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Vágvölgyi R, Sahlender M, Schröter H, Nagengast B, Dresler T, Schrader J, Nuerk HC. Low literacy skills in adults can be largely explained by basic linguistic and domain-general predictors. Front Psychol 2024; 15:1422896. [PMID: 39295760 PMCID: PMC11408358 DOI: 10.3389/fpsyg.2024.1422896] [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: 04/24/2024] [Accepted: 08/13/2024] [Indexed: 09/21/2024] Open
Abstract
Introduction Despite having sufficient formal education, a large group of people cannot complete everyday tasks like reading, writing, or making basic calculations. Regarding reading, millions of people are not able to understand more complex texts despite the ability to read simple words or sentences; they have low literacy skills. Even though this problem has been known for decades, the causes and predictors of their poor reading comprehension skills are not fully explored. Socioeconomic, sociodemographic, and reading-related (i.e., linguistic) factors, especially of English-speaking participants and thus users of an opaque orthography, were often assessed. The goal of this study was to examine which linguistic, domain-general, or numerical factors predict substandard complex text reading as the core symptom of low literacy skills in adulthood. Methods To this end, we assessed a group of German-speaking participants-users of a transparent orthography-who are at risk for complex text reading deficits. Results The results indicated that linguistic variables (reduced word/pseudoword reading, weaker oral semantic and grammatical comprehension), working memory, and age predicted lower performance in text comprehension. This model explained 73% of the total variance, indicating that most of the deficits in complex text reading can be explained by a group of basic underlying linguistic and domain-general factors. Discussion We conclude that interventions for adults with low literacy skills and others at risk for complex text reading deficits should address word/pseudoword reading and focus on both written and oral comprehension.
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Affiliation(s)
- Réka Vágvölgyi
- Cognitive and Developmental Psychology Unit, Centre for Cognitive Science, RPTU Kaiserslautern-Landau, Kaiserslautern, Germany
| | - Moritz Sahlender
- German Institute for Adult Education - Leibniz Centre for Lifelong Learning (Deutsches Institut für Erwachsenenbildung - Leibniz-Zentrum für Lebenslanges Lernen e.V.), Bonn, Germany
| | - Hannes Schröter
- German Institute for Adult Education - Leibniz Centre for Lifelong Learning (Deutsches Institut für Erwachsenenbildung - Leibniz-Zentrum für Lebenslanges Lernen e.V.), Bonn, Germany
- Adult Cognition and Learning, Faculty of Psychology, FernUniversität in Hagen, Hagen, Germany
| | - Benjamin Nagengast
- Hector Research Institute of Education Sciences and Psychology, University of Tuebingen, Tuebingen, Germany
- LEAD Graduate School & Research Network, University of Tuebingen, Tuebingen, Germany
| | - Thomas Dresler
- LEAD Graduate School & Research Network, University of Tuebingen, Tuebingen, Germany
- Department of Psychiatry and Psychotherapy, University of Tuebingen, Tuebingen, Germany
- German Center for Mental Health (DZPG), Partner Site Tuebingen, Tuebingen, Germany
| | - Josef Schrader
- German Institute for Adult Education - Leibniz Centre for Lifelong Learning (Deutsches Institut für Erwachsenenbildung - Leibniz-Zentrum für Lebenslanges Lernen e.V.), Bonn, Germany
- LEAD Graduate School & Research Network, University of Tuebingen, Tuebingen, Germany
- Department of Education, University of Tuebingen, Tuebingen, Germany
| | - Hans-Christoph Nuerk
- LEAD Graduate School & Research Network, University of Tuebingen, Tuebingen, Germany
- Department of Psychology, University of Tuebingen, Tuebingen, Germany
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Ma M, Likhanov M, Zhou X. Number sense-arithmetic link in Grade 1 and Grade 2: A case of fluency. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024; 94:897-918. [PMID: 38802998 DOI: 10.1111/bjep.12693] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2023] [Revised: 05/10/2024] [Accepted: 05/13/2024] [Indexed: 05/29/2024]
Abstract
BACKGROUND Recent research suggested fluent processing as an explanation on why number sense contributes to simple arithmetic tasks-'Fluency hypothesis'. AIMS The current study investigates whether number sense contributes to such arithmetic tasks when other cognitive factors are controlled for (including those that mediate the link); and whether this contribution varies as a function of participants' individual maths fluency levels. SAMPLE Four hundred and thirty-seven Chinese schoolchildren (186 females; Mage = 83.49 months) completed a range of cognitive measures in Grade 1 (no previous classroom training) and in Grade 2 (a year later). METHODS Number sense, arithmetic (addition and subtraction), spatial ability, visuo-spatial working memory, perception, reaction time, character reading and general intelligence were measured. RESULTS Our data showed that the link between number sense and arithmetic was weaker in Grade 1 (Beta = .15 for addition and .06 (ns) for subtraction) compared to Grade 2 (.23-.28), but still persisted in children with no previous maths training. Further, math's performance in Grade 1 did not affect the link between number sense and maths performance in Grade 2. CONCLUSION Our data extended previous findings by showing that number sense is linked with simple maths task performance even after controlling for multiple cognitive factors. Our results brought some evidence that number sense-arithmetic link is somewhat sensitive to previous formal maths education. Further research is needed, as the differences in effects between grades were quite small, and arithmetic in Grade 1 did not moderate the link at question in Grade 2.
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Affiliation(s)
- Mei Ma
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China
| | - Maxim Likhanov
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China
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Pan DJ, Meng X, Lee JR, Ng MCY, McBride C. The cognitive-linguistic profiles and academic performances of Chinese children with dyslexia across cultures: Beijing, Hong Kong, and Taipei. ANNALS OF DYSLEXIA 2024; 74:222-242. [PMID: 38319481 DOI: 10.1007/s11881-024-00301-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/06/2023] [Accepted: 01/21/2024] [Indexed: 02/07/2024]
Abstract
This study examined the cognitive-linguistic and literacy-related correlates of dyslexia in three Chinese cities and the English word reading and mathematics performances of Chinese children with dyslexia. Chinese children with/without dyslexia were measured with an equivalent test battery of literacy and mathematics in Beijing, Hong Kong, and Taipei. Univariate analysis results suggested that phonological sensitivity distinguished those with and without dyslexia across all three cities in group comparisons. In Taipei and Hong Kong, morphological awareness, delayed copying, and spelling also distinguished the groups. Logistic regression analyses demonstrated that Chinese character reading, as directly compared to Chinese word reading, also distinguished the groups particularly well. In addition, in Beijing and Hong Kong, children with dyslexia performed significantly less well in English word reading than those without dyslexia. In Hong Kong and Taipei, children with dyslexia also had difficulties in mathematics performance. Findings highlight the fundamental importance of some cognitive-linguistic skills for explaining Chinese dyslexia across cultures, the utility of recognizing the individual Chinese character as a foundational unit of analysis in Chinese across cultures, and the generalizability of the comorbidity of both English as a second language (L2) and mathematics with dyslexia in Chinese children in both Beijing and Hong Kong.
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Affiliation(s)
- Dora Jue Pan
- School of Humanities and Social Science, The Chinese University of Hong Kong (Shenzhen), Shenzhen, China
| | - Xiangzhi Meng
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China.
| | - Jun Ren Lee
- Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan
- Chinese Language and Technology Center, National Taiwan Normal University, Taipei, Taiwan
| | - Melody Chi Yi Ng
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China
| | - Catherine McBride
- Department of Human Development and Family Science, Purdue University, West Lafayette, USA.
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Cui Z, Hu Y, Wang X, Li C, Liu Z, Cui Z, Zhou X. Form perception is a cognitive correlate of the relation between subitizing ability and math performance. Cogn Process 2024; 25:321-331. [PMID: 38421459 DOI: 10.1007/s10339-024-01175-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2023] [Accepted: 01/16/2024] [Indexed: 03/02/2024]
Abstract
"Subitizing" defines a phenomenon whereby approximately four items can be quickly and accurately processed. Studies have shown the close association between subitizing and math performance, however, the mechanism for the association remains unclear. The present study was conducted to investigate whether form perception assessed on a serial figure matching task is a potential non-numerical mechanism between subitizing ability and math performance. Three-hundred and seventy-three Chinese primary school students completed four kinds of dot comparison tasks, serial figure matching task, math performance tasks (including three arithmetic computation tasks and math word problem task), and other cognitive tasks as their general cognitive abilities were observed as covariates. A series of hierarchical regression analyses showed that after controlling for age, gender, nonverbal matrix reasoning, and visual tracking, subitizing comparison (subitizing vs. subitizing, subitizing vs. estimation) still contributed to simple addition or simple subtraction but not to complex subtraction ability or math word problem. After taking form perception as an additional control variable, the predictive power of different dot comparison conditions disappeared. A path model also showed that form perception fully mediates the relation between numerosity comparison (within and beyond the subitizing range) and arithmetic performance. These findings support the claim that form perception is a non-numerical cognitive correlate of the relation between subitizing ability and math performance (especially arithmetic computation).
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Affiliation(s)
- Zhijun Cui
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute of Brain Research, Beijing Normal University, Beijing, 100875, China
- Children's Health Care Center, Beijing Children's Hospital, Beijing, 100045, China
| | - Yuwei Hu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute of Brain Research, Beijing Normal University, Beijing, 100875, China
- Institute of Psychology, Chinese Academy of Sciences, Beijing, 100101, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, 101408, China
| | - Xinnan Wang
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute of Brain Research, Beijing Normal University, Beijing, 100875, China
| | - Chen Li
- College of Education, Hebei Normal University, Shijiazhuang, 050024, China
| | - Zhengkui Liu
- Institute of Psychology, Chinese Academy of Sciences, Beijing, 100101, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, 101408, China
| | - Zhanling Cui
- College of Education, Hebei Normal University, Shijiazhuang, 050024, China.
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute of Brain Research, Beijing Normal University, Beijing, 100875, China.
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Marks RA, Pollack C, Meisler SL, D'Mello AM, Centanni TM, Romeo RR, Wade K, Matejko AA, Ansari D, Gabrieli JDE, Christodoulou JA. Neurocognitive mechanisms of co-occurring math difficulties in dyslexia: Differences in executive function and visuospatial processing. Dev Sci 2024; 27:e13443. [PMID: 37675857 PMCID: PMC10918042 DOI: 10.1111/desc.13443] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2023] [Revised: 08/02/2023] [Accepted: 08/14/2023] [Indexed: 09/08/2023]
Abstract
Children with dyslexia frequently also struggle with math. However, studies of reading disability (RD) rarely assess math skill, and the neurocognitive mechanisms underlying co-occurring reading and math disability (RD+MD) are not clear. The current study aimed to identify behavioral and neurocognitive factors associated with co-occurring MD among 86 children with RD. Within this sample, 43% had co-occurring RD+MD and 22% demonstrated a possible vulnerability in math, while 35% had no math difficulties (RD-Only). We investigated whether RD-Only and RD+MD students differed behaviorally in their phonological awareness, reading skills, or executive functions, as well as in the brain mechanisms underlying word reading and visuospatial working memory using functional magnetic resonance imaging (fMRI). The RD+MD group did not differ from RD-Only on behavioral or brain measures of phonological awareness related to speech or print. However, the RD+MD group demonstrated significantly worse working memory and processing speed performance than the RD-Only group. The RD+MD group also exhibited reduced brain activations for visuospatial working memory relative to RD-Only. Exploratory brain-behavior correlations along a broad spectrum of math ability revealed that stronger math skills were associated with greater activation in bilateral visual cortex. These converging neuro-behavioral findings suggest that poor executive functions in general, including differences in visuospatial working memory, are specifically associated with co-occurring MD in the context of RD. RESEARCH HIGHLIGHTS: Children with reading disabilities (RD) frequently have a co-occurring math disability (MD), but the mechanisms behind this high comorbidity are not well understood. We examined differences in phonological awareness, reading skills, and executive function between children with RD only versus co-occurring RD+MD using behavioral and fMRI measures. Children with RD only versus RD+MD did not differ in their phonological processing, either behaviorally or in the brain. RD+MD was associated with additional behavioral difficulties in working memory, and reduced visual cortex activation during a visuospatial working memory task.
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Affiliation(s)
- Rebecca A Marks
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, Massachusetts, USA
| | - Courtney Pollack
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
| | - Steven L Meisler
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- Program in Speech and Hearing Bioscience and Technology, Harvard University, Cambridge, Massachusetts, USA
| | - Anila M D'Mello
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- Department of Psychiatry, University of Texas Southwestern Medical Center, Dallas, Texas, USA
- Peter O'Donnell Jr. Brain Institute, University of Texas Southwestern Medical Center, Dallas, Texas, USA
- Department of Psychology, University of Texas at Dallas, Richardson, Texas, USA
| | - Tracy M Centanni
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- Department of Psychology, Texas Christian University, Fort Worth, Texas, USA
| | - Rachel R Romeo
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- Department of Human Development and Quantitative Methodology, University of Maryland College Park, College Park, Maryland, USA
| | - Karolina Wade
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
| | - Anna A Matejko
- Department of Psychology, University of Western Ontario, London, Ontario, Canada
- Brain and Mind Institute, University of Western Ontario, London, Ontario, Canada
- Department of Psychology, Durham University, Durham, UK
| | - Daniel Ansari
- Department of Psychology, University of Western Ontario, London, Ontario, Canada
- Brain and Mind Institute, University of Western Ontario, London, Ontario, Canada
| | - John D E Gabrieli
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
| | - Joanna A Christodoulou
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, Massachusetts, USA
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Carioti D, Stucchi NA, Toneatto C, Masia MF, Del Monte M, Stefanelli S, Travellini S, Marcelli A, Tettamanti M, Vernice M, Guasti MT, Berlingeri M. The ReadFree tool for the identification of poor readers: a validation study based on a machine learning approach in monolingual and minority-language children. ANNALS OF DYSLEXIA 2023; 73:356-392. [PMID: 37548832 PMCID: PMC10522748 DOI: 10.1007/s11881-023-00287-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/09/2023] [Accepted: 06/26/2023] [Indexed: 08/08/2023]
Abstract
In this study, we validated the "ReadFree tool", a computerised battery of 12 visual and auditory tasks developed to identify poor readers also in minority-language children (MLC). We tested the task-specific discriminant power on 142 Italian-monolingual participants (8-13 years old) divided into monolingual poor readers (N = 37) and good readers (N = 105) according to standardised Italian reading tests. The performances at the discriminant tasks of the "ReadFree tool" were entered into a classification and regression tree (CART) model to identify monolingual poor and good readers. The set of classification rules extracted from the CART model were applied to the MLC's performance and the ensuing classification was compared to the one based on standardised Italian reading tests. According to the CART model, auditory go-no/go (regular), RAN and Entrainment100bpm were the most discriminant tasks. When compared with the clinical classification, the CART model accuracy was 86% for the monolinguals and 76% for the MLC. Executive functions and timing skills turned out to have a relevant role in reading. Results of the CART model on MLC support the idea that ad hoc standardised tasks that go beyond reading are needed.
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Affiliation(s)
- Desiré Carioti
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
- Psychology Department, University of Milano-Bicocca, Milan, Italy
| | | | - Carlo Toneatto
- Psychology Department, University of Milano-Bicocca, Milan, Italy
| | - Marta Franca Masia
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
| | - Milena Del Monte
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
- Center of Developmental Neuropsychology, AST Pesaro-Urbino, Distretto di Pesaro, Pesaro, Italy
| | - Silvia Stefanelli
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
- Department of Human Sciences, University of the Republic of San Marino, San Marino, Republic of San Marino
| | - Simona Travellini
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
- Center of Developmental Neuropsychology, AST Pesaro-Urbino, Distretto di Pesaro, Pesaro, Italy
| | - Antonella Marcelli
- Center of Developmental Neuropsychology, AST Pesaro-Urbino, Distretto di Pesaro, Pesaro, Italy
| | - Marco Tettamanti
- Psychology Department, University of Milano-Bicocca, Milan, Italy
| | - Mirta Vernice
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
| | | | - Manuela Berlingeri
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
- Center of Developmental Neuropsychology, AST Pesaro-Urbino, Distretto di Pesaro, Pesaro, Italy
- NeuroMi, Milan Center for Neuroscience, Milan, Italy
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Stanojevic N, Fatic S, Jelicic L, Nenadovic V, Stokic M, Bilibajkic R, Subotic M, Boskovic Matic T, Konstantinovic L, Cirovic D. Resting-state EEG alpha rhythm spectral power in children with specific language impairment: a cross-sectional study. J Appl Biomed 2023; 21:113-120. [PMID: 37747311 DOI: 10.32725/jab.2023.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2023] [Accepted: 09/13/2023] [Indexed: 09/26/2023] Open
Abstract
PURPOSE This study investigated EEG alpha rhythm spectral power in children with Specific Language Impairment (SLI) and compared it to typically developing children to better understand the electrophysiological characteristics of this disorder. Specifically, we explored resting-state EEG, because there are studies that point to it being linked to speech and language development. METHODS EEG recordings of 30 children diagnosed with specific language impairment and 30 typically developing children, aged 4.0-6.11 years, were carried out under eyes closed and eyes open conditions. Differences in alpha rhythm spectral power in relation to brain topography and experimental conditions were calculated. RESULTS In the eyes closed condition, alpha rhythm spectral power was statistically significantly lower in children with specific language impairment in the left temporal (T5) and occipital electrodes (O1, O2) than in typically developing children. In the eyes open condition, children with SLI showed significantly lower alpha rhythm spectral power in the left temporal (T3, T5), parietal (P3, Pz), and occipital electrodes (O1, O2). There were no statistically significant differences between the groups in relation to the relative change (the difference between average alpha rhythm spectral power during eyes closed condition and average alpha rhythm spectral power during eyes open condition divided by average alpha rhythm spectral power during eyes closed condition) in the alpha rhythm spectral power between the conditions. CONCLUSION Lower alpha rhythm spectral power in the left temporal, left, midline parietal, and occipital brain regions could be a valuable electrophysiological marker in children with SLI. Further investigation is needed to examine the connection between EEG alpha spectral power and general processing and memory deficits in patients with SLI.
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Affiliation(s)
- Nina Stanojevic
- Research & Development Institute "Life Activities Advancement Institute", Cognitive Neuroscience Department, Belgrade, Serbia
- Institute for Experimental Phonetics and Speech Pathology "Dorde Kostic", Department of Speech, Language, and Hearing Sciences, Belgrade, Serbia
| | - Saska Fatic
- Research & Development Institute "Life Activities Advancement Institute", Cognitive Neuroscience Department, Belgrade, Serbia
- Institute for Experimental Phonetics and Speech Pathology "Dorde Kostic", Department of Speech, Language, and Hearing Sciences, Belgrade, Serbia
| | - Ljiljana Jelicic
- Research & Development Institute "Life Activities Advancement Institute", Cognitive Neuroscience Department, Belgrade, Serbia
- Institute for Experimental Phonetics and Speech Pathology "Dorde Kostic", Department of Speech, Language, and Hearing Sciences, Belgrade, Serbia
| | - Vanja Nenadovic
- Institute for Experimental Phonetics and Speech Pathology "Dorde Kostic", Department of Speech, Language, and Hearing Sciences, Belgrade, Serbia
| | - Miodrag Stokic
- University of Belgrade, Faculty of Biology, Belgrade, Serbia
| | - Ruzica Bilibajkic
- Research & Development Institute "Life Activities Advancement Institute", Cognitive Neuroscience Department, Belgrade, Serbia
| | - Misko Subotic
- Research & Development Institute "Life Activities Advancement Institute", Cognitive Neuroscience Department, Belgrade, Serbia
| | - Tatjana Boskovic Matic
- University of Kragujevac, Faculty of Medical Sciences, University Clinical Center, Kragujevac, Serbia
| | - Ljubica Konstantinovic
- University of Belgrade, Faculty of Medicine, Belgrade, Serbia
- Clinic for Rehabilitation "Dr Miroslav Zotovic", Belgrade, Serbia
| | - Dragana Cirovic
- University of Belgrade, Faculty of Medicine, Belgrade, Serbia
- University Children's Hospital, Physical Medicine and Rehabilitation Department, Belgrade, Serbia
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Lepoittevin S, Keymolen G, Andres M, Visscher AD. Arabic digit processing in adults with mathematical learning disability. Q J Exp Psychol (Hove) 2023; 76:1913-1924. [PMID: 36113204 DOI: 10.1177/17470218221128498] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/20/2023]
Abstract
The processing of Arabic digits is a core difficulty of children suffering from mathematical learning disability (MLD). Dominant accounts assume a semantic impairment affecting either the magnitude representation per se or its access from numerical symbols. But recent data have raised the hypothesis that the impaired processing of Arabic digits may be explained by a selective deficit of digit visual recognition (i.e., recognising a symbol as one of the digits, no matter its identity or numerical meaning). This study aims at testing whether the difficulty to process Arabic digits remains prevalent in adults with MLD and whether it is effectively associated with a digit visual recognition deficit. To do so, we compared 19 adults with MLD to 19 matched controls in an Arabic digit comparison task that required to identify the largest of two digits, and in an Arabic digit lexical decision task that required to decide whether a visual stimulus is a digit or not. The results showed that MLD participants took more time than control participants to perform the comparison task. In contrast, their performance in the digit lexical decision task was within the range of the control participants. Overall, this finding indicates that adults with MLD continue to experience difficulties to process the magnitude of Arabic digits efficiently, and this cannot be explained by a visual recognition deficit for Arabic digits. We conclude that their difficulties are best explained by an impaired representation of number magnitude or by an impaired access to this representation.
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Affiliation(s)
- Samuel Lepoittevin
- Psychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium
- Institute of NeuroScience, Université catholique de Louvain, Louvain-la-Neuve, Belgium
| | - Gaétane Keymolen
- Psychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium
| | - Michael Andres
- Psychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium
- Institute of NeuroScience, Université catholique de Louvain, Louvain-la-Neuve, Belgium
| | - Alice De Visscher
- Research Center in the Psychology of Cognition, Language, and Emotion (PsyCLE), Aix-Marseille Université, Marseille, France
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9
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Dadario NB, Tanglay O, Stafford JF, Davis EJ, Young IM, Fonseka RD, Briggs RG, Yeung JT, Teo C, Sughrue ME. Topology of the lateral visual system: The fundus of the superior temporal sulcus and parietal area H connect nonvisual cerebrum to the lateral occipital lobe. Brain Behav 2023; 13:e2945. [PMID: 36912573 PMCID: PMC10097165 DOI: 10.1002/brb3.2945] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/04/2022] [Revised: 02/13/2023] [Accepted: 02/17/2023] [Indexed: 03/14/2023] Open
Abstract
BACKGROUND AND PURPOSE Mapping the topology of the visual system is critical for understanding how complex cognitive processes like reading can occur. We aim to describe the connectivity of the visual system to understand how the cerebrum accesses visual information in the lateral occipital lobe. METHODS Using meta-analytic software focused on task-based functional MRI studies, an activation likelihood estimation (ALE) of the visual network was created. Regions of interest corresponding to the cortical parcellation scheme previously published under the Human Connectome Project were co-registered onto the ALE to identify the hub-like regions of the visual network. Diffusion Spectrum Imaging-based fiber tractography was performed to determine the structural connectivity of these regions with extraoccipital cortices. RESULTS The fundus of the superior temporal sulcus (FST) and parietal area H (PH) were identified as hub-like regions for the visual network. FST and PH demonstrated several areas of coactivation beyond the occipital lobe and visual network. Furthermore, these parcellations were highly interconnected with other cortical regions throughout extraoccipital cortices related to their nonvisual functional roles. A cortical model demonstrating connections to these hub-like areas was created. CONCLUSIONS FST and PH are two hub-like areas that demonstrate extensive functional coactivation and structural connections to nonvisual cerebrum. Their structural interconnectedness with language cortices along with the abnormal activation of areas commonly located in the temporo-occipital region in dyslexic individuals suggests possible important roles of FST and PH in the integration of information related to language and reading. Future studies should refine our model by examining the functional roles of these hub areas and their clinical significance.
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Affiliation(s)
- Nicholas B Dadario
- Robert Wood Johnson Medical School, Rutgers, The State University of New Jersey, New Brunswick, New Jersey, USA
| | - Onur Tanglay
- Omniscient Neurotechnology, Sydney, New South Wales, Australia
| | - Jordan F Stafford
- Department of Neurosurgery, University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma, USA
| | | | | | - R Dineth Fonseka
- Centre for Minimally Invasive Neurosurgery, Prince of Wales Private Hospital, Sydney, New South Wales, Australia
| | - Robert G Briggs
- Department of Neurosurgery, University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma, USA
| | | | - Charles Teo
- Cingulum Health, Sydney, New South Wales, Australia
| | - Michael E Sughrue
- Omniscient Neurotechnology, Sydney, New South Wales, Australia.,Cingulum Health, Sydney, New South Wales, Australia.,Centre for Minimally Invasive Neurosurgery, Prince of Wales Private Hospital, Sydney, New South Wales, Australia
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10
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Yao Y, Zhou H, Xu T, Ge X, Du F, Wang C, Chen F. Different impacts of long-term abacus training on symbolic and non-symbolic numerical magnitude processing in children. Biol Psychol 2023; 178:108514. [PMID: 36740009 DOI: 10.1016/j.biopsycho.2023.108514] [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: 06/11/2022] [Revised: 01/30/2023] [Accepted: 02/01/2023] [Indexed: 02/05/2023]
Abstract
Abacus-based mental calculation (AMC) has been shown to be effective in promoting math ability in children. Given that AMC relies on a visuospatial strategy to perform rapid and precise arithmetic, previous studies mostly focused on the promotion of AMC training on arithmetic ability and mathematical visual-spatial ability, as well as its transfer of advanced cognitive ability. However, little attention has been given to its impact on basic numerical comparison ability. Here, we aim to examine whether and how long-term AMC training impacts symbolic and non-symbolic numerical comparisons. The distance effect (DE) was utilized as a marker, indicating that the comparison between two numbers becomes faster as their numerical distance enlarges. In the current study, forty-one children matched for age and sex were recruited at primary school entry and randomly assigned to the AMC group and the control group. After three years of training, the event-related potential (ERP) recording technique was used to explore the temporal dynamics of number comparison, of which tasks were given in symbolic (Arabic number) or non-symbolic (dot array) format. In the symbolic task, the children in the AMC group showed a smaller DE than those in the control group. Two ERP components, N1 and P2p, located in parietal areas (PO7, PO8) were selected as neural markers of numerical processing. Both groups showed DE in the P2p component in both tasks, but only the children in the AMC group showed DE in the N1 component in the non-symbolic task. In addition, the DE size calculated from reaction times and ERP amplitudes was correlated with higher cognitive capacities, such as coding ability. Taken together, the present results provide evidence that long-term AMC training may be beneficial for numerical processing in children, which may be associated with neurocognitive indices of parietal brain regions.
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Affiliation(s)
- Yuan Yao
- Bio-X Laboratory, Department of Physics, Zhejiang University, Hangzhou, China; Department of Psychology, Suzhou University of Science and Technology, Suzhou, China
| | - Hui Zhou
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China
| | - Tianyong Xu
- Bio-X Laboratory, Department of Physics, Zhejiang University, Hangzhou, China
| | - Xuelian Ge
- Bio-X Laboratory, Department of Physics, Zhejiang University, Hangzhou, China
| | - Fenglei Du
- Bio-X Laboratory, Department of Physics, Zhejiang University, Hangzhou, China; Department of Radiation Oncology, Zhejiang Cancer Hospital, Hangzhou, China
| | - Chunjie Wang
- Bio-X Laboratory, Department of Physics, Zhejiang University, Hangzhou, China; Institute of Brain Science and Department of Physiology, School of Basic Medical Sciences, Hangzhou Normal University, Hangzhou, China
| | - Feiyan Chen
- Bio-X Laboratory, Department of Physics, Zhejiang University, Hangzhou, China.
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11
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Cheng D, Cui Z, Chen C, Xu X, Niu K, He Z, Zhou X. The database for extracting numerical and visual properties of numerosity processing in the Chinese population. Sci Data 2023; 10:28. [PMID: 36641531 PMCID: PMC9840615 DOI: 10.1038/s41597-023-01933-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2022] [Accepted: 01/03/2023] [Indexed: 01/15/2023] Open
Abstract
The ability to handle non-symbolic numerosity has been recurrently linked to mathematical abilities. The accumulated data provide a rich resource that can reflect the underlying properties (i.e., dot ratio, area, convex hull, perimeters, distance, and hash) of numerosity processing. This article reports a database of numerosity processing in the Chinese population. The database contains five independent datasets with 7459, 4902, 415, 671, 414 participants respectively. For each dataset, all data were collected in the same online computerized test, examination room, professorial tester, and using the same protocols. Computational modeling method could be used to extract the dot ratio and visual properties of numerosity from five types of dot stimuli. This database enables researchers to test the theoretical hypotheses regarding numerosity processing using a large sample population. The database can also indicate the individual difference of non-symbolic numerosity in mathematical abilities.
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Affiliation(s)
- Dazhi Cheng
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, 100875, Beijing, China
- School of Psychology, Capital Normal University, 100073, Beijing, China
- Research Association for Brain and Mathematical Learning, Beijing Normal University, 100875, Beijing, China
- Department of Pediatric Neurology, Capital Institute of Pediatrics, 100020, Beijing, China
| | - Zhijun Cui
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, 100875, Beijing, China
- Research Association for Brain and Mathematical Learning, Beijing Normal University, 100875, Beijing, China
| | - Chunhui Chen
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, 100875, Beijing, China
| | - Xin Xu
- Laboratory of Universal Wireless Communications, Ministry of Education, Beijing University of Posts and Telecommunications, 100876, Beijing, China
| | - Kai Niu
- Laboratory of Universal Wireless Communications, Ministry of Education, Beijing University of Posts and Telecommunications, 100876, Beijing, China
| | - Zhiqiang He
- Laboratory of Universal Wireless Communications, Ministry of Education, Beijing University of Posts and Telecommunications, 100876, Beijing, China
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, 100875, Beijing, China.
- Research Association for Brain and Mathematical Learning, Beijing Normal University, 100875, Beijing, China.
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12
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Li L, Zhang H, Qi Y, Lei X, Yu X, Liu H. More than visual-spatial skills: The important role of phonological awareness in mathematical abilities among Chinese primary school children. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-04151-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
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13
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Cheng D, Cui Z, Hu Y, Zhou X. Which visual property correlates with the relationship between numerosity sense and arithmetic fluency. VISUAL COGNITION 2022. [DOI: 10.1080/13506285.2022.2128130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Affiliation(s)
- Dazhi Cheng
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, People’s Republic of China
- Advanced Innovation Center for Future Education, Beijing Normal University, Beijing, People’s Republic of China
- Department of Pediatric Neurology, Capital Institute of Pediatrics, Beijing, People’s Republic of China
| | - Zhijun Cui
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, People’s Republic of China
- Advanced Innovation Center for Future Education, Beijing Normal University, Beijing, People’s Republic of China
| | - Yuwei Hu
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, People’s Republic of China
- Advanced Innovation Center for Future Education, Beijing Normal University, Beijing, People’s Republic of China
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, People’s Republic of China
- Advanced Innovation Center for Future Education, Beijing Normal University, Beijing, People’s Republic of China
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14
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Yu X, Liu K, Wang Y, Yang X, Yang J. Differential contributions of phonological processing and visual-spatial abilities to four basic arithmetic operations in primary school children. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03688-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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15
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Facchin A, Mischi E, Iannello C, Maffioletti S, Daini R. Normative Values of the Groffman Visual Tracing Test for the Assessment of Oculomotor Performance in the Adult Population. Vision (Basel) 2022; 6:34. [PMID: 35737421 PMCID: PMC9229512 DOI: 10.3390/vision6020034] [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: 03/23/2022] [Revised: 05/17/2022] [Accepted: 06/13/2022] [Indexed: 11/16/2022] Open
Abstract
The Groffman visual tracing (GVT) test is an indirect psychometric measure of oculomotor performance, used for the clinical assessment of eye movements. The test consists of two cards with five contorted lines of increasing overlap, crowding, and difficulty. The task starts from each of the letters at the top of the page, follows the line from the letter to the corresponding number at the bottom of the page, and the number is named. Although the GVT test was developed for the evaluation of children, it has also been applied to adults with visual and cognitive deficits. However, it lacks reference values. Therefore, the aim of the study was to assess oculomotor behavior across the typical human lifespan and to define normative data in an adult population. A total of 526 adults aged between 20 and 79 years, all without neurological or psychiatric deficits, were enrolled in the study. The results were analyzed by considering the accuracy and execution times separately. An influence of age, education and sex for accuracy was found, and age for the execution times was found. Norms for adults were developed considering the specific structure of the test and the accuracy and the execution time separately. The GVT test can now be applied in healthy and neurological adult populations for the evaluation of oculomotor performance.
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Affiliation(s)
- Alessio Facchin
- Department of Psychology, University of Milano-Bicocca, 20126 Milan, Italy;
- COMiB—Optics and Optometry Research Center, University of Milano-Bicocca, 20126 Milan, Italy
- NeuroMI—Milan Center for Neuroscience, 20126 Milan, Italy
- Institute of Research and Studies in Optics and Optometry, 50059 Vinci, Italy;
| | - Elisa Mischi
- Material Science Department, University of Milano-Bicocca, 20126 Milan, Italy; (E.M.); (C.I.)
| | - Camilla Iannello
- Material Science Department, University of Milano-Bicocca, 20126 Milan, Italy; (E.M.); (C.I.)
| | - Silvio Maffioletti
- Institute of Research and Studies in Optics and Optometry, 50059 Vinci, Italy;
| | - Roberta Daini
- Department of Psychology, University of Milano-Bicocca, 20126 Milan, Italy;
- COMiB—Optics and Optometry Research Center, University of Milano-Bicocca, 20126 Milan, Italy
- NeuroMI—Milan Center for Neuroscience, 20126 Milan, Italy
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16
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Li D, Zhang X, Zhang L. What Skills Could Distinguish Developmental Dyscalculia and Typically Developing Children: Evidence From a 2-Year Longitudinal Screening. JOURNAL OF LEARNING DISABILITIES 2022:222194221099674. [PMID: 35674456 DOI: 10.1177/00222194221099674] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Developmental dyscalculia (DD) is a mathematics learning disorder that affects approximately 5% to 7% of the population. This study aimed to detect the underlying domain-specific and domain-general differences between DD and typically developing (TD) children. We recruited 9-year-old primary school children to form the DD group via a 2-year longitudinal screening process. In total, 75 DD children were screened from 1,657 children after the one-time screening, and 13 DD children were screened from 1,317 children through a consecutive 2-year longitudinal screening. In total, 13 experimental tasks were administered to assess their cognitive abilities to test the domain-specific magnitude representation hypothesis (including symbolic and nonsymbolic magnitude comparisons) and four alternative domain-general hypotheses (including working memory, executive function, attention, and visuospatial processing). The DD group had worse performance than the TD group on the number sense task, finger sense task, shifting task, and one-back task after both one-time and two-time screening. Logistic regressions further indicated the differences on the shifting task and the nonsymbolic magnitude comparison task could distinguish DD and TD children. Our findings suggest that domain-specific nonsymbolic magnitude representation and domain-general executive function both contribute to DD. Thus, both domain-specific and domain-general abilities will be necessary to investigate and to intervene in DD groups in the future.
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Affiliation(s)
- Danfeng Li
- Central University of Finance and Economics, Beijing, China
| | - Xuejing Zhang
- Central University of Finance and Economics, Beijing, China
| | - Li Zhang
- Central University of Finance and Economics, Beijing, China
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17
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Effects of attention on arithmetic and reading comprehension in children with attention-deficit hyperactivity disorder. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02888-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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18
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Altered White Matter Integrity in Patients with Retinal Vein Occlusion: A Diffusion Tensor Imaging and Tract-Based Spatial Statistics Study. DISEASE MARKERS 2022; 2022:9647706. [PMID: 35251379 PMCID: PMC8894072 DOI: 10.1155/2022/9647706] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/17/2021] [Revised: 12/08/2021] [Accepted: 02/04/2022] [Indexed: 01/16/2023]
Abstract
Background To investigate microstructural alterations of white matter in retinal vein occlusion (RVO) patients by tract-based spatial statistics (TBSS) and diffusion tensor imaging (DTI). Material/Methods. DTI was performed on 14 RVO patients and 14 normal controls (HCs). We measured and recorded fractional anisotropy (FA) and radial diffusivity (RD) of white matter fibers and classified them through the receiver operating characteristic (ROC) curve and correlation analysis, respectively. Results The mean FA value of white matter in RVO patients is lower than the HCs, and the mean RD value in RVO patients increased, especially in the bilateral posterior thalamic, bilateral sagittal stratum, body of corpus callosum, cingulum, and fornix. The ROC curve of different brain regions showed high accuracy. Moreover, the mean FA and RD values were significantly correlated with visual and psychological disorders. Conclusion TBSS could be regarded as an important method to reveal the alterations of white matter in RVO patients, indicating the underlying neurological mechanism of the RVO.
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19
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Wang L, Cao C, Zhou X, Qi C. Spatial abilities associated with open math problem solving. APPLIED COGNITIVE PSYCHOLOGY 2022. [DOI: 10.1002/acp.3919] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Li Wang
- State Key Laboratory of Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University Beijing China
- Advanced Innovation Center for Future Education, Beijing Normal University Beijing China
| | - Chen Cao
- Faculty of Mathematics and Sciences Education, Beijing Institute of Education Beijing China
- Institute of Curriculum and Pedagogy, Faculty of Education, Beijing Normal University Beijing China
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University Beijing China
- Advanced Innovation Center for Future Education, Beijing Normal University Beijing China
| | - Chunxia Qi
- Institute of Curriculum and Pedagogy, Faculty of Education, Beijing Normal University Beijing China
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20
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Cheng D, Miao X, Wu H, Chen C, Chen Q, Zhou X. Dyscalculia and dyslexia in Chinese children with idiopathic epilepsy: different patterns of prevalence, comorbidity and gender differences. Epilepsia Open 2022; 7:160-169. [PMID: 35007403 PMCID: PMC8886104 DOI: 10.1002/epi4.12577] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Revised: 01/05/2022] [Accepted: 01/06/2022] [Indexed: 11/22/2022] Open
Abstract
Objective The present study aimed to examine the prevalence of dyscalculia, dyslexia, and their comorbidity rates in a large population‐based sample of children with idiopathic epilepsy (N = 2282) and a comparison sample of typically developing schoolchildren (N = 2371). Methods Both groups of children were screened using an arithmetic fluency test for dyscalculia and a reading fluency test for dyslexia. Their comorbidity rates were assessed. The prevalence rates of dyscalculia, dyslexia, comorbidity, and isolated dyscalculia/dyslexia (ie, participants with comorbid dyslexia and dyscalculia were excluded) were analyzed. Results In both −1.5 SD and −1 SD cutoff criterion, the prevalence rates were about two times higher in children with idiopathic epilepsy than in other schoolchildren; the prevalence rates of isolated dyslexia were higher in children with idiopathic epilepsy than in other schoolchildren (−1 SD: 10.9% vs 8.6%; −1.5 SD: 6.5% vs 4.7%). Meanwhile, comorbidity rates of dyscalculia and dyslexia were higher in children with idiopathic epilepsy than in other schoolchildren (32.7% vs 26.6%; 38.3% vs 23.5%, respectively). Overall, patterns of prevalence rates were different for children with idiopathic epilepsy and schoolchildren, in which children with idiopathic epilepsy had a higher prevalence rate of dyscalculia than dyslexia, while schoolchildren had a higher prevalence of dyslexia than dyscalculia, regardless of cutoff criteria. Interestingly, gender differences in the prevalence rates of all types of learning disabilities were found in schoolchildren, but there were only gender differences in the prevalence rates of dyslexia in children with idiopathic epilepsy. Significance The results highlight the vulnerability of children with idiopathic epilepsy for learning disabilities and a differential pattern of gender differences in dyslexia. Moreover, different patterns of prevalence rates suggest that children with idiopathic epilepsy and schoolchildren are more prone to different types of learning disabilities. The findings suggest needs for special interventions of learning disabilities for children with idiopathic epilepsy.
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Affiliation(s)
- Dazhi Cheng
- Department of Pediatric Neurology, Capital Institute of Pediatrics, 100020, Beijing, China.,State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, 100875, Beijing, China.,Lab for Educational Neuroscience, Center for Educational Science and Technology, Beijing Normal University, 100875, Beijing, China.,Institute of Basic Medicine, Chinese Academy of Medical Sciences & School of Basic Medicine, Peking Union Medical College, Beijing, 100005, China
| | - Xinyang Miao
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, 100875, Beijing, China.,Institute of Basic Medicine, Chinese Academy of Medical Sciences & School of Basic Medicine, Peking Union Medical College, Beijing, 100005, China
| | - Haiyan Wu
- Centre for Cognitive and Brain Sciences and Department of Psychology, University of Macau, Taipa, Macau
| | - Chuansheng Chen
- Department of Psychological Science, University of California, Irvine, 92697-7085 CA, USA
| | - Qian Chen
- Department of Pediatric Neurology, Capital Institute of Pediatrics, 100020, Beijing, China
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, 100875, Beijing, China.,Institute of Basic Medicine, Chinese Academy of Medical Sciences & School of Basic Medicine, Peking Union Medical College, Beijing, 100005, China
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21
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Cheng D, Li M, Cui J, Wang L, Wang N, Ouyang L, Wang X, Bai X, Zhou X. Algebra dissociates from arithmetic in the brain semantic network. BEHAVIORAL AND BRAIN FUNCTIONS : BBF 2022; 18:1. [PMID: 34996499 PMCID: PMC8740448 DOI: 10.1186/s12993-022-00186-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/12/2021] [Accepted: 12/31/2021] [Indexed: 12/02/2022]
Abstract
Background Mathematical expressions mainly include arithmetic (such as 8 − (1 + 3)) and algebra (such as a − (b + c)). Previous studies have shown that both algebraic processing and arithmetic involved the bilateral parietal brain regions. Although previous studies have revealed that algebra was dissociated from arithmetic, the neural bases of the dissociation between algebraic processing and arithmetic is still unclear. The present study uses functional magnetic resonance imaging (fMRI) to identify the specific brain networks for algebraic and arithmetic processing. Methods Using fMRI, this study scanned 30 undergraduates and directly compared the brain activation during algebra and arithmetic. Brain activations, single-trial (item-wise) interindividual correlation and mean-trial interindividual correlation related to algebra processing were compared with those related to arithmetic. The functional connectivity was analyzed by a seed-based region of interest (ROI)-to-ROI analysis. Results Brain activation analyses showed that algebra elicited greater activation in the angular gyrus and arithmetic elicited greater activation in the bilateral supplementary motor area, left insula, and left inferior parietal lobule. Interindividual single-trial brain-behavior correlation revealed significant brain-behavior correlations in the semantic network, including the middle temporal gyri, inferior frontal gyri, dorsomedial prefrontal cortices, and left angular gyrus, for algebra. For arithmetic, the significant brain-behavior correlations were located in the phonological network, including the precentral gyrus and supplementary motor area, and in the visuospatial network, including the bilateral superior parietal lobules. For algebra, significant positive functional connectivity was observed between the visuospatial network and semantic network, whereas for arithmetic, significant positive functional connectivity was observed only between the visuospatial network and phonological network. Conclusion These findings suggest that algebra relies on the semantic network and conversely, arithmetic relies on the phonological and visuospatial networks.
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Affiliation(s)
- Dazhi Cheng
- State Key Laboratory of Cognitive Neuroscience and Learning, Institute of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, No.19, Xinjiekouwai Street, Haidian District, Beijing, 100875, China.,Lab for Educational Neuroscience, Center for Educational Science and Technology, Faculty of Education, Beijing Normal University, Beijing, 100875, China.,Advanced Innovation Center for Future Education, Beijing Normal University, Beijing, 100875, China.,Department of Pediatric Neurology, Capital Institute of Pediatrics, Beijing, 100020, China
| | - Mengyi Li
- State Key Laboratory of Cognitive Neuroscience and Learning, Institute of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, No.19, Xinjiekouwai Street, Haidian District, Beijing, 100875, China.,Advanced Innovation Center for Future Education, Beijing Normal University, Beijing, 100875, China
| | - Jiaxin Cui
- College of Education, Hebei Normal University, Shijiazhuang, 050024, China
| | - Li Wang
- State Key Laboratory of Cognitive Neuroscience and Learning, Institute of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, No.19, Xinjiekouwai Street, Haidian District, Beijing, 100875, China.,Advanced Innovation Center for Future Education, Beijing Normal University, Beijing, 100875, China
| | - Naiyi Wang
- Lab for Educational Neuroscience, Center for Educational Science and Technology, Faculty of Education, Beijing Normal University, Beijing, 100875, China
| | - Liangyuan Ouyang
- Faculty of Psychology, Tianjin Normal University, Tianjin, 300387, China
| | - Xiaozhuang Wang
- Faculty of Psychology, Tianjin Normal University, Tianjin, 300387, China
| | - Xuejun Bai
- Faculty of Psychology, Tianjin Normal University, Tianjin, 300387, China
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning, Institute of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, No.19, Xinjiekouwai Street, Haidian District, Beijing, 100875, China. .,Advanced Innovation Center for Future Education, Beijing Normal University, Beijing, 100875, China.
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22
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Interpreting Developmental Surface Dyslexia within a Comorbidity Perspective. Brain Sci 2021; 11:brainsci11121568. [PMID: 34942870 PMCID: PMC8699141 DOI: 10.3390/brainsci11121568] [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: 10/12/2021] [Revised: 11/19/2021] [Accepted: 11/25/2021] [Indexed: 11/16/2022] Open
Abstract
Recent evidence underlines the importance of seeing learning disorders in terms of their partial association (comorbidity). The present concept paper presents a model of reading that aims to account for performance on a naturalistic reading task within a comorbidity perspective. The model capitalizes on the distinction between three independent levels of analysis: competence, performance, and acquisition: Competence denotes the ability to master orthographic–phonological binding skills; performance refers to the ability to read following specific task requirements, such as scanning the text from left to right. Both competence and performance are acquired through practice. Practice is also essential for the consolidation of item-specific memory traces (or instances), a process which favors automatic processing. It is proposed that this perspective might help in understanding surface dyslexia, a reading profile that has provoked a prolonged debate among advocates of traditional models of reading. The proposed reading model proposes that surface dyslexia is due to a defective ability to consolidate specific traces or instances. In this vein, it is a “real” deficit, in the sense that it is not due to an artifact (such as limited exposure to print); however, as it is a cross-domain defect extending to other learning behaviors, such as spelling and math, it does not represent a difficulty specific to reading. Recent evidence providing initial support for this hypothesis is provided. Overall, it is proposed that viewing reading in a comorbidity perspective might help better understand surface dyslexia and might encourage research on the association between surface dyslexia and other learning disorders.
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23
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Marinelli CV, Angelelli P, Martelli M, Trenta M, Zoccolotti P. Ability to Consolidate Instances as a Proxy for the Association Among Reading, Spelling, and Math Learning Skill. Front Psychol 2021; 12:761696. [PMID: 34744942 PMCID: PMC8564173 DOI: 10.3389/fpsyg.2021.761696] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2021] [Accepted: 09/23/2021] [Indexed: 11/13/2022] Open
Abstract
Learning skills (as well as disorders) tend to be associated; however, cognitive models typically focus either on reading, spelling or maths providing no clear basis for interpreting this phenomenon. A recent new model of learning cognitive skills proposes that the association among learning skills (and potentially the comorbidity of learning disorders) depends in part from the individual ability to consolidate instances (taken as a measure of rate of learning). We examined the performance of typically developing fifth graders over the acquisition of a novel paper-and-pencil task that could be solved based on an algorithm or, with practice, with reference to specific instances. Our aim was to establish a measure of individual rate of learning using parameters envisaged by the instance theory of automatization by Logan and correlate it to tasks requiring knowledge of individual items (e.g., spelling words with an ambiguous transcription) or tasks requiring the application of a rule or an algorithm (e.g., spelling non-words). The paper-and-pencil procedure yielded acquisition curves consistent with the predictions of the instance theory of automatization (i.e., they followed a power function fit) both at a group and an individual level. Performance in tasks requiring knowledge of individual items (such as doing tables or the retrieval of lexical representations) but not in tasks requiring the application of rules or algorithms (such as judging numerosity or spelling through sublexical mapping) was significantly predicted by the learning parameters of the individual power fits. The results support the hypothesis that an individual dimension of "ability to consolidate instances" contributes to learning skills such as reading, spelling, and maths, providing an interesting heuristic for understanding the comorbidity across learning disorders.
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Affiliation(s)
| | - Paola Angelelli
- Department of History, Society and Human Studies, Lab of Applied Psychology and Intervention, University of Salento, Lecce, Italy
| | | | - Mara Trenta
- Department of Psychology, Sapienza University of Rome, Rome, Italy
| | - Pierluigi Zoccolotti
- Department of Psychology, Sapienza University of Rome, Rome, Italy.,Neuropsychology Unit, IRCCS Fondazione Santa Lucia, Rome, Italy
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24
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Werth R. Is Developmental Dyslexia Due to a Visual and Not a Phonological Impairment? Brain Sci 2021; 11:1313. [PMID: 34679378 PMCID: PMC8534212 DOI: 10.3390/brainsci11101313] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2021] [Revised: 09/21/2021] [Accepted: 09/27/2021] [Indexed: 11/16/2022] Open
Abstract
It is a widely held belief that developmental dyslexia (DD) is a phonological disorder in which readers have difficulty associating graphemes with their corresponding phonemes. In contrast, the magnocellular theory of dyslexia assumes that DD is a visual disorder caused by dysfunctional magnocellular neural pathways. The review explores arguments for and against these theories. Recent results have shown that DD is caused by (1) a reduced ability to simultaneously recognize sequences of letters that make up words, (2) longer fixation times required to simultaneously recognize strings of letters, and (3) amplitudes of saccades that do not match the number of simultaneously recognized letters. It was shown that pseudowords that could not be recognized simultaneously were recognized almost without errors when the fixation time was extended. However, there is an individual maximum number of letters that each reader with DD can recognize simultaneously. Findings on the neurobiological basis of temporal summation have shown that a necessary prolongation of fixation times is due to impaired processing mechanisms of the visual system, presumably involving magnocells and parvocells. An area in the mid-fusiform gyrus also appears to play a significant role in the ability to simultaneously recognize words and pseudowords. The results also contradict the assumption that DD is due to a lack of eye movement control. The present research does not support the assumption that DD is caused by a phonological disorder but shows that DD is due to a visual processing dysfunction.
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Affiliation(s)
- Reinhard Werth
- Institute for Social Pediatrics and Adolescent Medicine, University of Munich, Haydnstrasse 5, D-80336 Munich, Germany
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25
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Wong TYT, Ho SHC. Comorbidity between persistent reading and mathematics disabilities: The nature of comorbidity. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 117:104049. [PMID: 34364090 DOI: 10.1016/j.ridd.2021.104049] [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: 12/08/2020] [Revised: 07/27/2021] [Accepted: 07/27/2021] [Indexed: 06/13/2023]
Abstract
The current study aimed at investigating the comorbidity between reading disability (RD) and mathematical disability (MD) in a non-alphabetic language context. Over 1,900 Chinese first graders were screened on their reading and mathematics achievement twice. Children who scored consistently below the 10th percentile in reading and/or mathematics were identified as RD and/or MD respectively. A subsample of these children, together with a group of typically-achieving children, were further assessed on their cognitive capacities. Results suggested that while there were cognitive deficits that were specifically found in RD (shifting) versus MD (spatial working memory, inhibition, processing speed, visual attention) groups, deficits in naming speed was found in both RD and MD groups. The cognitive profile of the comorbid group was an additive combination of those of the two single LD groups. The findings suggest that RD and MD are two dissociable learning disabilities with distinct cognitive profiles. Effective screening and intervention can be developed based on the cognitive profiles of different disability groups.
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26
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Chinese kindergarteners skilled in mental abacus have advantages in spatial processing and attention. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2021.101046] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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27
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Li M, Cheng D, Lu Y, Zhou X. Neural association between non-verbal number sense and arithmetic fluency. Hum Brain Mapp 2020; 41:5128-5140. [PMID: 32937010 PMCID: PMC7670642 DOI: 10.1002/hbm.25179] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2020] [Revised: 06/18/2020] [Accepted: 08/04/2020] [Indexed: 11/29/2022] Open
Abstract
Non‐verbal number sense has been shown to significantly correlate with arithmetic fluency. Accumulated behavioral evidence indicates that the cognitive mechanism relies on visual perception. However, few studies have investigated the neural mechanism underlying this association. Following the visual perception account, we hypothesized that there would be a neural association in occipital areas of the brain between non‐verbal number sense, arithmetic fluency, and visual perception. We analyzed event‐related potentials that are sensitive to neural responses while participants performed five cognitive tasks: simple addition, simple subtraction, numerosity comparison, figure matching, and character rhyming. The single‐trial ERP‐behavior correlation approach was used to enhance the statistical power. The results showed that the N1 component significantly correlated with reaction time at occipital electrodes on all tasks except for character rhyming. The N1 component for arithmetic fluency (simple addition and subtraction) and character rhyming correlated with the reaction time for numerosity comparison and figure matching. The results suggest that there are neural associations between arithmetic fluency, non‐verbal number sense, and visual perception in the occipital cortex, and that visual perception is the shared mechanism for both non‐verbal number sense and arithmetic fluency.
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Affiliation(s)
- Mengyi Li
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.,Advanced Innovation Center for Future Education, Beijing Normal University, Beijing, China.,Siegler Center for Innovative Learning, Beijing Normal University, Beijing, China
| | - Dazhi Cheng
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.,Advanced Innovation Center for Future Education, Beijing Normal University, Beijing, China.,Department of Pediatric Neurology, Capital Institute of Pediatrics, Beijing, China
| | - Yujie Lu
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.,Advanced Innovation Center for Future Education, Beijing Normal University, Beijing, China.,Siegler Center for Innovative Learning, Beijing Normal University, Beijing, China
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.,Advanced Innovation Center for Future Education, Beijing Normal University, Beijing, China.,Siegler Center for Innovative Learning, Beijing Normal University, Beijing, China
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28
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Zoccolotti P, De Luca M, Marinelli CV, Spinelli D. Testing the Specificity of Predictors of Reading, Spelling and Maths: A New Model of the Association Among Learning Skills Based on Competence, Performance and Acquisition. Front Hum Neurosci 2020; 14:573998. [PMID: 33364927 PMCID: PMC7750359 DOI: 10.3389/fnhum.2020.573998] [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] [Accepted: 11/10/2020] [Indexed: 11/13/2022] Open
Abstract
In a previous study (Zoccolotti et al., 2020) we examined reading, spelling, and maths skills in an unselected group of 129 Italian children attending fifth grade by testing various cognitive predictors; results showed a high degree of predictors' selectivity for each of these three behaviors. In the present study, we focused on the specificity of the predictors by performing cross-analyses on the same dataset; i.e., we predicted spelling and maths skills based on reading predictors, reading based on maths predictors and so on. Results indicated that some predictors, such as the Orthographic Decision and the Arithmetic Facts tests, predicted reading, spelling and maths skills in similar ways, while others predicted different behaviors but only for a specific parameter, such as fluency but not accuracy (as in the case of RAN), and still others were specific for a single behavior (e.g., Visual-auditory Pseudo-word Matching test predicted only spelling skills). To interpret these results, we propose a novel model of learning skills separately considering factors in terms of competence, performance and acquisition (automatization). Reading, spelling and calculation skills would depend on the development of discrete and different abstract competences (accounting for the partial dissociations among learning disorders reported in the literature). By contrast, overlap among behaviors would be accounted for by defective acquisition in automatized responses to individual "instances"; this latter skill is item specific but domain independent. Finally, performance factors implied in task's characteristics (such as time pressure) may contribute to the partial association among learning skills. It is proposed that this new model may provide a useful base for interpreting the diffuse presence of comorbidities among learning disorders.
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Affiliation(s)
- Pierluigi Zoccolotti
- Department of Psychology, Sapienza University of Rome, Rome, Italy
- Developmental Dyslexia Lab, IRCCS Fondazione Santa Lucia, Rome, Italy
| | - Maria De Luca
- Developmental Dyslexia Lab, IRCCS Fondazione Santa Lucia, Rome, Italy
| | - Chiara Valeria Marinelli
- Lab of Applied Psychology and Intervention, Department of History, Society and Human Studies, University of Salento, Lecce, Italy
| | - Donatella Spinelli
- Department of Movement, Human and Health Sciences, Foro Italico University of Rome, Rome, Italy
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29
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Lu Y, Ma M, Chen G, Zhou X. Can abacus course eradicate developmental dyscalculia. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22441] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Yujie Lu
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research Beijing Normal University Beijing China
- Advanced Innovation Center for Future Education Beijing Normal University Beijing China
- Siegler Center for Innovative Learning Beijing Normal University Beijing China
| | - Mei Ma
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research Beijing Normal University Beijing China
- Advanced Innovation Center for Future Education Beijing Normal University Beijing China
- Siegler Center for Innovative Learning Beijing Normal University Beijing China
| | - Guozhong Chen
- Educational, Scientific and Cultural Division, The Jiangsu Abacus Association Department of Finance of Jiangsu Province Jiangsu China
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research Beijing Normal University Beijing China
- Advanced Innovation Center for Future Education Beijing Normal University Beijing China
- Siegler Center for Innovative Learning Beijing Normal University Beijing China
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30
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Zhou X, Hu Y, Yuan L, Gu T, Li D. Visual form perception predicts 3-year longitudinal development of mathematical achievement. Cogn Process 2020; 21:521-532. [PMID: 32556792 DOI: 10.1007/s10339-020-00980-w] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2019] [Accepted: 06/03/2020] [Indexed: 11/30/2022]
Abstract
Numerous studies have demonstrated an association between approximate number system (ANS) acuity and mathematical performance. Studies have also shown that ANS acuity can predict the longitudinal development of mathematical achievement. Visual form perception in the current investigation was proposed to account for the predictive role of ANS acuity in the development of mathematical achievement. One hundred and eighty-eight school children (100 males, 88 females; mean age = 12.2 ± 0.3 years) participated in the study by completing five tests: numerosity comparison, figure matching, mental rotation, nonverbal matrix reasoning, and choice reaction time. Three years later, they took a mathematical achievement test. We assessed whether the early tests predicted mathematical achievement at the later date. Analysis showed that the ANS acuity measured via numerosity comparison significantly predicted mathematical achievement 3 years later, even when controlling for individual differences in mental rotation, nonverbal matrix reasoning, and choice reaction time, as well as age and gender differences. Hierarchical regression and mediation analyses further showed that the longitudinal predictive role of ANS acuity in mathematical achievement was interpreted by visual form perception measured with a figure-matching test. Together, these results indicate that visual form perception may be the underlying cognitive mechanism that links ANS acuity to mathematical achievement in terms of longitudinal development.
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Affiliation(s)
- Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Faculty of Psychology, Beijing Normal University, Beijing, 100875, China. .,Advanced Innovation Center for Future Education and Siegler Center for Innovative Learning, Beijing Normal University, Beijing, 100875, China.
| | - Yuwei Hu
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Faculty of Psychology, Beijing Normal University, Beijing, 100875, China.,Advanced Innovation Center for Future Education and Siegler Center for Innovative Learning, Beijing Normal University, Beijing, 100875, China
| | - Li Yuan
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Faculty of Psychology, Beijing Normal University, Beijing, 100875, China.,Advanced Innovation Center for Future Education and Siegler Center for Innovative Learning, Beijing Normal University, Beijing, 100875, China
| | - Tianan Gu
- Institute of Public Administration and Human Resources, Development Research Center of the State Council, Beijing, 100010, China
| | - Dawei Li
- Center for Cognitive Neuroscience, Duke University, Durham, NC, USA
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31
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Zoccolotti P, De Luca M, Marinelli CV, Spinelli D. Predicting individual differences in reading, spelling and maths in a sample of typically developing children: A study in the perspective of comorbidity. PLoS One 2020; 15:e0231937. [PMID: 32352985 PMCID: PMC7192483 DOI: 10.1371/journal.pone.0231937] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2019] [Accepted: 04/03/2020] [Indexed: 12/21/2022] Open
Abstract
We examined reading, spelling, and mathematical skills in an unselected group of 129 Italian fifth graders by testing various cognitive predictors for each behaviour. As dependent variables, we measured performance in behaviours with a clear functional value in everyday life, such as reading a text, spelling under dictation and doing mental and written computations. As predictors, we selected cognitive dimensions having an explicit relation with the target behaviour (called proximal predictors), and prepared various tests in order to select which task had the best predictive power on each behaviour. The aim was to develop a model of proximal predictors of reading (speed and accuracy), spelling (accuracy) and maths (speed and accuracy) characterized by efficacy also in comparison to the prediction based on general cognitive factors (i.e., short-term memory, phonemic verbal fluency, visual perceptual speed, and non-verbal intelligence) and parsimony, pinpointing the role of both common and unique predictors as envisaged in the general perspective of co-morbidity. With one exception (reading accuracy), the proximal predictors models (based on communality analyses) explained a sizeable amount of variance, ranging from 27.5% in the case of calculation (accuracy) to 48.7% of reading (fluency). Models based on general cognitive factors also accounted for some variance (ranging from 6.5% in the case of spelling to 19.5% in the case of reading fluency) but this was appreciably less than that explained by models based on the hypothesized proximal predictors. In general, results confirmed the efficacy of proximal models in predicting reading, spelling and maths although they offered only limited support for common predictors across different learning skills; namely, performance in the Orthographic Decision test entered as a predictor of both reading and spelling indicating that a single orthographic lexicon may account for performance in reading and spelling. Possible lines of research to expand on this approach are illustrated.
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Affiliation(s)
- Pierluigi Zoccolotti
- Department of Psychology, Sapienza University of Rome, Rome, Italy
- Neuropsychology Unit, IRCCS Fondazione Santa Lucia, Rome, Italy
| | - Maria De Luca
- Neuropsychology Unit, IRCCS Fondazione Santa Lucia, Rome, Italy
| | - Chiara Valeria Marinelli
- Laboratory of Applied Psychology and Intervention, Department of History, Society and Human Studies, University of Salento, Lecce, Italy
| | - Donatella Spinelli
- Department of Movement, Human and Health Sciences, Foro Italico University of Rome, Rome, Italy
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32
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Cheng D, Xiao Q, Cui J, Chen C, Zeng J, Chen Q, Zhou X. Short-term numerosity training promotes symbolic arithmetic in children with developmental dyscalculia: The mediating role of visual form perception. Dev Sci 2019; 23:e12910. [PMID: 31599035 DOI: 10.1111/desc.12910] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2018] [Revised: 08/28/2019] [Accepted: 09/27/2019] [Indexed: 01/21/2023]
Abstract
Studies have shown that numerosity-based arithmetic training can promote arithmetic learning in typically developing children as well as children with developmental dyscalculia (DD), but the cognitive mechanism underlying this training effect remains unclear. The main aim of the current study was to examine the role of visual form perception in arithmetic improvement through an 8-day numerosity training for DD children. Eighty DD children were selected from four Chinese primary schools. They were randomly divided into the intervention and control groups. The intervention group received training on an apple-collecting game, whereas the control group received an English dictation task. Children's cognitive and arithmetic performances were assessed before and after training. The results showed that the intervention group showed a significant improvement in arithmetic performance, approximate number system (ANS) acuity, and visual form perception, but not in spatial processing and sentence comprehension. The control group showed no significant improvement in any cognitive ability. Mediation analysis further showed that training-related improvement in arithmetic performance was fully mediated by the improvement in visual form perception. The results suggest that short-term numerosity training enhances the arithmetic performance of DD children by improving their visual form perception.
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Affiliation(s)
- Dazhi Cheng
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.,Advanced Innovation Center for Future Education, Beijing Normal University, Beijing, China.,Department of Pediatric Neurology, Capital Institute of Pediatrics, Beijing, China
| | - Qing Xiao
- Chinese Teaching Department, Beijing Chinese Language and Culture College, Beijing, China
| | - Jiaxin Cui
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.,Advanced Innovation Center for Future Education, Beijing Normal University, Beijing, China.,Department of Psychology, College of Education, Hebei Normal University, Shijiazhuang, China
| | - Chuansheng Chen
- Department of Psychological Science, University of California, Irvine, CA, USA
| | - Jieying Zeng
- Business School, Beijing Wuzi University, Beijing, China
| | - Qian Chen
- Department of Pediatric Neurology, Capital Institute of Pediatrics, Beijing, China
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.,Advanced Innovation Center for Future Education, Beijing Normal University, Beijing, China
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33
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Visual form perception is fundamental for both reading comprehension and arithmetic computation. Cognition 2019; 189:141-154. [PMID: 30953825 DOI: 10.1016/j.cognition.2019.03.014] [Citation(s) in RCA: 34] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2016] [Revised: 03/19/2019] [Accepted: 03/21/2019] [Indexed: 01/05/2023]
Abstract
Visual perception has been found to be a critical factor for reading comprehension and arithmetic computation in separate lines of research with different measures of visual form perception. The current study of 1099 Chinese elementary school students investigated whether the same visual form perception (assessed by a geometric figure matching task) underlies both reading comprehension and arithmetic computation. The results showed that visual form perception had close relations with both reading comprehension and arithmetic computation, even after controlling for age, gender, and cognitive factors such as processing speed, attention, working memory, visuo-spatial processing, and general intelligence. Results also showed that numerosity comparison's relations with reading comprehension and arithmetic computation were fully accounted for by visual form perception. These results suggest that reading comprehension and arithmetic computation might share a similar visual form processing mechanism.
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34
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Zhang Y, Liu T, Chen C, Zhou X. Visual form perception supports approximate number system acuity and arithmetic fluency. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2019.02.008] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
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35
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Cai D, Zhang L, Li Y, Wei W, Georgiou GK. The Role of Approximate Number System in Different Mathematics Skills Across Grades. Front Psychol 2018; 9:1733. [PMID: 30279672 PMCID: PMC6153330 DOI: 10.3389/fpsyg.2018.01733] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2018] [Accepted: 08/27/2018] [Indexed: 11/13/2022] Open
Abstract
Although approximate number system (ANS) has been found to predict mathematics ability, it remains unclear if both aspects of ANS (symbolic and non-symbolic estimation) contribute equally well to mathematics performance and if their contribution varies as a function of the mathematics outcome and grade level. Thus, in this study, we examined the effects of both aspects of ANS on different mathematics skills across three grade levels. Three hundred eleven children (100 children from kindergarten, 107 children from Grade 2, and 104 children from Grade 4) from two kindergartens and three elementary schools in Shanghai, China, were assessed on measures of ANS (dot estimation and number line estimation), general cognitive ability (nonverbal intelligence, inhibition, and working memory), and mathematics abilities (numerical operations and mathematical problem solving in all grades, early mathematical skills in kindergarten, and calculation fluency in Grades 2 and 4). Results of hierarchical regression analyses showed that, in kindergarten, non-symbolic estimation predicted all mathematics skills even after controlling for age, gender, and general cognitive ability. In Grades 2 and 4, symbolic estimation accounted for unique variance in mathematical problem solving, but not in calculation fluency. Symbolic estimation also predicted numerical operations in Grade 4. Taken together, these findings suggest that in the early phases of mathematics development different aspects of ANS contribute to different mathematics skills.
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Affiliation(s)
- Dan Cai
- College of Education, Shanghai Normal University, Shanghai, China
| | - Linni Zhang
- College of Education, Shanghai Normal University, Shanghai, China
| | - Yan Li
- College of Education, Shanghai Normal University, Shanghai, China
| | - Wei Wei
- College of Education, Shanghai Normal University, Shanghai, China
| | - George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada
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