Improvement of deficits in mnemonic rhyme for multiplication in Japanese aphasics

Kashiwagi, Asako; Kashiwagi, Toshihiro; Hasegawa, Tsuneo

doi:10.1016/0028-3932(87)90032-7

Cited by 32 publications

(25 citation statements)

References 6 publications

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“…In particular, BA patients performed significantly lower in multiplication as compared to subtraction. This result is consistent with the neuropsychological literature, which indicates a high incidence of multiplication deficits in patients with language impairment (Hittmair-Delazer et al, 1994;Kashiwagi et al, 1987;McCloskey et al, 1985). Given that multiplication tables are learned in verbal rhymes, while the other operations are studied less systematically, it has been suggested that multiplication facts are stored at a prephonological level (Dehaene, 1992;Dehaene & Cohen, 1995).…”

Section: Discussionsupporting

confidence: 87%

Numerical skills and aphasia

Delazer

Girelli

Semenza³

et al. 1999

J Int Neuropsychol Soc

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The aim of this study was to investigate numerical difficulties in 50 patients with left hemispheric lesions. Aphasic patients were grouped according to their type of aphasia diagnosed by the Aachener Aphasia Test. The overall error rate in various transcoding and calculation tasks was clearly correlated with the severity of the language deficit, global aphasics being the most impaired patients. Broca's and Wernicke's aphasics scored similarly at the quantitative level, and amnesic aphasics were less impaired. Interestingly, qualitative analysis of the errors indicated that each group presented with specific difficulties, partially reflecting the nature of the language problems. In simple calculation, multiplication was found to be the most impaired operation, in particular in Broca's aphasics. This result supports the hypothesis that the retrieval of multiplication facts is preferentially mediated by verbal processing. Calculation procedures were mainly impaired in Wernicke's and global aphasics. (JINS, 1999, 5, 213-221.)

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Section: Discussionsupporting

confidence: 87%

Numerical skills and aphasia

Delazer

Girelli

Semenza³

et al. 1999

J Int Neuropsychol Soc

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“…Kashiwagi, Kashiwagi, and Hasegawa (1987) reported eight aphasic patients with selective deficits in multiplication (addition and subtraction of four-digit numbers were intact). In Japan, multiplication is taught by means of mnemonic rhymes called kuku, i.e., via an auditory-speaking route.…”

Section: Group Studies On Calculation and Aphasiamentioning

confidence: 97%

“…Thus, aphasic difficulties specifically affect the retrieval of multiplication facts. In the study by Kashiwagi et al (1987), aphasic patients were admitted to a special multiplication training programme and profited most from an approach using the visual writing route.…”

Section: Group Studies On Calculation and Aphasiamentioning

confidence: 99%

Transcoding and calculation in aphasia

Delazer¹,

Bartha²

2001

Aphasiology

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Aphasia may have deteriorating effects on several numerical skills, such as counting, reading numerals aloud, or writing them to dictation, as these abilities rely on intact language. However, aphasia also seems to have specific effects on the calculation system. Group studies, as well as single-case studies, point to the fact that language-impaired patients have particular difficulties in completing multiplication tasks, while other operations are less impaired. From a theoretical point of view, there is still a debate as to whether this association reflects a general psycholinguistic problem, the effect of aphasia on numerical cognition, or a deficit in non-specific resources underlying both number and language domains. In studies on number transcoding multi-route models have been proposed which parallel semantic and asemantic routes in alphabetical processing. Yet, the review of the empirical evidence suggests that these models still lack relevant theoretical specification.

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“…Evidence from the neuropsychological literature is mixed, however, with some acalculics providing evidence for notation-independent arithmetic (Cohen & Dehaene, 1994;Sokol et al, 1991) and others apparently presenting evidence of notation-specific arithmetic skills (Kashiwagi, Kashiwagi, & Hasegawa, 1987;McNeil & Warrington, 1994). Experiments with normal subjects have also produced mixed conclusions, with some evidence of notationindependent retrieval (Noël & Seron, 1992;Noël et al, 1997;Rickard & Bourne, 1996), and others arguing for notation-specific retrieval (Campbell, 1994;Campbell & Clark, 1992;Frenck-Mestre & Vaid, 1993;Gonzalez & Kolers;Vaid & Frenck-Mestre, 1991).…”

Section: Notation and Arithmeticmentioning

confidence: 99%

Number Processing in Chinese-English Bilinguals

Campbell¹,

Kanz²,

Xue³

1999

Mathematical Cognition

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To investigate effects of surface notation on basic numerical skills we examined number naming, magnitude selection, and simple arithmetic performed by adult Chinese-English bilinguals born and educated in China. Stimuli were presented using either arabic (7 + 8) or "mandarin" ( symbols and participants were cued to respond either in English or Chinese. The naming task demonstrated that the mandarin characters were as easy to identify as the arabic digits, but for both arithmetic and magnitude selection there were faster RTs and fewer errors overall with arabic notation. Arabic notation also produced smaller problem-size effects in arithmetic and a smaller split effect in magnitude selection relative to mandarin notation. These results suggest that retrieval processes in the arithmetic and selection tasks were more efficient with arabic than mandarin stimuli. Arithmetic RTs were substantially slower with English than Chinese responses given either arabic or mandarin stimuli, but the English-language cost was greater with mandarin stimuli. The form of the Notation × Language RT interaction is consistent with language-specific Chinese and English number-fact stores ("arithmecons") that were differentially accessible as a function of notation. Naming RTs also presented a significant Notation × Language interaction due mainly to slow RTs to produce English number names for mandarin stimuli. These Notation × Language interactions are not easily reconciled with the standard version of McCloskey's (1992) model of number processing, which holds that numeral reading and arithmetic performance are based on a single, abstract-semantic code regardless of input or output conditions. Instead, the results suggest that different Notation × Language combinations were mediated by independent associative paths that varied in strength and efficiency as a function of prior experience.Requests for reprints should be sent to

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Improvement of deficits in mnemonic rhyme for multiplication in Japanese aphasics

Cited by 32 publications

References 6 publications

Numerical skills and aphasia

Numerical skills and aphasia

Transcoding and calculation in aphasia

Number Processing in Chinese-English Bilinguals

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