Processing Abilities Associated with Math Skills in Adult Learning Disability

Mathematical Profile Test: A Preliminary Evaluation of an Online Assessment for Mathematics Skills of Children in Grades 1-6

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.

Neuropsychology of frontal lobe epilepsy in children and adults: Systematic review and meta-analysis

Frontal lobe epilepsy (FLE) is associated with cognitive problems, especially in areas related to frontal lobe functioning as executive functions, attention, and motor skills, but with impact on memory and psychosocial adaptation. Deficits are similar in both adults and children with FLE, although no studies have compared adult and pediatric performance in the same study. The aim of this research was to analyze the existing evidence concerning the cognition in adults and children with FLE. A random effect meta-analysis was used using Cohen's d, and the confidence interval for each cognitive factor was calculated. The results in the meta-analysis show a general pattern of cognitive dysfunction in FLE, especially in functions related to the frontal lobe, with an influence of the duration and the age at onset of epilepsy, as well as the age of the sample used. In addition, researches in this type of epilepsy are heterogeneous, with too many different sampling and methodological characteristics, which is not a standard format for reporting clinical sample characterization, making it difficult to study FLE in depth.

Adolescents with Developmental Dyscalculia Do Not Have a Generalized Magnitude Deficit - Processing of Discrete and Continuous Magnitudes

The link between number and space has been discussed in the literature for some time, resulting in the theory that number, space and time might be part of a generalized magnitude system. To date, several behavioral and neuroimaging findings support the notion of a generalized magnitude system, although contradictory results showing a partial overlap or separate magnitude systems are also found. The possible existence of a generalized magnitude processing area leads to the question how individuals with developmental dyscalculia (DD), known for deficits in numerical-arithmetical abilities, process magnitudes. By means of neuropsychological tests and functional magnetic resonance imaging (fMRI) we aimed to examine the relationship between number and space in typical and atypical development. Participants were 16 adolescents with DD (14.1 years) and 14 typically developing (TD) peers (13.8 years). In the fMRI paradigm participants had to perform discrete (arrays of dots) and continuous magnitude (angles) comparisons as well as a mental rotation task. In the neuropsychological tests, adolescents with dyscalculia performed significantly worse in numerical and complex visuo-spatial tasks. However, they showed similar results to TD peers when making discrete and continuous magnitude decisions during the neuropsychological tests and the fMRI paradigm. A conjunction analysis of the fMRI data revealed commonly activated higher order visual (inferior and middle occipital gyrus) and parietal (inferior and superior parietal lobe) magnitude areas for the discrete and continuous magnitude tasks. Moreover, no differences were found when contrasting both magnitude processing conditions, favoring the possibility of a generalized magnitude system. Group comparisons further revealed that dyscalculic subjects showed increased activation in domain general regions, whilst TD peers activate domain specific areas to a greater extent. In conclusion, our results point to the existence of a generalized magnitude system in the occipito-parietal stream in typical development. The detailed investigation of spatial and numerical magnitude abilities in DD reveals that the deficits in number processing and arithmetic cannot be explained with a general magnitude deficiency. Our results further indicate that multiple neuro-cognitive components might contribute to the explanation of DD.

Mathematical impairment associated with high-contrast abnormalities in change detection and magnocellular visual evoked response

The cause of developmental dyscalculia, a specific deficit in acquisition of arithmetic skills, particularly of enumeration, has never been investigated with respect to the patency of the visual magnocellular system. Here, the question of dysfunction of the afferent magnocellular cortical input and its dorsal stream projections was tested directly using nonlinear analysis of the visual evoked potential (VEP) and through the psychophysical ability to rapidly detect visual change. A group of young adults with self-reported deficiencies of arithmetical ability, showed marked impairment in magnitude estimation and enumeration performance-though not in lexical decision reaction times when compared with an arithmetically capable group controlled for age and handedness. Multifocal nonlinear VEPs were recorded at low (24 %) and high (96 %) contrast. First- and second-order VEP kernels were comparable between groups at low contrast, but not at high contrast. The mathematically impaired group showed an abnormal lack of contrast saturation in the shortest latency first-order peak (N60) and a delayed P100 positivity in the first slice of the second-order kernel. Both features have previously been argued to be physiological markers of magnocellular function. Mathematically impaired participants also performed worse on a gap paradigm change detection for digit task showing increased reaction times for high-contrast stimuli but not for low-contrast stimuli compared with controls. The VEP results give direct evidence of abnormality in the occipital processing of magnocellular information in those with mathematical impairment. The anomalous high visual contrast physiological and psychophysical performance suggests an abnormality in the inhibitory processes that normally result in saturation of contrast gain in the magnocellular system.

Relationships between Cattell-Horn-Carroll (CHC) cognitive abilities and math achievement within a sample of college students with learning disabilities

This study examined the relationship between cognitive abilities and math achievement within a sample of college students with learning disabilities (LD). The cognitive abilities were seven areas identified by Stratum II of the Cattell-Horn-Carroll (CHC) theory of cognitive abilities, in addition to the eighth area of Working Memory. Math performance was assessed via math calculation and math reasoning tasks. Instruments include the Woodcock-Johnson III Tests of Cognitive Abilities and Tests of Achievement. Participants were 158 college students with a diagnosed LD in math. Multiple regression analyses found that Processing Speed and Working Memory were related to Math Calculation scores and that Comprehension-Knowledge, Fluid Reasoning, and Working Memory were related to Math Reasoning. Implications for the assessment of math LD in the college populations are discussed.

Kinder mit Dyskalkulie fokussieren spontan weniger auf Anzahligkeit

Zusammenfassung: Wie stark wir spontan auf Anzahligkeit in unserer Umgebung achten wird als SFON (Spontaneous Focussing On Numerosity) bezeichnet. Frühere Studien haben gezeigt, dass ein Kind, das stärkere SFON-Tendenz zeigt, bessere Zählfertigkeiten und mathematische Leistungen erbringt. SFON scheint sich stabil und kontinuierlich zu entwickeln und kann als Prädiktor für die zukünftige Rechenleistung genutzt werden. Es wird dementsprechend als ein stabiles und sensibles Maß für die numerische Entwicklung beschrieben. Bei Kindern mit Dyskalkulie scheint die Entwicklung der Zahlenverarbeitung und des Rechnens spezifisch gestört. Das Ziel der vorliegenden Studie ist die Untersuchung der SFON-Tendenz bei Kindern mit einer entwicklungsbedingten Dyskalkulie. Wir haben SFON bei 76 Kindern zwischen 7 und 11 Jahren getestet, 38 Kinder mit und 38 ohne Dyskalkulie. Die beiden Gruppen zeigten vergleichbare allgemeine kognitive Fähigkeiten, unterschieden sich aber spezifisch in den mathematischen Leistungen. Die Ergebnisse zeigen eine signifikant schwächere SFON-Tendenz bei Kindern mit Dyskalkulie, das heißt, Kinder mit Dyskalkulie fokussieren im Vergleich zu Kontrollkindern spontan weniger häufig auf Anzahligkeit. Zudem korreliert SFON positiv mit der Zahlenverarbeitungs- und Rechenleistung. Das heißt, Kinder mit schlechteren mathematischen Fertigkeiten achten spontan weniger auf numerische Aspekte. Die Ergebnisse zeigen, dass eine verminderte SFON-Tendenz ein Verhaltensmerkmal für Entwicklungsdyskalkulie zu sein scheint. Dies kann sowohl Ursache als auch Folge der Störung von Zähl- und Rechenfertigkeiten sein. Es empfiehlt sich daher, SFON bei Kindern mit einem Dyskalkulierisiko zu erfassen sowie Förderung und Lernumgebung in Hinblick auf Anzahlfokussierung anzureichern.

Nonverbal learning disabilities: a critical review

This article presents a critical review of the term and concept of nonverbal learning disability (NLD). After a brief historical introduction, the article focuses on the apparent rarity of NLD; the hypothesis of the frequent co-occurrence of emotional disorder, depression, and suicide in NLD; the white matter hypothesis as an explanation of the origin of NLD; and the question of NLD as part of a variety of other disorders. It is argued that NLD presents a broad hypothesis, but that there is little evidence to support its use in clinical practice.