Processing Abilities Associated with Math Skills in Adult Learning Disability

Osmon, David C.; Smerz, Jessica; Braun, Michelle; Plambeck, Elizabeth

doi:10.1080/13803390490918129

Cited by 31 publications

(24 citation statements)

References 27 publications

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“…We can all count, estimate magnitudes, do simple arithmetic, and otherwise manipulate numbers. Contrariwise, a breakdown in number processing due to brain lesions can lead to significant deficits in activities of daily life (Geary, 1993;Osmon, Smerz, Braun, & Plambeck, 2006;Rosselli, Matute, Pinto, & Ardila, 2006;Shalev, Manor, & Gross-Tsur, 2005). Indeed, processing quantity is so fundamental a cognitive skill that a basic sense of number is present in infants, other primates, and nonprimate species (Brannon, 2002;Brannon & Terrace, 1998;Dehaene, Dehaene-Lambertz, & Cohen, 1998).…”

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confidence: 99%

Processing of order information for numbers and months

2009

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Despite a great deal of research on the processing of numerical magnitude (e.g., the quantity denoted by the number 5), few studies have investigated how this magnitude information relates to the ordinal properties of numbers (e.g., the fact that 5 is the fifth integer). In the present study, we investigated order-related processing of numbers, as well as months of the year, with a novel ordering task to see whether the processing of order information differs from the processing of magnitude information. In Experiments 1 and 2, participants were shown three numbers (Experiment 1) or three months (Experiment 2) and were required to indicate whether the stimuli were in the correct order. In Experiment 3, participants were again shown three numbers; however, now they were instructed to indicate whether the three numbers were ordered in a forward, backward, or mixed direction. Whereas number comparison tasks typically reveal distance effects (comparisons become easier with increased distance between two numbers), these three experiments reveal a different pattern of results. There were reverse distance effects when the stimuli crossed a boundary (i.e., when numbers crossed a decade or months crossed the year boundary) and no effect of distance when the stimuli did not cross a boundary (i.e., when numbers were within a decade and months were within the January-December calendar year). These data suggest that additional mechanisms are involved in the processing of order information: a scanning mechanism and a long-term memory checking mechanism.

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confidence: 99%

Processing of order information for numbers and months

2009

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“…Consistent with this view, neuropsychological investigations into abnormalities underlying deficits in learning mathematics have suggested impairments in spatial reasoning, particularly the attentional facilitation underlying grouping mechanisms necessary to perceive a "set" of items, manifesting as a deficit in visuospatial attention (Forrest 2004;Osmon et al 2006).…”

Section: Introductionmentioning

confidence: 93%

“…Developmental dyscalculia, a deficit in learning mathematics despite normal intelligence (Osmon et al 2006;Price and Ansari 2013), has been related to the abnormal development of spatial and magnitude representations (Nieder 2005). Consistent with this view, neuropsychological investigations into abnormalities underlying deficits in learning mathematics have suggested impairments in spatial reasoning, particularly the attentional facilitation underlying grouping mechanisms necessary to perceive a "set" of items, manifesting as a deficit in visuospatial attention (Forrest 2004;Osmon et al 2006).…”

Section: Introductionmentioning

confidence: 94%

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

Jastrzebski

Crewther

2015

Exp Brain Res

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

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“…Mammarella, Lucangeli and Cornoldi (2010) confirmed this hypothesis of impaired performance in written calculation, and in number ordering tasks. In DD, there are more errors in the calculation itself and in memory for arithmetic facts (Osmon, Smerz, Braun, & Plambeck, 2006). It is frequently pointed that a hypofunctioning of the right parietal lobe (a region related to numerical and quantity senses) would explain both DD as well as the attentional deficit (Furman & Rubinsten, 2012), which is the case of C.G.…”

Section: Criterion 3 -Poor Performance In Mathematics With Good Readimentioning

confidence: 99%

Nonverbal learning disabilities and developmental dyscalculia: Differential diagnosis of two Brazilian children

Pestun

2017

Estud. psicol. (Natal)

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Nonverbal learning disabilities (NVLD), a clinical condition still little reported in Brazil, are characterized by damages in the visual spatial domains, visual motor integration, fine motor skills, math skills and social and emotional difficulties. Developmental Dyscalculia (DD) is a neurodevelopmental disorder that affects basic arithmetic skills acquisition, including storage and recovery of arithmetic facts, calculation fluency and precision and number sense domain. Although both are persistent Math learning disorder/disability, they cause different damages. The objective of this case report is to describe, compare and analyze the neuropsychological profile of two Brazilian children with similar complaints but distinct diagnosis. Keywords: nonverbal learning disabilities; developmental dyscalculia; differential diagnosis. Resumo Transtornos de aprendizagem não verbal e discalculia do desenvolvimento: Diagnóstico diferencial de duas crianças brasileiras.Transtornos de aprendizagem não verbal (TANV), ainda pouco divulgado no Brasil, caracterizam-se por prejuízos nos domínios visuoespacial, integração visuomotora, motricidade fina, habilidades matemáticas e dificuldade social e emocional. Discalculia do Desenvolvimento (DD) é um transtorno do neurodesenvolvimento, com prejuízo na aquisição de habilidades aritméticas básicas, incluindo armazenagem e recuperação de fatos aritméticos, fluência e precisão de cálculo, e domínio do senso numérico.Apesar de ambos serem um transtorno persistente de aprendizagem matemática, envolvem prejuízos diferentes. Este relato de caso tem o objetivo de descrever, comparar e analisar o perfil neuropsicológico de duas crianças brasileiras, com queixa similar, e diagnóstico distinto. Palavras-chave: transtornos de aprendizagem não verbal; discalculia do desenvolvimento; diagnóstico diferencial. ResumenTrastornos de aprendizaje no verbal y discalculia del desarrollo: Diagnóstico diferencial de dos niños brasileños. Trastornos de aprendizaje no verbal (TANV), aún poco divulgado en Brasil, se caracteriza por perjuicios en los dominios visuoespacial, integración visomotora, motricidad fina, habilidades matemáticas y dificultades social y emocional. Discalculia del Desarrollo (DD) es un trastorno del desarrollo neural, con perjuicio en la adquisición de habilidades aritméticas básicas, incluyendo almacenaje y recuperación de hechos aritméticos, fluidez y precisión de cálculo y dominio del sentido numérico. Pese a que ambos sean trastornos persistentes de aprendizaje de matemáticas, son perjuicios diferentes. Este relato de experiencia tiene el objetivo de describir, comparar y analizar el perfil neuropsicológico de dos niños brasileños, con queja similar, y diagnóstico distinto. Palabras clave: trastorno de aprendizaje verbal; discalculia del desarrollo; diagnóstico diferencial.

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Processing Abilities Associated with Math Skills in Adult Learning Disability

Cited by 31 publications

References 27 publications

Processing of order information for numbers and months

Processing of order information for numbers and months

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

Nonverbal learning disabilities and developmental dyscalculia: Differential diagnosis of two Brazilian children

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