analysis of local intrinsic functional properties. BRAIN AND LANGUAGE 2020; 209:104835. [PMID: 32738503 PMCID: PMC8087146 DOI: 10.1016/j.bandl.2020.104835] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/16/2019] [Revised: 06/24/2020] [Accepted: 06/28/2020] [Indexed: 05/04/2023]
Abstract
Neuroimaging studies of basic achievement skills - reading and arithmetic - often control for the effect of IQ to identify unique neural correlates of each skill. This may underestimate possible effects of common factors between achievement and IQ measures on neuroimaging results. Here, we simultaneously examined achievement (reading and arithmetic) and IQ measures in young adults, aiming to identify MRI correlates of their common factors. Resting-state fMRI (rs-fMRI) data were analyzed using two metrics assessing local intrinsic functional properties; regional homogeneity (ReHo) and fractional amplitude low frequency fluctuation (fALFF), measuring local intrinsic functional connectivity and intrinsic functional activity, respectively. ReHo highlighted the thalamus/pulvinar (a subcortical region implied for selective attention) as a common locus for both achievement skills and IQ. More specifically, the higher the ReHo values, the lower the achievement and IQ scores. For fALFF, the left superior parietal lobule, part of the dorsal attention network, was positively associated with reading and IQ. Collectively, our results highlight attention-related regions, particularly the thalamus/pulvinar as a key region related to individual differences in performance on all the three measures. ReHo in the thalamus/pulvinar may serve as a tool to examine brain mechanisms underlying a comorbidity of reading and arithmetic difficulties, which could co-occur with weakness in general intellectual abilities.
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Affiliation(s)
- Maki S Koyama
- Haskins Laboratories, New Haven, CT, USA; Center for the Developing Brain, Child Mind Institute, New York, NY, USA.
| | - Peter J Molfese
- Haskins Laboratories, New Haven, CT, USA; Section on Functional Imaging Methods, Laboratory of Brain and Cognition, Department of Health and Human Services, National Institute of Mental Health, National Institutes of Health, Bethesda, MD, USA.
| | - Michael P Milham
- Center for the Developing Brain, Child Mind Institute, New York, NY, USA; Center for Biomedical Imagingand Neuromodulation, Nathan Kline Institute, Orangeburg, NY, USA.
| | | | - Kenneth R Pugh
- Haskins Laboratories, New Haven, CT, USA; Yale University School of Medicine, Department of Diagnostic Radiology, New Haven, CT, USA; University of Connecticut, Department of Psychology, Storrs, CT, USA.
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24
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Conrad BN, Wilkey ED, Yeo DJ, Price GR. Network topology of symbolic and nonsymbolic number comparison. Netw Neurosci 2020; 4:714-745. [PMID: 32885123 PMCID: PMC7462424 DOI: 10.1162/netn_a_00144] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2019] [Accepted: 05/08/2020] [Indexed: 12/12/2022] Open
Abstract
Studies of brain activity during number processing suggest symbolic and nonsymbolic numerical stimuli (e.g., Arabic digits and dot arrays) engage both shared and distinct neural mechanisms. However, the extent to which number format influences large-scale functional network organization is unknown. In this study, using 7 Tesla MRI, we adopted a network neuroscience approach to characterize the whole-brain functional architecture supporting symbolic and nonsymbolic number comparison in 33 adults. Results showed the degree of global modularity was similar for both formats. The symbolic format, however, elicited stronger community membership among auditory regions, whereas for nonsymbolic, stronger membership was observed within and between cingulo-opercular/salience network and basal ganglia communities. The right posterior inferior temporal gyrus, left intraparietal sulcus, and two regions in the right ventromedial occipital cortex demonstrated robust differences between formats in terms of their community membership, supporting prior findings that these areas are differentially engaged based on number format. Furthermore, a unified fronto-parietal/dorsal attention community in the nonsymbolic condition was fractionated into two components in the symbolic condition. Taken together, these results reveal a pattern of overlapping and distinct network architectures for symbolic and nonsymbolic number processing.
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Affiliation(s)
- Benjamin N. Conrad
- Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
| | - Eric D. Wilkey
- Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
- Brain & Mind Institute, Western University, London, ON, Canada
| | - Darren J. Yeo
- Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
- Division of Psychology, School of Social Sciences, Nanyang Technological University, Singapore
| | - Gavin R. Price
- Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
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25
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Rubinsten O, Korem N, Perry A, Goldberg M, Shamay-Tsoory S. Different neural activations for an approaching friend versus stranger: Linking personal space to numerical cognition. Brain Behav 2020; 10:e01613. [PMID: 32342617 PMCID: PMC7303380 DOI: 10.1002/brb3.1613] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/11/2020] [Accepted: 03/12/2020] [Indexed: 02/03/2023] Open
Abstract
INTRODUCTION Typically, humans place themselves at a preferred distance from others. This distance is known to characterize human spatial behavior. Here, we focused on neurocognitive conditions that may affect interpersonal distances. The current study investigated whether neurocognitive deficiencies in numerical and spatial knowledge may affect social perception and modulate personal space. METHOD In an event-related potential (ERP) study, university students with developmental dyscalculia (DD) and typically developing control participants were given a computerized version of the comfortable interpersonal distance task, in which participants were instructed to press the spacebar when they began to feel uncomfortable by the approach of a virtual protagonist. RESULTS Results showed that students with deficiencies in numerical and spatial skills (i.e., DD) demonstrated reduced variability in their preferred distance from an approaching friend. Importantly, DD showed decreased amplitude of the N1 wave in the friend condition. CONCLUSION These results suggest that people coping with deficiencies in spatial cognition have a less efficient allocation of spatial attention in the service of processing personal distances. Accordingly, the study highlights the fundamental role of spatial neurocognition in organizing social space.
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Affiliation(s)
- Orly Rubinsten
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, The University of Haifa, Haifa, Israel.,Department of Learning Disabilities, The University of Haifa, Haifa, Israel
| | - Nachshon Korem
- Department of Psychiatry, Yale University School of Medicine, New Haven, CT, USA
| | - Anat Perry
- Department of Psychology, The Hebrew University of Jerusalem, Jerusalem, Israel
| | - Miri Goldberg
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, The University of Haifa, Haifa, Israel
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26
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Pegado F, Hendriks MH, Amelynck S, Daniels N, Steyaert J, Boets B, Op de Beeck H. Adults with high functioning autism display idiosyncratic behavioral patterns, neural representations and connectivity of the ‘Voice Area’ while judging the appropriateness of emotional vocal reactions. Cortex 2020; 125:90-108. [DOI: 10.1016/j.cortex.2019.11.008] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2019] [Revised: 08/14/2019] [Accepted: 11/17/2019] [Indexed: 12/17/2022]
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27
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Pillet I, Op de Beeck H, Lee Masson H. A Comparison of Functional Networks Derived From Representational Similarity, Functional Connectivity, and Univariate Analyses. Front Neurosci 2020; 13:1348. [PMID: 31969801 PMCID: PMC6960203 DOI: 10.3389/fnins.2019.01348] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2019] [Accepted: 12/02/2019] [Indexed: 11/13/2022] Open
Abstract
The invention of representational similarity analysis [RSA, following multi-voxel pattern analysis (MVPA)] has allowed cognitive neuroscientists to identify the representational structure of multiple brain regions, moving beyond functional localization. By comparing these structures, cognitive neuroscientists can characterize how brain areas form functional networks. Univariate analysis (UNIVAR) and functional connectivity analysis (FCA) are two other popular methods to identify functional networks. Despite their popularity, few studies have examined the relationship between networks from RSA with those from UNIVAR and FCA. Thus, the aim of the current study is to examine the similarities between neural networks derived from RSA with those from UNIVAR and FCA to explore how these methods relate to each other. We analyzed the data of a previously published study with the three methods and compared the results by performing (partial) correlation and multiple regression analysis. Our findings reveal that neural networks resulting from RSA, UNIVAR, and FCA methods are highly similar to each other even after ruling out the effect of anatomical proximity between the network nodes. Nevertheless, the neural network from each method shows unique organization that cannot be explained by any of the other methods. Thus, we conclude that the RSA, UNIVAR and FCA methods provide similar but not identical information on how brain regions are organized in functional networks.
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Affiliation(s)
| | | | - Haemy Lee Masson
- Laboratory of Biological Psychology, Department of Brain and Cognition, Leuven Brain Institute, KU Leuven, Leuven, Belgium
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Castaldi E, Piazza M, Iuculano T. Learning disabilities: Developmental dyscalculia. HANDBOOK OF CLINICAL NEUROLOGY 2020; 174:61-75. [PMID: 32977896 DOI: 10.1016/b978-0-444-64148-9.00005-3] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Abstract
Developmental dyscalculia (DD) is a developmental learning disability that manifests as a persistent difficulty in comprehending even the most basic numeric and arithmetic concepts, despite normal intelligence and schooling opportunities. Given the predominant use of numbers in modern society, this condition can pose major challenges in the sufferer's everyday life, both in personal and professional development. Since, to date, we still lack a universally recognized and psychometrically driven definition of DD, its diagnosis has been applied to a wide variety of cognitive profiles. In this chapter, we review the behavioral and neural characterization of DD as well as the different neurocognitive and etiologic accounts of this neurodevelopmental disorder. We underline the multicomponential nature of this heterogeneous disability: different aspects of mathematical competence can be affected by both the suboptimal recruitment of general cognitive functions supporting mathematical cognition (such as attention, memory, and cognitive control) and specific deficits in mastering numeric concepts and operations. Accordingly, both intervention paradigms focused on core numeric abilities and more comprehensive protocols targeting multiple neurocognitive systems have provided evidence for effective positive outcomes.
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Affiliation(s)
- Elisa Castaldi
- Department of Translational Research and New Technologies in Medicine and Surgery, University of Pisa, Pisa, Italy; Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, Florence, Italy; Cognitive Neuroimaging Unit, CEA DRF/I2BM, INSERM, Université Paris-Sud, Université Paris-Saclay, NeuroSpin Center, Gif-sur-Yvette, France.
| | - Manuela Piazza
- Center for Mind/Brain Sciences, University of Trento, Trento, Italy
| | - Teresa Iuculano
- Centre National de la Recherche Scientifique and Université de Paris, La Sorbonne, Paris, France
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Lee Masson H, Pillet I, Amelynck S, Van De Plas S, Hendriks M, Op de Beeck H, Boets B. Intact neural representations of affective meaning of touch but lack of embodied resonance in autism: a multi-voxel pattern analysis study. Mol Autism 2019; 10:39. [PMID: 31798816 PMCID: PMC6881998 DOI: 10.1186/s13229-019-0294-0] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2019] [Accepted: 10/22/2019] [Indexed: 12/22/2022] Open
Abstract
Background Humans can easily grasp the affective meaning of touch when observing social interactions. Several neural systems support this ability, including the theory of mind (ToM) network and the somatosensory system linked to embodied resonance, but it is unclear how these systems are affected in autism spectrum disorder (ASD). Individuals with ASD exhibit impairments in the use of nonverbal communication such as social and reciprocal touch. Despite the importance of touch in social communication and the reported touch aversion in ASD, surprisingly little is known about the neural systems underlying impairments in touch communication in ASD. Methods The present study applies a dynamic and socially meaningful stimulus set combined with functional magnetic resonance imaging (fMRI) to pinpoint atypicalities in the neural circuitry underlying socio-affective touch observation in adults with ASD. Twenty-one adults with ASD and 21 matched neurotypical adults evaluated the valence and arousal of 75 video fragments displaying touch interactions. Subsequently, they underwent fMRI while watching the same videos. Using multi-voxel pattern analysis (MVPA) and multiple regression analysis, we examined which brain regions represent the socio-affective meaning of observed touch. To further understand the brain-behavior relationship, we correlated the strength of affective representations in the somatosensory cortex with individuals' attitude towards social touch in general and with a quantitative index of autism traits as measured by the Social Responsiveness Scale. Results Results revealed that the affective meaning of touch was well represented in the temporoparietal junction, a core mentalizing area, in both groups. Conversely, only the neurotypical group represented affective touch in the somatosensory cortex, a region involved in self-experienced touch. Lastly, irrespective of the group, individuals with a more positive attitude towards receiving, witnessing, and providing social touch and with a higher score on social responsivity showed more differentiated representations of the affective meaning of touch in these somatosensory areas. Conclusions Together, our findings imply that male adults with ASD show intact cognitive understanding (i.e., "knowing") of observed socio-affective touch interactions, but lack of spontaneous embodied resonance (i.e., "feeling").
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Affiliation(s)
- Haemy Lee Masson
- Department of Brain and Cognition, KU Leuven, Tiensestraat 102, box 3714, 3000 Leuven, Belgium
- Center for Developmental Psychiatry, KU Leuven, 3000 Leuven, Belgium
- Leuven Autism Research consortium, KU Leuven, 3000 Leuven, Belgium
| | - Ineke Pillet
- Department of Brain and Cognition, KU Leuven, Tiensestraat 102, box 3714, 3000 Leuven, Belgium
| | - Steffie Amelynck
- Center for Developmental Psychiatry, KU Leuven, 3000 Leuven, Belgium
- Leuven Autism Research consortium, KU Leuven, 3000 Leuven, Belgium
| | - Stien Van De Plas
- Department of Brain and Cognition, KU Leuven, Tiensestraat 102, box 3714, 3000 Leuven, Belgium
| | - Michelle Hendriks
- Department of Brain and Cognition, KU Leuven, Tiensestraat 102, box 3714, 3000 Leuven, Belgium
- Center for Developmental Psychiatry, KU Leuven, 3000 Leuven, Belgium
| | - Hans Op de Beeck
- Department of Brain and Cognition, KU Leuven, Tiensestraat 102, box 3714, 3000 Leuven, Belgium
| | - Bart Boets
- Center for Developmental Psychiatry, KU Leuven, 3000 Leuven, Belgium
- Leuven Autism Research consortium, KU Leuven, 3000 Leuven, Belgium
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Dagher A, Lehéricy S, Rowe JB, Siebner HR. Disease-informed brain mapping teaches important lessons about the human brain. Neuroimage 2019; 190:1-3. [PMID: 30798013 DOI: 10.1016/j.neuroimage.2019.02.040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Affiliation(s)
- Alain Dagher
- McConnell Brain Imaging Centre, Montreal Neurological Institute, McGill University, Montreal, Canada.
| | - Stéphane Lehéricy
- Institut Du Cerveau et de La Moelle épinière, Centre for NeuroImaging Research, Team Movement Investigation and Therapeutics, Sorbonne Université, UPMC - Inserm U1127, CNRS UMR, 7225, Paris, France.
| | - James B Rowe
- Department of Clinical Neurosciences, University of Cambridge, UK; Medical Research Council, Cognition and Brain Sciences Unit, Cambridge, UK; Behavioural and Clinical Neuroscience Institute, University of Cambridge, UK.
| | - Hartwig R Siebner
- Danish Research Centre for Magnetic Resonance (DRCMR), Centre for Functional and Diagnostic Imaging and Research, Hvidovre Hospital, University of Copenhagen, Denmark.
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