1
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Mammarella IC, Cardillo R, Orefice C. Trajectory assessments of cognitive, visuospatial, and academic profile in nonverbal learning disability (visuospatial developmental disorder). RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 139:104540. [PMID: 37270907 DOI: 10.1016/j.ridd.2023.104540] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Revised: 04/25/2023] [Accepted: 05/23/2023] [Indexed: 06/06/2023]
Abstract
Substantial progress has been made in defining children with nonverbal learning disability (NLD), but longitudinal studies are still lacking. To start filling this gap, we examined changes in general cognitive functioning, visuo-constructive skills, and academic profiles in a group of children with NLD, also taking into account any internalizing and externalizing symptom as transdiagnostic features. A total of 30 participants (24 boys) diagnosed with NLD were tested twice, with a three-year gap between the two assessments (T1: at age 8-13; T2: at 11-16), on their cognitive profile, visuospatial abilities, and academic performance (i.e., reading, writing and arithmetic abilities). At T2, any internalizing and externalizing symptom was also investigated. Statistically significant differences emerged between the two assessments in terms of the WISC-IV Perceptual Reasoning Index (PRI), handwriting speed and arithmetical fact retrieval. The NLD profile seems to be characterized by a relative stability in its core features during a child's development, as regards both weaknesses (i.e., visuospatial processing) and strengths (i.e., verbal abilities). The presence of internalizing and externalizing symptoms also suggested the importance to analyze transdiagnostic features rather than only sharp boundaries between conditions.
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Affiliation(s)
- Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, Italy.
| | - Ramona Cardillo
- Department of Developmental and Social Psychology, University of Padova, Italy; UOC di Neuropsichiatria Infantile, Dipartimento di Salute della Donna e del Bambino, Azienda Ospedale-Università di Padova, Italy
| | - Camilla Orefice
- Department of Developmental and Social Psychology, University of Padova, Italy
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2
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Coccaro A, Di Bono MG, Maffei A, Orefice C, Lievore R, Mammarella I, Liotti M. Resting State Dynamic Reconfiguration of Spatial Attention Cortical Networks and Visuospatial Functioning in Non-Verbal Learning Disability (NVLD): A HD-EEG Investigation. Brain Sci 2023; 13:brainsci13050731. [PMID: 37239203 DOI: 10.3390/brainsci13050731] [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: 03/18/2023] [Revised: 04/13/2023] [Accepted: 04/24/2023] [Indexed: 05/28/2023] Open
Abstract
Nonverbal learning disability (NVLD) is a neurodevelopmental disorder characterized by deficits in visuospatial processing but spared verbal competencies. Neurocognitive markers may provide confirmatory evidence for characterizing NVLD as a separate neurodevelopmental disorder. Visuospatial performance and high-density electroencephalography (EEG) were measured in 16 NLVD and in 16 typically developing (TD) children. Cortical source modeling was applied to assess resting-state functional connectivity (rs-FC) in spatial attention networks (dorsal (DAN) and ventral attention networks (VAN)) implicated in visuospatial abilities. A machine-learning approach was applied to investigate whether group membership could be predicted from rs-FC maps and if these connectivity patterns were predictive of visuospatial performance. Graph theoretical measures were applied to nodes inside each network. EEG rs-FC maps in the gamma and beta band differentiated children with and without NVLD, with increased but more diffuse and less efficient functional connections bilaterally in the NVLD group. While rs-FC of the left DAN in the gamma range predicted visuospatial scores for TD children, in the NVLD group rs-FC of the right DAN in the delta range predicted impaired visuospatial performance, confirming that NVLD is a disorder with a predominant dysfunction in right hemisphere connectivity patterns.
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Affiliation(s)
- Ambra Coccaro
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
- Padova Neuroscience Center, University of Padova, Via Orus 2/B, 35129 Padova, Italy
| | - Maria Grazia Di Bono
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Antonio Maffei
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
- Padova Neuroscience Center, University of Padova, Via Orus 2/B, 35129 Padova, Italy
| | - Camilla Orefice
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Rachele Lievore
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Irene Mammarella
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Mario Liotti
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
- Padova Neuroscience Center, University of Padova, Via Orus 2/B, 35129 Padova, Italy
- Department of Psychology, Simon Fraser University, Burnaby, BC V5A1S6, Canada
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3
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Kaul D, Papadatou-Pastou M, Learmonth G. A meta-analysis of the line bisection task in children. Laterality 2023; 28:48-71. [PMID: 36416485 DOI: 10.1080/1357650x.2022.2147941] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Meta-analyses have shown subtle, group-level asymmetries of spatial attention in adults favouring the left hemispace (pseudoneglect). However, no meta-analysis has synthesized data on children. We performed a random-effects meta-analysis of spatial biases in children aged ≤16 years. Databases (PsycINFO, Web of Science & Scopus) and pre-print servers (bioRxiv, medRxiv & PsyArXiv) were searched for studies involving typically developing children with a mean age of ≤16, who were tested using line bisection. Thirty-three datasets, from 31 studies, involving 2101 children, were included. No bias was identified overall, but there was a small leftward bias in a subgroup where all children were aged ≤16. Moderator analysis found symmetrical neglect, with right-handed actions resulting in right-biased bisections, and left-handed actions in left-biased bisections. Bisections were more leftward in studies with a higher percentage of boys relative to girls. Mean age, hand preference, and control group status did not moderate biases, and there was no difference between children aged ≤7 and ≥7 years, although the number of studies in each moderator analysis was small. There was no evidence of small study bias. We conclude that pseudoneglect may be present in children but is dependent on individual characteristics (sex) and/or task demands (hand used).Registration: Open Science Framework (https://osf.io/n68fz/).
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Affiliation(s)
- Danishta Kaul
- School of Psychology & Neuroscience, University of Glasgow, Glasgow, Scotland
| | - Marietta Papadatou-Pastou
- School of Education, National and Kapodistrian University of Athens, Athens, Greece.,Biomedical Research Foundation, Academy of Athens, Athens, Greece
| | - Gemma Learmonth
- School of Psychology & Neuroscience, University of Glasgow, Glasgow, Scotland
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4
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Bollini A, Campus C, Gori M. The development of allocentric spatial frame in the auditory system. J Exp Child Psychol 2021; 211:105228. [PMID: 34242896 DOI: 10.1016/j.jecp.2021.105228] [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: 11/10/2020] [Revised: 06/15/2021] [Accepted: 06/15/2021] [Indexed: 10/20/2022]
Abstract
The ability to encode space is a crucial aspect of interacting with the external world. Therefore, this ability appears to be fundamental for the correct development of the capacity to integrate different spatial reference frames. The spatial reference frame seems to be present in all the sensory modalities. However, it has been demonstrated that different sensory modalities follow various developmental courses. Nevertheless, to date these courses have been investigated only in people with sensory impairments, where there is a possible bias due to compensatory strategies and it is complicated to assess the exact age when these skills emerge. For these reasons, we investigated the development of the allocentric frame in the auditory domain in a group of typically developing children aged 6-10 years. To do so, we used an auditory Simon task, a paradigm that involves implicit spatial processing, and we asked children to perform the task in both the uncrossed and crossed hands postures. We demonstrated that the crossed hands posture affected the performance only in younger children (6-7 years), whereas at 10 years of age children performed as adults and were not affected by such posture. Moreover, we found that this task's performance correlated with age and developmental differences in spatial abilities. Our results support the hypothesis that auditory spatial cognition's developmental course is similar to the visual modality development as reported in the literature.
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Affiliation(s)
- Alice Bollini
- Unit for Visually Impaired People, Center for Human Technologies, Istituto Italiano di Tecnologia, 16163 Genova, Italy.
| | - Claudio Campus
- Unit for Visually Impaired People, Center for Human Technologies, Istituto Italiano di Tecnologia, 16163 Genova, Italy
| | - Monica Gori
- Unit for Visually Impaired People, Center for Human Technologies, Istituto Italiano di Tecnologia, 16163 Genova, Italy
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5
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Crollen V, Collignon O. How visual is the « number sense »? Insights from the blind. Neurosci Biobehav Rev 2020; 118:290-297. [PMID: 32711006 DOI: 10.1016/j.neubiorev.2020.07.022] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2019] [Revised: 06/18/2020] [Accepted: 07/20/2020] [Indexed: 10/23/2022]
Abstract
Is vision a necessary building block for the foundations of mathematical cognition? A straightforward model to test the causal role visual experience plays in the development of numerical abilities is to study people born without sight. In this review we will demonstrate that congenitally blind people can develop numerical abilities that equal or even surpass those of sighted individuals, despite representing numbers using a qualitatively different representational format. We will also show that numerical thinking in blind people maps onto regions typically involved in visuo-spatial processing in the sighted, highlighting how intrinsic computational biases may constrain the reorganization of numerical networks in case of early visual deprivation. More generally, we will illustrate how the study of arithmetic abilities in congenitally blind people represents a compelling model to understand how sensory experience scaffolds the development of higher-level cognitive representations.
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Affiliation(s)
- Virginie Crollen
- Institute of Psychology (IPSY) and Institute of Neuroscience (IoNS), Université Catholique de Louvain, Place Cardinal Mercier 10, 1348 Louvain-la-Neuve, Belgium.
| | - Olivier Collignon
- Institute of Psychology (IPSY) and Institute of Neuroscience (IoNS), Université Catholique de Louvain, Place Cardinal Mercier 10, 1348 Louvain-la-Neuve, Belgium; Center for Mind/Brain Sciences, University of Trento, Trento, Italy.
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6
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Mathematical Profile Test: A Preliminary Evaluation of an Online Assessment for Mathematics Skills of Children in Grades 1-6. Behav Sci (Basel) 2020; 10:bs10080126. [PMID: 32759837 PMCID: PMC7463740 DOI: 10.3390/bs10080126] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2020] [Revised: 07/29/2020] [Accepted: 07/31/2020] [Indexed: 11/22/2022] Open
Abstract
The domain of numerical cognition still lacks an assessment tool that is theoretically driven and that covers a wide range of key numerical processes with the aim of identifying the learning profiles of children with difficulties in mathematics (MD) or dyscalculia. This paper is the first presentation of an online collectively administered tool developed to meet these goals. The Mathematical Profile Test (MathPro Test) includes 18 subtests that assess numerical skills related to the core number domain or to the visual-spatial, memory or reasoning domains. The specific aim of this paper is to present the preliminary evaluation both of the sensitivity and the psychometric characteristics of the individual measures of the MathPro Test, which was administered to 622 primary school children (grades 1–6) in Belgium. Performance on the subtests increased across all grades and varied along the level of difficulty of the items, supporting the sensitivity of the test. The MathPro Test also showed satisfactory internal consistency and significant and stable correlation with a standardized test in mathematics across all grades. In particular, the achievement in mathematics was strongly associated with the performance on the subtests assessing the reasoning and the visuospatial domains throughout all school grades, whereas associations with the core number and memory tasks were found mainly in the younger children. MD children performed significantly lower than their peers; these differences in performance on the MathPro subtests also varied according to the school grades, informing us about the developmental changes of the weaknesses of children with MD. These results suggest that the MathPro Test is a very promising tool for conducting large scale research and for clinicians to sketch out the mathematical profile of children with MD or dyscalculia.
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7
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Cipora K, He Y, Nuerk HC. The spatial-numerical association of response codes effect and math skills: why related? Ann N Y Acad Sci 2020; 1477:5-19. [PMID: 32348577 DOI: 10.1111/nyas.14355] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2019] [Revised: 03/27/2020] [Accepted: 04/07/2020] [Indexed: 12/17/2022]
Abstract
Evidence from multiple studies conducted in the past few decades converges on the conclusion that numerical properties can be associated with specific directions in space. Such spatial-numerical associations (SNAs), as a signature of elementary number processing, seem to be a likely correlate of math skills. Nevertheless, almost three decades of research on the spatial-numerical association of response codes (SNARC) effect, the hallmark of SNAs, has not provided conclusive results on whether there is a relation with math skills. Here, going beyond reviewing the existing literature on the topic, we try to answer a more fundamental question about why the SNARC effect should (and should not) be related to math skills. We propose a multiroute model framework for a SNARC-math skills relationship. We conclude that the relationship is not straightforward and that several other factors should be considered, which under certain circumstances or in certain groups can cause effects of opposite directions. The model can account for conflicting results, and thus may be helpful for deriving predictions in future studies.
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Affiliation(s)
- Krzysztof Cipora
- Faculty of Science, Department of Psychology, University of Tübingen, Tübingen, Germany.,LEAD Graduate School & Research Network, University of Tübingen, Tübingen, Germany.,Centre for Mathematical Cognition, Loughborough University, Loughborough, United Kingdom
| | - Yunfeng He
- Faculty of Science, Department of Psychology, University of Tübingen, Tübingen, Germany.,Student Psychological Counseling Center, Liaoning University, Shenyang, China
| | - Hans-Christoph Nuerk
- Faculty of Science, Department of Psychology, University of Tübingen, Tübingen, Germany.,LEAD Graduate School & Research Network, University of Tübingen, Tübingen, Germany
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8
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Mammarella IC, Cornoldi C. Nonverbal learning disability (developmental visuospatial disorder). HANDBOOK OF CLINICAL NEUROLOGY 2020; 174:83-91. [PMID: 32977898 DOI: 10.1016/b978-0-444-64148-9.00007-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Nonverbal learning disability is a neurodevelopmental disorder with a core deficit in visuospatial processing with possibly associated problems in attention, motor, academic, and social skills, but without associated neurologic or genetic syndromes. The present chapter, after a brief historic overview of this disorder, will present fresh evidence that clearly shows neuropsychologic and neuroanatomical distinctions between children with nonverbal learning disability and those with other neurodevelopmental disorders. It ends with an attempt to find shared and valid diagnostic criteria. Acknowledging this disorder as a distinct diagnostic category will open up new research avenues with important scientific and clinical implications.
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Affiliation(s)
- Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy.
| | - Cesare Cornoldi
- Department of General Psychology, University of Padova, Padova, Italy
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9
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Crollen V, Noël MP, Honoré N, Degroote V, Collignon O. Investigating the respective contribution of sensory modalities and spatial disposition in numerical training. J Exp Child Psychol 2019; 190:104729. [PMID: 31726240 DOI: 10.1016/j.jecp.2019.104729] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2019] [Revised: 09/30/2019] [Accepted: 10/02/2019] [Indexed: 11/30/2022]
Abstract
Recent studies have suggested that multisensory redundancy may improve cognitive learning. According to this view, information simultaneously available across two or more modalities is highly salient and, therefore, may be learned and remembered better than the same information presented to only one modality. In the current study, we wanted to evaluate whether training arithmetic with a multisensory intervention could induce larger learning improvements than a visual intervention alone. Moreover, because a left-to-right-oriented mental number line was for a long time considered as a core feature of numerical representation, we also wanted to compare left-to-right-organized and randomly organized arithmetic training. Therefore, five training programs were created and called (a) multisensory linear, (b) multisensory random, (c) visual linear, (d) visual random, and (e) control. A total of 85 preschoolers were randomly assigned to one of these five training conditions. Whereas children were trained to solve simple addition and subtraction operations in the first four training conditions, story understanding was the focus of the control training. Several numerical tasks (arithmetic, number-to-position, number comparison, counting, and subitizing) were used as pre- and post-test measures. Although the effect of spatial disposition was not significant, results demonstrated that the multisensory training condition led to a significantly larger performance improvement than the visual training and control conditions. This result was specific to the trained ability (arithmetic) and is discussed in light of the multisensory redundancy hypothesis.
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Affiliation(s)
- Virginie Crollen
- Centre for Mind/Brain Science, University of Trento, 38123 Mattarello (TN), Italy; Institute of Psychology and Institute of Neuroscience, Université Catholique de Louvain, 1348 Louvain-la-Neuve, Belgium.
| | - Marie-Pascale Noël
- Institute of Psychology and Institute of Neuroscience, Université Catholique de Louvain, 1348 Louvain-la-Neuve, Belgium
| | - Nastasya Honoré
- Institute of Psychology and Institute of Neuroscience, Université Catholique de Louvain, 1348 Louvain-la-Neuve, Belgium
| | | | - Olivier Collignon
- Institute of Psychology and Institute of Neuroscience, Université Catholique de Louvain, 1348 Louvain-la-Neuve, Belgium
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10
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Does training mental rotation transfer to gains in mathematical competence? Assessment of an at-home visuospatial intervention. PSYCHOLOGICAL RESEARCH 2019; 84:2000-2017. [DOI: 10.1007/s00426-019-01202-5] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2018] [Accepted: 05/17/2019] [Indexed: 10/26/2022]
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11
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Nava E, Rinaldi L, Bulf H, Macchi Cassia V. The spatial representation of numbers and time follow distinct developmental trajectories: A study in 6- and 10-year-old children. COGNITIVE DEVELOPMENT 2018. [DOI: 10.1016/j.cogdev.2018.08.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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12
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Rinaldi L, Merabet LB, Vecchi T, Cattaneo Z. The spatial representation of number, time, and serial order following sensory deprivation: A systematic review. Neurosci Biobehav Rev 2018; 90:371-380. [PMID: 29746876 DOI: 10.1016/j.neubiorev.2018.04.021] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2017] [Revised: 03/15/2018] [Accepted: 04/27/2018] [Indexed: 11/16/2022]
Abstract
The spatial representation of numerical and temporal information is thought to be rooted in our multisensory experiences. Accordingly, we may expect visual or auditory deprivation to affect the way we represent numerical magnitude and time spatially. Here, we systematically review recent findings on how blind and deaf individuals represent abstract concepts such as magnitude and time (e.g., past/future, serial order of events) in a spatial format. Interestingly, available evidence suggests that sensory deprivation does not prevent the spatial "re-mapping" of abstract information, but differences compared to normally sighted and hearing individuals may emerge depending on the specific dimension considered (i.e., numerical magnitude, time as past/future, serial order). Herein we discuss how the study of sensory deprived populations may shed light on the specific, and possibly distinct, mechanisms subserving the spatial representation of these concepts. Furthermore, we pinpoint unresolved issues that need to be addressed by future studies to grasp a full understanding of the spatial representation of abstract information associated with visual and auditory deprivation.
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Affiliation(s)
- Luca Rinaldi
- Department of Psychology, University of Milano-Bicocca, Milano, Italy; NeuroMI, Milan Center for Neuroscience, Milano, Italy.
| | - Lotfi B Merabet
- The Laboratory for Visual Neuroplasticity, Department of Ophthalmology, Massachusetts Eye and Ear Infirmary, Harvard Medical School, Boston, USA
| | - Tomaso Vecchi
- Department of Brain and Behavioral Sciences, University of Pavia, Pavia, Italy; IRCCS Mondino Foundation, Pavia, Italy
| | - Zaira Cattaneo
- Department of Psychology, University of Milano-Bicocca, Milano, Italy; IRCCS Mondino Foundation, Pavia, Italy.
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13
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Sosson C, Georges C, Guillaume M, Schuller AM, Schiltz C. Developmental Changes in the Effect of Active Left and Right Head Rotation on Random Number Generation. Front Psychol 2018. [PMID: 29541048 PMCID: PMC5836253 DOI: 10.3389/fpsyg.2018.00236] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2022] Open
Abstract
Numbers are thought to be spatially organized along a left-to-right horizontal axis with small/large numbers on its left/right respectively. Behavioral evidence for this mental number line (MNL) comes from studies showing that the reallocation of spatial attention by active left/right head rotation facilitated the generation of small/large numbers respectively. While spatial biases in random number generation (RNG) during active movement are well established in adults, comparable evidence in children is lacking and it remains unclear whether and how children’s access to the MNL is affected by active head rotation. To get a better understanding of the development of embodied number processing, we investigated the effect of active head rotation on the mean of generated numbers as well as the mean difference between each number and its immediately preceding response (the first order difference; FOD) not only in adults (n = 24), but also in 7- to 11-year-old elementary school children (n = 70). Since the sign and absolute value of FODs carry distinct information regarding spatial attention shifts along the MNL, namely their direction (left/right) and size (narrow/wide) respectively, we additionally assessed the influence of rotation on the total of negative and positive FODs regardless of their numerical values as well as on their absolute values. In line with previous studies, adults produced on average smaller numbers and generated smaller mean FODs during left than right rotation. More concretely, they produced more negative/positive FODs during left/right rotation respectively and the size of negative FODs was larger (in terms of absolute value) during left than right rotation. Importantly, as opposed to adults, no significant differences in RNG between left and right head rotations were observed in children. Potential explanations for such age-related changes in the effect of active head rotation on RNG are discussed. Altogether, the present study confirms that numerical processing is spatially grounded in adults and suggests that its embodied aspect undergoes significant developmental changes.
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Affiliation(s)
- Charlotte Sosson
- Institute of Cognitive Science and Assessment, Research Unit Education, Culture, Cognition and Society, Faculty of Language and Literature, Humanities, Arts and Education, University of Luxembourg, Esch-sur-Alzette, Luxembourg
| | - Carrie Georges
- Institute of Cognitive Science and Assessment, Research Unit Education, Culture, Cognition and Society, Faculty of Language and Literature, Humanities, Arts and Education, University of Luxembourg, Esch-sur-Alzette, Luxembourg
| | - Mathieu Guillaume
- Institute of Cognitive Science and Assessment, Research Unit Education, Culture, Cognition and Society, Faculty of Language and Literature, Humanities, Arts and Education, University of Luxembourg, Esch-sur-Alzette, Luxembourg
| | - Anne-Marie Schuller
- Institute of Cognitive Science and Assessment, Research Unit Education, Culture, Cognition and Society, Faculty of Language and Literature, Humanities, Arts and Education, University of Luxembourg, Esch-sur-Alzette, Luxembourg
| | - Christine Schiltz
- Institute of Cognitive Science and Assessment, Research Unit Education, Culture, Cognition and Society, Faculty of Language and Literature, Humanities, Arts and Education, University of Luxembourg, Esch-sur-Alzette, Luxembourg
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14
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Nava E, Rinaldi L, Bulf H, Macchi Cassia V. Visual and proprioceptive feedback differently modulate the spatial representation of number and time in children. J Exp Child Psychol 2017; 161:161-177. [DOI: 10.1016/j.jecp.2017.04.012] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2016] [Revised: 04/07/2017] [Accepted: 04/08/2017] [Indexed: 01/29/2023]
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15
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Fernández-Prieto I, Caprile C, Tinoco-González D, Ristol-Orriols B, López-Sala A, Póo-Argüelles P, Pons F, Navarra J. Pitch perception deficits in nonverbal learning disability. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 59:378-386. [PMID: 27710893 DOI: 10.1016/j.ridd.2016.09.011] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2016] [Revised: 09/14/2016] [Accepted: 09/15/2016] [Indexed: 06/06/2023]
Abstract
The nonverbal learning disability (NLD) is a neurological dysfunction that affects cognitive functions predominantly related to the right hemisphere such as spatial and abstract reasoning. Previous evidence in healthy adults suggests that acoustic pitch (i.e., the relative difference in frequency between sounds) is, under certain conditions, encoded in specific areas of the right hemisphere that also encode the spatial elevation of external objects (e.g., high vs. low position). Taking this evidence into account, we explored the perception of pitch in preadolescents and adolescents with NLD and in a group of healthy participants matched by age, gender, musical knowledge and handedness. Participants performed four speeded tests: a stimulus detection test and three perceptual categorization tests based on colour, spatial position and pitch. Results revealed that both groups were equally fast at detecting visual targets and categorizing visual stimuli according to their colour. In contrast, the NLD group showed slower responses than the control group when categorizing space (direction of a visual object) and pitch (direction of a change in sound frequency). This pattern of results suggests the presence of a subtle deficit at judging pitch in NLD along with the traditionally-described difficulties in spatial processing.
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Affiliation(s)
- I Fernández-Prieto
- Fundació Sant Joan de Déu, Parc Sanitari de Sant Joan de Déu, Esplugues de Llobregat, Barcelona, Spain; Institute of Neurosciences, University of Barcelona, Barcelona, Spain.
| | - C Caprile
- Fundació Sant Joan de Déu, Parc Sanitari de Sant Joan de Déu, Esplugues de Llobregat, Barcelona, Spain
| | - D Tinoco-González
- Fundació Sant Joan de Déu, Parc Sanitari de Sant Joan de Déu, Esplugues de Llobregat, Barcelona, Spain
| | - B Ristol-Orriols
- Departments of Neuropediatrics, Hospital Sant Joan de Déu, Barcelona, Spain
| | - A López-Sala
- Departments of Neuropediatrics, Hospital Sant Joan de Déu, Barcelona, Spain
| | | | - F Pons
- Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain; Institute of Neurosciences, University of Barcelona, Barcelona, Spain; Institut de Recerca Pediàtrica, Hospital Sant Joan de Déu, Barcelona, Spain
| | - J Navarra
- Fundació Sant Joan de Déu, Parc Sanitari de Sant Joan de Déu, Esplugues de Llobregat, Barcelona, Spain; Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Spain
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Gomez A, Piazza M, Jobert A, Dehaene-Lambertz G, Huron C. Numerical abilities of school-age children with Developmental Coordination Disorder (DCD): A behavioral and eye-tracking study. Hum Mov Sci 2016; 55:315-326. [PMID: 27592037 DOI: 10.1016/j.humov.2016.08.008] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2015] [Revised: 08/21/2016] [Accepted: 08/22/2016] [Indexed: 01/29/2023]
Abstract
Developmental Coordination Disorder (DCD) is a disorder of motor coordination which interferes with academic achievement. Difficulties in mathematics have been reported. Performance in the number line task is very sensitive to atypical development of numerical cognition. We used a position-to-number task in which twenty 7-to-10years old children with DCD and 20 age-matched typically developing (TD) children had to estimate the number that corresponded to a hatch mark placed on a 0-100 number line. Eye movements were recorded. Children with DCD were less accurate and slower to respond than their peers. However, they were able to map numbers onto space linearly and used anchoring strategies as control. We suggest that the shift to a linear trend reflects the ability of DCD children to use efficient strategies to solve the task despite a possibly more imprecise underlying numerical acuity.
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Affiliation(s)
- Alice Gomez
- Cognitive Neuroimaging Unit, CEA DRF/I2BM, INSERM, Université Paris-Sud, Université Paris-Saclay, NeuroSpin center, 91191 Gif/Yvette, France
| | - Manuela Piazza
- Cognitive Neuroimaging Unit, CEA DRF/I2BM, INSERM, Université Paris-Sud, Université Paris-Saclay, NeuroSpin center, 91191 Gif/Yvette, France
| | - Antoinette Jobert
- Cognitive Neuroimaging Unit, CEA DRF/I2BM, INSERM, Université Paris-Sud, Université Paris-Saclay, NeuroSpin center, 91191 Gif/Yvette, France
| | - Ghislaine Dehaene-Lambertz
- Cognitive Neuroimaging Unit, CEA DRF/I2BM, INSERM, Université Paris-Sud, Université Paris-Saclay, NeuroSpin center, 91191 Gif/Yvette, France
| | - Caroline Huron
- Cognitive Neuroimaging Unit, CEA DRF/I2BM, INSERM, Université Paris-Sud, Université Paris-Saclay, NeuroSpin center, 91191 Gif/Yvette, France.
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Dormal V, Crollen V, Baumans C, Lepore F, Collignon O. Early but not late blindness leads to enhanced arithmetic and working memory abilities. Cortex 2016; 83:212-21. [PMID: 27580465 DOI: 10.1016/j.cortex.2016.07.016] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2016] [Revised: 07/14/2016] [Accepted: 07/20/2016] [Indexed: 10/21/2022]
Abstract
Behavioural and neurophysiological evidence suggest that vision plays an important role in the emergence and development of arithmetic abilities. However, how visual deprivation impacts on the development of arithmetic processing remains poorly understood. We compared the performances of early (EB), late blind (LB) and sighted control (SC) individuals during various arithmetic tasks involving addition, subtraction and multiplication of various complexities. We also assessed working memory (WM) performances to determine if they relate to a blind person's arithmetic capacities. Results showed that EB participants performed better than LB and SC in arithmetic tasks, especially in conditions in which verbal routines and WM abilities are needed. Moreover, EB participants also showed higher WM abilities. Together, our findings demonstrate that the absence of developmental vision does not prevent the development of refined arithmetic skills and can even trigger the refinement of these abilities in specific tasks.
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Affiliation(s)
- Valérie Dormal
- Institut de Recherche en Sciences Psychologiques, Université catholique de Louvain, Louvain-la-Neuve, Belgium.
| | - Virginie Crollen
- Institut de Recherche en Sciences Psychologiques, Université catholique de Louvain, Louvain-la-Neuve, Belgium
| | - Christine Baumans
- Institut de Recherche en Sciences Psychologiques, Université catholique de Louvain, Louvain-la-Neuve, Belgium
| | - Franco Lepore
- Centre de Recherche en Neuropsychologie et Cognition (CERNEC), Université de Montréal, Canada
| | - Olivier Collignon
- Institut de Recherche en Sciences Psychologiques, Université catholique de Louvain, Louvain-la-Neuve, Belgium; Centre for Mind/Brain Science, University of Trento, Italy
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