Subtypes and comorbidity in mathematical learning disabilities

Szűcs, Dénes

doi:10.1016/bs.pbr.2016.04.027

Cited by 56 publications

(45 citation statements)

References 103 publications

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“…First, in agreement with previous studies, we found that children with DD failed in a WM task in which they were asked not only to recall, but also to manipulate and process previously presented information Passolunghi & Siegel, 2001;Schuchardt, et al, 2008;Swanson & Sachse-Lee, 2001;Szűcs, 2016). It is also well known that the general cognitive profile of children with specific learning disorders shows impairment in WM and processing speed indexes (Giofrè & Cornoldi, 2015;Toffalini, et al 2017).…”

Section: Discussionsupporting

confidence: 76%

“…As suggested by Szűcs (2016), DD is related to weak processing in various parts of a complex WM network (Fias, Menon, & Szűcs, 2013;Szűcs, Devine, Soltesz, Nobel, & Gabriel, 2014). In addition, the presence of WM difficulties in children with DD may be due to the main characteristics of mathematical tasks, which typically require people to retain partial sequential information in their memory to reach the final result.…”

Section: Discussionmentioning

confidence: 99%

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Separating math from anxiety: The role of inhibitory mechanisms

Mammarella

Caviola

Giofrè

et al. 2017

Applied Neuropsychology: Child

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Deficits in executive functions have been hypothesized and documented for children with severe mathematics anxiety (MA) or developmental dyscalculia, but the role of inhibitionrelated processes has not been specifically explored. The main aim of the present study was to shed further light on the specificity of these profiles in children in terms of working memory (WM) and the inhibitory functions involved. Four groups of children between 8 and 10 years old were selected: one group with developmental dyscalculia (DD) and no MA, one with severe MA and developmental dyscalculia (MA-DD), one with severe MA and no DD (MA), and one with typical development (TD). All children were presented with tasks measuring two inhibition-related functions, i.e. proactive interference and prepotent response, and a WM task. The results showed that children with severe MA (but no DD) were specifically impaired in the proactive interference task, while children with DD (with or without MA) failed in the WM task. Our findings point to the importance of distinguishing the cognitive processes underlying these profiles.

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Section: Discussionsupporting

confidence: 76%

Section: Discussionmentioning

confidence: 99%

Separating math from anxiety: The role of inhibitory mechanisms

Mammarella

Caviola

Giofrè

et al. 2017

Applied Neuropsychology: Child

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“…than average mathematical achievement due to severe impairments in the acquisition of mathematical skills. Different terms and criteria are currently used in reference to MLD (see Devine, Solt esz, Nobes, Goswami, & Sz} ucs, 2013;Sz} ucs, 2016 for reviews). However, severe and more compromised clinical profiles of MLD (with typical performances under 10th percentile) should be distinguished from mild mathematical learning difficulties, in which children are usually scoring above the 16th percentile on standardized mathematics achievement tests (Mazzocco, Devlin, & McKenney, 2008;Murphy, Mazzocco, Hanich, & Early, 2007).…”

mentioning

confidence: 99%

The underlying structure of visuospatial working memory in children with mathematical learning disability

Mammarella

Caviola

Giofrè

et al. 2017

British J of Dev Psycho

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The underlying structure of visuospatial working memory in children with mathematical learning disability.http://researchonline.ljmu.ac.uk/7073/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. AbstractThe present study examines visual, spatial-sequential, and spatial-simultaneous working memory (WM) performance in children with mathematical learning disability (MLD) and low mathematics achievement (LMA) compared with typically developing (TD) children. Groups were matched on reading decoding performance and verbal intelligence. Besides statistical significance testing, we used bootstrap confidence interval estimation and computed effect sizes. Children were individually tested with six computerized tasks, two for each visuospatial WM subcomponent. We found that both MLD and LMA children had low visuospatial WM function in both simultaneous and sequential spatial WM tasks. The WM deficit was most expressed in MLD children and less in LMA children. This suggests that WM scores are distributed along a continuum with TD children achieving top scores and MLD children achieving low scores. The theoretical and practical significance of findings are discussed.

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“…From a cognitive perspective, LRLM could be driven by: (a) domain-specific problems, separately affecting reading and mathematics-specific functions, which are expressed additively in children with LRLM, (b) domain-general problems, in which difficulties in reading and math are secondary to difficulties in general cognitive skills, such as memory, necessary for both domains (Gathercole et al, 2016; Mammarella et al, 2017; Szűcs, 2016; Wang & Gathercole, 2013), or (c) a combination of domain-specific and domain-general problems. Results from behavioral studies have not conclusively identified the contributions of domain-specific and general problems to LRLM.…”

Section: Introductionmentioning

confidence: 99%

Neural signatures of co‐occurring reading and mathematical difficulties

Skeide

Evans

Mei

et al. 2018

Developmental Science

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Impaired abilities in multiple domains is common in children with learning difficulties. Co-occurrence of low reading and mathematical abilities (LRLM) appears in almost every second child with learning difficulties. However, little is known regarding the neural bases of this combination. Leveraging a unique and tightly controlled sample including children with LRLM, isolated low reading ability (LR), and isolated low mathematical ability (LM), we uncover a distinct neural signature in children with co-occurring low reading and mathematical abilities differentiable from LR and LM. Specifically, we show that LRLM is neuroanatomically distinct from both LR and LM based on reduced cortical folding of the right parahippocampal gyrus, a medial temporal lobe region implicated in visual associative learning. LRLM children were further distinguished from LR and LM by patterns of intrinsic functional connectivity between parahippocampal gyrus and brain circuitry underlying reading and numerical quantity processing. Our results critically inform cognitive and neural models of LRLM by implicating aberrations in both domain-specific and domain-general brain regions involved in reading and mathematics. More generally, our results provide the first evidence for distinct multimodal neural signatures associated with LRLM, and suggest that this population displays an independent phenotype of learning difficulty that cannot be explained simply as a combination of isolated low reading and mathematical abilities.

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Subtypes and comorbidity in mathematical learning disabilities

Cited by 56 publications

References 103 publications

Separating math from anxiety: The role of inhibitory mechanisms

Separating math from anxiety: The role of inhibitory mechanisms

The underlying structure of visuospatial working memory in children with mathematical learning disability

Neural signatures of co‐occurring reading and mathematical difficulties

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