Mathematical learning disabilities in special populations: Phenotypic variation and cross‐disorder comparisons

Dennis, Maureen; Berch, Daniel B.; Mazzocco, Michèle M.M.

doi:10.1002/ddrr.54

Cited by 21 publications

(9 citation statements)

References 67 publications

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“…There are thought to be a variety of intrinsic genetic contributors to MD, including genetic mutations and polymorphisms with hypothesized influences ranging from alterations in neural development to connectivity to epigenetic effects (39). Population-level studies take into account genetic variants on genotyping platforms and provide a lower bound estimate of heritability, while twin models capture all genetic factors and produce higher estimates due to the presence of dominance or interaction effects (40).…”

Section: Genetic Basismentioning

confidence: 99%

Specific learning disability in mathematics: a comprehensive review

Soares¹,

Evans²,

Patel³

2018

Transl. Pediatr.

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Math skills are necessary for success in the childhood educational and future adult work environment. This article reviews the changing terminology for specific learning disabilities (SLD) in math and describes the emerging genetics and neuroimaging studies that relate to individuals with math disability (MD). It is important to maintain a developmental perspective on MD, as presentation changes with age, instruction, and the different models (educational and medical) of identification. Intervention requires a systematic approach to screening and remediation that has evolved with more evidence-based literature. Newer directions in behavioral, educational and novel interventions are described.

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Section: Genetic Basismentioning

confidence: 99%

Specific learning disability in mathematics: a comprehensive review

Soares¹,

Evans²,

Patel³

2018

Transl. Pediatr.

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“…Individuals with Williams-Beuren syndrome have more severe, stable neurocognitive deficits that persist into young adult life (Howlin et al, 1998). Both children and adults with spina bifida meningomyelocele have difficulties in upper limb function (Dennis et al, 2009; Jewell et al, 2010) and mathematics (e.g., Barnes et al, 2006; Dennis and Barnes, 2002; Dennis, Berch, and Mazzocco, 2009). …”

Section: When To Assessmentioning

confidence: 99%

Functional Plasticity in Childhood Brain Disorders: When, What, How, and Whom to Assess

et al. 2014

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At every point in the lifespan, the brain balances malleable processes representing neural plasticity that promote change with homeostatic processes that promote stability. Whether a child develops typically or with brain injury, his or her neural and behavioral outcome is constructed through transactions between plastic and homeostatic processes and the environment. In clinical research with children in whom the developing brain has been malformed or injured, behavioral outcomes provide an index of the result of plasticity, homeostasis, and environmental transactions. When should we assess outcome in relation to age at brain insult, time since brain insult, and age of the child at testing? What should we measure? Functions involving reacting to the past and predicting the future, as well as social-affective skills, are important. How should we assess outcome? Information from performance variability, direct measures and informants, overt and covert measures, and laboratory and ecological measures should be considered. In whom are we assessing outcome? Assessment should be cognizant of individual differences in gene, socio-economic status (SES), parenting, nutrition, and interpersonal supports, which are moderators that interact with other factors influencing functional outcome.

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“…As pointed out by Dennis, Berch, and Mazzocco (2009), "evidence regarding the role and importance of spatial deficits in the mathematical difficulties is highly dependent on the nature and definition of the spatial components at issue, the underlying theoretical perspective and the measures of the spatial constructs employed in a particular study" (p. 83). Co-occurrence does not necessarily indicate causal mechanisms.…”

Section: Discussionmentioning

confidence: 99%

Visuo-spatial processes as a domain-general factor impacting numerical development in atypical populations

Crollen¹,

Collignon²,

Noël³

2017

J. Numer. Cogn.

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In the past few years, the role of both domain-specific and domain-general factors on numerical development and mathematics achievement has been debated. In this paper, we focus on the role of visuo-spatial processes. We will more particularly review the numerical abilities of populations presenting atypical visuo-spatial processes: individuals with blindness, hemineglect, children presenting low visuo-spatial abilities, non-verbal learning disorder or Williams syndrome. We will show that math abilities of each population are relatively unique and are not necessarily associated with generalized math impairment. We will show that a better understanding of the strengths and weaknesses of each population gives further insights into our conceptual understanding of the development of numerical cognition. We will finally demonstrate how the comparison across disorders can impact on practical rehabilitation and educational strategies.Keywords: number, space, blindness, hemineglect, NVLD, Williams syndrome Journal of Numerical Cognition, 2017, Vol. 3(2), 344-364, doi:10.5964/jnc.v3i2.44 Received: 2016-05-10. Accepted: 2017-04-13. Published (VoR): 2017-12-22.Handling Editors: Silke Goebel, University of York, York, United Kingdom; André Knops, Humboldt-Universität Berlin, Berlin, Germany; Hans-Christoph Nuerk, Universität Tübingen, Tübingen, Germany *Corresponding author at: Centre for Mind/Brain Science, University of Trento, Corso Bettini, 31, 38068 Rovereto, This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License, CC BY 4.0 (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.Over the past years, converging lines of evidence suggested that our representation of number is intrinsically linked to the way we represent other, non-numerical magnitude dimensions. Meck and Church (1983) were the first to speculate about a unique functional mechanism (the accumulator model) that supports numerosity and duration processing. This model was later extended by A Theory Of Magnitude (ATOM; Bueti & Walsh, 2009;Walsh, 2003) that conjectures the existence of a central magnitude system for the processing of numerosity, space and time. At the neurofunctional level, brain areas located along the right intraparietal sulcus (IPS) were accordingly shown to be involved in numerosity, length and duration discrimination (e.g., Bueti & Walsh, 2009;Cohen Kadosh et al., 2005;Dormal, Dormal, Joassin, & Pesenti, 2012;Dormal & Pesenti, 2009). At the behavioral level, several studies demonstrated similarities across different magnitude systems. Discriminating numerosities, surface areas and durations for example leads to similar patterns of performance in babies (Brannon, Lutz, & Cordes, 2006;de Hevia, Izard, Coubart, Spelke, & Streri, 2014;Lourenco & Longo, 2010;vanMarle & Wynn, 2006;Xu & Spelke, 2000; for a review, see Feigenson, 2007). And various similaritie...

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Mathematical learning disabilities in special populations: Phenotypic variation and cross‐disorder comparisons

Cited by 21 publications

References 67 publications

Specific learning disability in mathematics: a comprehensive review

Specific learning disability in mathematics: a comprehensive review

Functional Plasticity in Childhood Brain Disorders: When, What, How, and Whom to Assess

Visuo-spatial processes as a domain-general factor impacting numerical development in atypical populations

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