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Alrefaei MM. Number sense deficits in children with developmental dyscalculia, dyslexia, co-occurring disorder and their typically developing peers. APPLIED NEUROPSYCHOLOGY. CHILD 2024:1-8. [PMID: 38946198 DOI: 10.1080/21622965.2024.2364729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/02/2024]
Abstract
The aim of this study was to explore a number sense deficits in children with developmental dyscalculia, dyslexia, co-occurring disorder and their typically developing peers. A non-symbolic quantity comparison task was used in this study to examine whether children with dyscalculia have number sense deficits. Children aged 10-11 years old from nine primary schools in Taif city, Saudi Arabia, were selected to participate in this study. The children were divided into the dyscalculia group (n = 62), the dyslexia group (n = 60), and co-occurring disorder group (n = 65), and the typically developing peers group (n = 100).4 groups (dyscalculia, dyslexia, co-occurring disorder and typically developing peers group) × 2 stimulus ratio (6:7; 8:12). There were significant differences in non-symbolic quantity comparison tasks between children with dyslexia, co-occurring disorder, and typically developing peers. These results indicate that children with dyscalculia do have number sense deficiencies, but number sense deficiencies are not specific to children with dyscalculia.
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McGonnell M, Orr M, Backman J, Johnson SA, Davidson F, Corkum P. Examining the role of the visuospatial sketchpad in children's math calculation skills using Baddeley and Hitch's model of working memory. Acta Psychol (Amst) 2024; 246:104246. [PMID: 38615594 DOI: 10.1016/j.actpsy.2024.104246] [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: 08/11/2023] [Revised: 03/02/2024] [Accepted: 04/08/2024] [Indexed: 04/16/2024] Open
Abstract
Math difficulties (MDs) occur in about 3-7 % of children and have been associated with academic, health, and occupational challenges. To date, findings about the role of working memory in MDs have been conflicting. The Automated Working Memory Assessment Battery (AWMA), which assesses all components of Baddeley and Hitch's model of working memory, was used to investigate which component of the model was most related to math calculation skills in elementary-school children. Participants were 94 (52 male) children (M age = 9 years 1 month; Range = 6 years 0 months to 11 years 8 months). As hypothesized, math calculation scores were correlated with all four working memory components (phonological loop, visuospatial sketchpad, verbal and visuospatial central executive). After accounting for age, phonological processing, and attention, the visuospatial sketchpad was the only memory component that contributed to the prediction of math calculation scores, explaining an additional 10.2 % of unique variance. Short-term visuospatial memory should be assessed in children having difficulty with math and children could benefit from interventions that include attention to the development of both visuospatial memory and math calculation skills. This study did not use a longitudinal design and so we cannot conclude that weak visuospatial memory impedes the development of math calculation skills. Future research should use longitudinal designs and investigate other types of math skills.
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Affiliation(s)
- Melissa McGonnell
- Faculty of Education, Mount Saint Vincent University, Halifax, Nova Scotia, Canada
| | - Matt Orr
- Department of Psychiatry, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Joan Backman
- Izaak Walton Killam Health Centre, Halifax, Nova Scotia, Canada
| | - Shannon A Johnson
- Department of Psychology and Neuroscience, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Fiona Davidson
- Department of Psychology and Neuroscience, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Penny Corkum
- Department of Psychology and Neuroscience, Dalhousie University, Halifax, Nova Scotia, Canada.
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Aragón E, Menacho I, Navarro JI, Aguilar M. Teaching strategies, cognitive factors and mathematics. Heliyon 2024; 10:e29831. [PMID: 38742079 PMCID: PMC11089322 DOI: 10.1016/j.heliyon.2024.e29831] [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: 10/09/2023] [Revised: 04/10/2024] [Accepted: 04/16/2024] [Indexed: 05/16/2024] Open
Abstract
Mathematics teaching strategies have a positive impact on learning. However, there is a lack of studies on non-traditional approaches to early mathematics education in the specialized scientific literature. In this theoretical framework, a study to connect teaching methodology with the various cognitive processes implicated in learning has been designed. A total of 114 primary school students aged 74 and 84 months who were taught mathematics either with the method called Open Algorithm Based on Numbers or with the more traditional Closed Algorithm Based on Ciphers, participated in the study. After conducting a thorough examination of cognitive processes and early math performance using well-established assessment instruments, a comparative analysis was undertaken to explore the relationship between cognitive predictors of mathematical performance, while considering the mathematics teaching strategies used. Students were distributed according to their level of mathematical competence and teaching methodology and the type of schools (Charter or Public). The results from the multivariate statistical test showed that the teaching strategy was inconclusive for most of the cognitive factors studied. Significant differences according to mathematical performance were found for fluid intelligence, verbal short-term memory, and visuospatial working memory. Finally, no significant differences were found in the cognitive variables studied when considering the interaction between the teaching approach, school characteristics, and mathematical achievement as a reference.
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Affiliation(s)
- Estívaliz Aragón
- Department of Psychology, School of Education, University of Cádiz, Spain
| | - Inmaculada Menacho
- Department of Psychology, School of Education, University of Cádiz, Spain
| | - José I. Navarro
- Department of Psychology, School of Education, University of Cádiz, Spain
| | - Manuel Aguilar
- Department of Psychology, School of Education, University of Cádiz, Spain
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Yu H. The neuroscience basis and educational interventions of mathematical cognitive impairment and anxiety: a systematic literature review. Front Psychol 2023; 14:1282957. [PMID: 38098529 PMCID: PMC10720715 DOI: 10.3389/fpsyg.2023.1282957] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2023] [Accepted: 11/17/2023] [Indexed: 12/17/2023] Open
Abstract
Introduction Mathematics is a fundamental subject with significant implications in education and neuroscience. Understanding the cognitive processes underlying mathematical cognition is crucial for enhancing educational practices. However, mathematical cognitive impairment and anxiety significantly hinder learning and application in this field. This systematic literature review aims to investigate the neuroscience basis and effective educational interventions for these challenges. Methods The review involved a comprehensive screening of 62 research articles that meet the ESSA evidence levels from multiple databases. The selection criteria focused on studies employing various methodologies, including behavioral experiments and neuroimaging techniques, to explore the neuroscience underpinnings and educational interventions related to mathematical cognitive impairment and anxiety. Results The review identified key themes and insights into the neuroscience basis of mathematical cognitive impairment and anxiety. It also examined their impact on educational practices, highlighting the interplay between cognitive processes and educational outcomes. The analysis of these studies revealed significant findings on how these impairments and anxieties manifest and can be addressed in educational settings. Discussion The review critically analyzes the shortcomings of existing research, noting gaps and limitations in current understanding and methodologies. It emphasizes the need for more comprehensive and diverse studies to better understand these phenomena. The discussion also suggests new directions and potential improvement strategies for future research, aiming to contribute to more effective educational interventions and enhanced learning experiences in mathematics. Conclusion This systematic review provides valuable insights into the neuroscience basis of mathematical cognitive impairment and anxiety, offering a foundation for developing more effective educational strategies. It underscores the importance of continued research in this area to improve educational outcomes and support learners facing these challenges.
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Affiliation(s)
- Hao Yu
- Faculty of Education, Shaanxi Normal University, Xi'an, Shaanxi, China
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Chutko LS, Yakovenko EA, Surushkina SY, Anisimova TI, Cherednichenko DV. [Cognitive disorders in children with dyscalculia]. Zh Nevrol Psikhiatr Im S S Korsakova 2023; 123:85-90. [PMID: 37084370 DOI: 10.17116/jnevro202312304185] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/23/2023]
Abstract
OBJECTIVE This study was to study the features of cognitive disorders in children with dyscalculia. MATERIAL AND METHODS The main study group included 48 children aged 8 to 10 years with manifestations of dyscalculia. The control group consisted of 30 children aged 8 to 10 years without manifestations of learning disabilities and other neuropsychiatric disorders. The following research methods were used in the work: the SNAP-IY scale for assessing concomitant manifestations of attention deficit hyperactivity disorder, the L.D. Malkova, «Working memory» technique for the quantitative assessment of working memory, TOVA computer test for the quantitative assessment of attention disorders and impulsiveness. RESULTS The study showed that only in 4 cases (8.3%) dyscalculia was of an isolated nature, without concomitant neuropsychiatric disorders. Most often, manifestations of attention deficit hyperactivity disorder (ADHD) were recorded in children with dyscalculia - 33 (68.8%) children and manifestations of other learning disorders (dyslexia - 27 (56.3%) children, dysgraphia - 22 (45.8%) children). In 20 (41.7%) cases, children in the study group had asthenic symptoms. When comparing the results of working memory testing in the study group, the number of correct answers was significantly lower than in the control group. Indicators of the TOVA psychophysiological test in children with dyscalculia showed a statistically significant increase in the number of inattention errors both in the first and second half of the test, compared with children from the control group. CONCLUSION Thus, dyscalculia should be considered not only as a disorder of arithmetic skills, but also as a disorder based on multiple cognitive dysfunctions, such as working memory dysfunction, dysfunction of attention.
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Affiliation(s)
- L S Chutko
- N. Bekhtereva Institute of Human Brain Russian Academy of Sciences, St. Petersburg, Russia
| | - E A Yakovenko
- N. Bekhtereva Institute of Human Brain Russian Academy of Sciences, St. Petersburg, Russia
| | - S Yu Surushkina
- N. Bekhtereva Institute of Human Brain Russian Academy of Sciences, St. Petersburg, Russia
| | - T I Anisimova
- N. Bekhtereva Institute of Human Brain Russian Academy of Sciences, St. Petersburg, Russia
| | - D V Cherednichenko
- N. Bekhtereva Institute of Human Brain Russian Academy of Sciences, St. Petersburg, Russia
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Munsell EGS, Orsmond GI, Fulford D, Coster WJ. Self-management of daily life tasks in diploma-track youth with disabilities. Disabil Rehabil 2022; 44:8011-8021. [PMID: 34877919 DOI: 10.1080/09638288.2021.2008524] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
PURPOSE Youth with disabilities who graduate with a regular high school diploma often continue to have difficulties in their daily functioning that ultimately impact adulthood outcomes. To better understand these functional difficulties and determine how best to address them, it is important to distinguish deficits in discrete skills from difficulty organizing skills to self-manage complex tasks associated with adult roles. The purpose of this study was to explore the extent to which challenges in social, executive function and behavior management factors relate to these two aspects of daily functioning. METHODS This is a secondary analysis of the National Longitudinal Transition Study 2 funded by the United States Department of Education. The direct and indirect associations between youth underlying factors and self-management of daily life tasks (SMDLT) versus discrete functional skills were modelled using structural equation modelling. RESULTS A model incorporating social skills, communication, and behavior regulation explained 55% of the variance in SMDLT. In contrast, the model predicting discrete functional skills had fewer significant associations and described less variance (37%) in the outcome. CONCLUSIONS Findings suggest that using measures of SMDLT and designing targeted interventions for SMDLT might help improve participation in independent living and productivity for diploma-track youth with disabilities.Implications for rehabilitationSuccessful transition from high school to adult roles requires the ability to self-manage the daily life tasks required for those roles, such as employment, post-secondary education, and independent living.The ability to self-manage daily tasks is distinct from mastery of discrete functional skills and should be assessed with measures that uniquely examine this domain.Social and communication skills, executive functioning, and behavioral regulation, are important contributors to the ability to self-manage life tasks for diploma-track youth with disabilities and should be incorporated into multifaceted interventions.Interventions to improve self-management of tasks should include teaching strategies and practice coordinating underlying skills in flexible ways that meet the varying demands of tasks and diverse environments.
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Affiliation(s)
- Elizabeth G S Munsell
- Occupational Therapy Department, College of Health and Rehabilitation Sciences: Sargent College, Boston University, Boston, MA, USA
| | - Gael I Orsmond
- Occupational Therapy Department, College of Health and Rehabilitation Sciences: Sargent College, Boston University, Boston, MA, USA
| | - Daniel Fulford
- Occupational Therapy Department, College of Health and Rehabilitation Sciences: Sargent College, Boston University, Boston, MA, USA.,Department of Psychological & Brain Sciences, Boston University, Boston, MA, USA
| | - Wendy J Coster
- Occupational Therapy Department, College of Health and Rehabilitation Sciences: Sargent College, Boston University, Boston, MA, USA
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7
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Anderson S, Schurig M, Sommerhoff D, Gebhardt M. Students’ learning growth in mental addition and subtraction: Results from a learning progress monitoring approach. Front Psychol 2022; 13:944702. [DOI: 10.3389/fpsyg.2022.944702] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2022] [Accepted: 08/30/2022] [Indexed: 11/29/2022] Open
Abstract
The purpose of this study was to measure and describe students’ learning development in mental computation of mixed addition and subtraction tasks up to 100. We used a learning progress monitoring (LPM) approach with multiple repeated measurements to examine the learning curves of second-and third-grade primary school students in mental computation over a period of 17 biweekly measurement intervals in the school year 2020/2021. Moreover, we investigated how homogeneous students’ learning curves were and how sociodemographic variables (gender, grade level, the assignment of special educational needs) affected students’ learning growth. Therefore, 348 German students from six schools and 20 classes (10.9% students with special educational needs) worked on systematically, but randomly mixed addition and subtraction tasks at regular intervals with an online LPM tool. We collected learning progress data for 12 measurement intervals during the survey period that was impacted by the COVID-19 pandemic. Technical results show that the employed LPM tool for mental computation met the criteria of LPM research stages 1 and 2. Focusing on the learning curves, results from latent growth curve modeling showed significant differences in the intercept and in the slope based on the background variables. The results illustrate that one-size-fits-all instruction is not appropriate, thus highlighting the value of LPM or other means that allow individualized, adaptive teaching. The study provides a first quantitative overview over the learning curves for mental computation in second and third grade. Furthermore, it offers a validated tool for the empirical analysis of learning curves regarding mental computation and strong reference data against which individual learning growth can be compared to identify students with unfavorable learning curves and provide targeted support as part of an adaptive, evidence-based teaching approach. Implications for further research and school practice are discussed.
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Mikula C, Kim JH, Phenis R, Kiselica A. Specific learning disorder in mathematics and moyamoya disease: A case report. APPLIED NEUROPSYCHOLOGY: CHILD 2022; 12:157-164. [PMID: 35138968 DOI: 10.1080/21622965.2022.2033745] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Moyamoya disease (MMD) is a rare neurological condition that causes impaired blood flow to the brain, transient ischemic attacks or strokes, and accompanying cognitive impairments, especially in executive functioning. There is little data on the impact of this rare condition on academic outcomes in late childhood and adolescence. Here, we present the case of Ms. X, a 17-year-old white female diagnosed with MMD, who presented with evidence of a specific learning disorder (SLD) in mathematics. Ms. X was diagnosed with MMD at 6 years old and underwent revascularization surgery. Though she recovered well and progressed adequately in home schooling, she and her mother noticed a decline in memory and academic performance around 16 years old, prompting a neuropsychological evaluation. Cognitive testing revealed low average overall cognitive abilities with impaired planning and organizational skills. While her reading and spelling skills were consistent with her 10th grade academic level, she scored in the 1st percentile on the WRAT-5 Math Computation section, and her mathematical skills were estimated to be at a 2nd grade level. This case adds to the literature by documenting a specific area of academic deficit in an adolescent with MMD. The case highlights that individuals with MMD, especially those with similar executive deficits, may experience selective learning challenges in mathematics. Children with MMD may benefit from specialized academic services and interventions in specific areas of difficulty.
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Affiliation(s)
- Cynthia Mikula
- Department of Health Psychology, University of Missouri, Columbia, Missouri, USA
| | - Jeong Hye Kim
- Department of Psychiatry, University of Iowa, Iowa City, Iowa, USA
| | - Richard Phenis
- Department of Neurology, Baylor Scott and White Health, Temple, Texas, USA
| | - Andrew Kiselica
- Department of Health Psychology, University of Missouri, Columbia, Missouri, USA
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Chutko L, Surushkina S, Yakovenko E. Clinical and psychophysiological manifestations of dyscalculia in children. Zh Nevrol Psikhiatr Im S S Korsakova 2022; 122:62-67. [DOI: 10.17116/jnevro202212209262] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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10
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Bonti E, Kamari A, Sofologi M, Giannoglou S, Porfyri GN, Tatsiopoulou P, Kougioumtzis G, Efstratopoulou M, Diakogiannis I. Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics-A Preliminary Analysis. Brain Sci 2021; 11:brainsci11070850. [PMID: 34202177 PMCID: PMC8301888 DOI: 10.3390/brainsci11070850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2021] [Revised: 06/22/2021] [Accepted: 06/22/2021] [Indexed: 11/16/2022] Open
Abstract
SLI and SLD constitute two independent neurodevelopmental disorders, which frequently cause challenges in the diagnosis process, especially due to their nature. This has caused disagreement among clinicians regarding their recognition as separate or overlapping disorders. The objective of the study was to enlighten the path of valid diagnosis and intervention during adolescence when the two disorders change their manifestation and overlap. Two hundred Greek adolescents (140 boys and 60 girls), 124 already diagnosed with SLD and 76 diagnosed with SLI, 12-16 years old, participated in the study. All participants were assessed in reading, oral and written language and mathematics (mathematical operations and mathematical reasoning) along with IQ testing. In order to determine statistically significant differences, the chi-square test, independent samples t-test, odds ratios and their 95 per cent confidence intervals were implemented. The results revealed that the SLI group presented significantly greater difficulties than SLD in their overall cognitive-mental profile and in most language and mathematical measurements (number concept, executive-procedural part of solving operations and mathematical reasoning). The similarity of the two groups was mainly detected in their deficient metacognitive, metalinguistic and metamnemonic strategies. The research concludes that SLD adolescents managed to overcome their difficulties to a significant degree, while adolescents with SLI still struggle with many learning areas.
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Affiliation(s)
- Eleni Bonti
- First Psychiatric Clinic, "Papageorgiou" General Hospital, Ring Road Thessaloniki, N. Efkarpia, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54603 Thessaloniki, Greece
- Department of Education, School of Education, University of Nicosia, Nicosia 2417, Cyprus
| | - Afroditi Kamari
- First Psychiatric Clinic, "Papageorgiou" General Hospital, Ring Road Thessaloniki, N. Efkarpia, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54603 Thessaloniki, Greece
| | - Maria Sofologi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece
- Institute of Humanities and Social Sciences, University Research Center of Ioannina (URCI), 45110 Ioannina, Greece
| | - Sofia Giannoglou
- First Psychiatric Clinic, "Papageorgiou" General Hospital, Ring Road Thessaloniki, N. Efkarpia, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54603 Thessaloniki, Greece
| | - Georgia-Nektaria Porfyri
- First Psychiatric Clinic, "Papageorgiou" General Hospital, Ring Road Thessaloniki, N. Efkarpia, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54603 Thessaloniki, Greece
| | - Paraskevi Tatsiopoulou
- First Psychiatric Clinic, "Papageorgiou" General Hospital, Ring Road Thessaloniki, N. Efkarpia, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54603 Thessaloniki, Greece
| | - Georgios Kougioumtzis
- Department of Turkish and Modern Asian Studies, National and Kapodistrian University of Athens, 10680 Athens, Greece
| | - Maria Efstratopoulou
- Department of Special Education (CEDU), United Arab Emirates University (UAEU), Al Ain 112612, United Arab Emirates
| | - Ioannis Diakogiannis
- First Psychiatric Clinic, "Papageorgiou" General Hospital, Ring Road Thessaloniki, N. Efkarpia, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54603 Thessaloniki, Greece
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Khanolainen D, Psyridou M, Silinskas G, Lerkkanen MK, Niemi P, Poikkeus AM, Torppa M. Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1-9. Front Psychol 2020; 11:577981. [PMID: 33132988 PMCID: PMC7578386 DOI: 10.3389/fpsyg.2020.577981] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2020] [Accepted: 09/18/2020] [Indexed: 12/23/2022] Open
Abstract
This study focuses on parental reading and mathematical difficulties, the home literacy environment, and the home numeracy environment as well as their predictive role in Finnish children’s reading and mathematical development through Grades 1–9. We examined if parental reading and mathematical difficulties directly predict children’s academic performance and/or if they are mediated by the home learning environment. Mothers (n = 1590) and fathers (n = 1507) reported on their reading and mathematical difficulties as well as on the home environment (shared reading, teaching literacy, and numeracy) when their children were in kindergarten. Tests for reading fluency, reading comprehension, and arithmetic fluency were administered to children in Grades 1, 2, 3, 4, 7, and 9. Parental reading difficulties predicted children’s reading fluency, whereas parental mathematical difficulties predicted their reading comprehension and arithmetic fluency. Familial risk was associated with neither formal nor informal home environment factors, whereas maternal education had a significant relationship with both, with higher levels of education among mothers predicting less time spent on teaching activities and more time spent on shared reading. In addition, shared reading was significantly associated with the development of reading comprehension up to Grades 3 and 4, whereas other components of the home learning environment were not associated with any assessed skills. Our study highlights that taken together, familial risk, parental education, and the home learning environment form a complex pattern of associations with children’s mathematical and reading skills.
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Affiliation(s)
- Daria Khanolainen
- Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
| | - Maria Psyridou
- Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
| | | | - Marja-Kristiina Lerkkanen
- Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland.,Norwegian Centre for Learning Environment, University of Stavanger, Stavanger, Norway
| | - Pekka Niemi
- Department of Psychology, University of Turku, Turku, Finland
| | - Anna-Maija Poikkeus
- Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
| | - Minna Torppa
- Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
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The effects of sex on prevalence and mechanisms underlying neurodevelopmental disorders. HANDBOOK OF CLINICAL NEUROLOGY 2020. [PMID: 32958183 DOI: 10.1016/b978-0-444-64150-2.00025-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2023]
Abstract
Neurodevelopmental disorders occur more frequently in boys than in girls and often differ in presentation between the sexes. The sex differences in prevalence and presentation of autism spectrum disorder, intellectual disability, communication disorders, specific learning disabilities, attention deficit/hyperactivity disorder, Tourette's syndrome, and epilepsy are discussed, as well as sex differences in the patterns of comorbidities between these disorders. Prominent theories have been proposed to explain sex biases. These include genetic factors, sex hormones, sociological factors, cognitive differences between the sexes, and environmental insult. Despite the large body of research reviewed in this chapter, many aspects of sex-related effects in neurodevelopmental disorders remain poorly understood.
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13
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Pezzatti L, Edelsztein V, Hermida MJ. The learning of mathematics in Argentina and its association with the cognitive sciences: opportunities and challenges ( El aprendizaje de la matemática en la Argentina y su relación con las ciencias cognitivas: oportunidades y desafíos). STUDIES IN PSYCHOLOGY 2020. [DOI: 10.1080/02109395.2020.1749496] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
Affiliation(s)
| | - Valeria Edelsztein
- Universidad de Buenos Aires (UBA)
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)
| | - Maria-Julia Hermida
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)
- Universidad Nacional de Hurlingham (UNAHUR)
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14
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Moustafa AA, Porter A, Megreya AM. Mathematics anxiety and cognition: an integrated neural network model. Rev Neurosci 2020; 31:287-296. [PMID: 31730536 DOI: 10.1515/revneuro-2019-0068] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2019] [Accepted: 08/07/2019] [Indexed: 01/06/2023]
Abstract
Many students suffer from anxiety when performing numerical calculations. Mathematics anxiety is a condition that has a negative effect on educational outcomes and future employment prospects. While there are a multitude of behavioral studies on mathematics anxiety, its underlying cognitive and neural mechanism remain unclear. This article provides a systematic review of cognitive studies that investigated mathematics anxiety. As there are no prior neural network models of mathematics anxiety, this article discusses how previous neural network models of mathematical cognition could be adapted to simulate the neural and behavioral studies of mathematics anxiety. In other words, here we provide a novel integrative network theory on the links between mathematics anxiety, cognition, and brain substrates. This theoretical framework may explain the impact of mathematics anxiety on a range of cognitive and neuropsychological tests. Therefore, it could improve our understanding of the cognitive and neurological mechanisms underlying mathematics anxiety and also has important applications. Indeed, a better understanding of mathematics anxiety could inform more effective therapeutic techniques that in turn could lead to significant improvements in educational outcomes.
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Affiliation(s)
- Ahmed A Moustafa
- School of Social Sciences and Psychology, Western Sydney University, 2 Bullecourt Ave, Milperra, 2214 Sydney, New South Wales, Australia.,Marcs Institute for Brain and Behaviour, Western Sydney University, 2 Bullecourt Ave, Milperra, 2214 Sydney, New South Wales, Australia
| | - Angela Porter
- School of Social Sciences and Psychology, Western Sydney University, 2 Bullecourt Ave, Milperra, 2214 Sydney, New South Wales, Australia
| | - Ahmed M Megreya
- College of Education, Qatar University, 1 Al Jamiaa St, 1021 Doha, Qatar
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Abstract
Developmental diagnosis is based on an understanding of basic concepts of typical and atypical developmental progression. Child development is influenced by multiple factors, including the development of the nervous system and other organ systems, and the child's physical and social environment. Different factors interplay with each other in influencing the overall development of the child. Development and behavior of the child are intricately associated. Typical child development follows certain basic principles. Some of the more commonly reported developmental concerns include global developmental delay, intellectual disability, cerebral palsy, delayed speech and language, attention deficits, autism, and specific learning disabilities. The clinical presentation of atypical development varies, depending up on the age of the child; with motor delay in early infancy, and learning difficulties in school age child. Regular surveillance and periodic screening help identify specific areas of developmental and behavioral concerns and suggest a need for further appropriate psychological, medical and laboratory evaluation. The principles of management of a child with developmental concerns include early intervention and response to treatment approach, remediation, accommodation, and specific behavioral and pharmacological interventions when indicated.
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Affiliation(s)
- Kelly A Brown
- Department of Pediatric and Adolescent Medicine, Western Michigan University Homer Stryker MD School of Medicine, Kalamazoo, Michigan, USA
| | - Sonia Parikh
- Department of Pediatric and Adolescent Medicine, Western Michigan University Homer Stryker MD School of Medicine, Kalamazoo, Michigan, USA
| | - Dilip R Patel
- Department of Pediatric and Adolescent Medicine, Western Michigan University Homer Stryker MD School of Medicine, Kalamazoo, Michigan, USA
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