Basic numerical processing, calculation, and working memory in                     children with dyscalculia and/or ADHD symptoms

Kuhn, Jörg‐Tobias; Isabel, Elena; Raddatz, Julia; Schwenk, Christin; Dobel, Christian

doi:10.1024/1422-4917/a000450

Cited by 27 publications

(35 citation statements)

References 53 publications

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“…This suggests that these children continue to recruit WM resources when performing arithmetic operations in the later grades of primary school while their typically developing peers have already automatized these operations. These results fit in with recent literature on WM and MLD (e.g., Attout et al, 2014;Kuhn et al, 2016;Maehler & Schuchardt, 2016;Szűcs et al, 2013), which proposed a WM-centered approach for explaining mathematical learning difficulties. The present study showed that this seems to hold true for children in later stages of primary school as well.…”

Section: Working Memory and Number Sense In Children With Mathematical Difficulties: Functionally Different From Typical Development?supporting

confidence: 91%

The relation between working memory, number sense, and mathematics throughout primary education in children with and without mathematical difficulties

Nelwan

Bos

Vissers

et al. 2021

Child Neuropsychology

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Number sense and working memory contribute to mathematical development throughout primary school. However, it is still unclear how the contributions of each of these predictors may change across development and whether the cognitive contribution is the same for children with and without mathematical difficulties. The aim of the two studies in this paper was to shed light on these topics. In a cross-sectional design, a typically developing group of children (study 1; N = 459, Grades 1-4) and a group with mathematical difficulties (study 2; N = 61, Grades 4-6) completed a battery of number sense and working memory tests, as well as a measure of arithmetic competence. Results of study 1 indicated that number sense was important in first grade, while working memory gained importance in second grade, before predictive value of both predictors waned. Number sense and working memory supported mathematics development independently from one another from Grade 1. Analysis of task demands showed that typically developing children rely on comprehension and visualization of quantity-tonumber associations in early development. Later in development, pupils rely on comparing larger numerals and working memory until automatization. Children with mathematical difficulties were less able to employ number sense during mathematical operations, and thus might remain dependent on their working memory resources during arithmetic tasks. This suggests that children with mathematical difficulties need aid to employ working memory for mathematics from an early age to be able to automatize mathematical abilities later in development.

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Section: Working Memory and Number Sense In Children With Mathematical Difficulties: Functionally Different From Typical Development?supporting

confidence: 91%

The relation between working memory, number sense, and mathematics throughout primary education in children with and without mathematical difficulties

Nelwan

Bos

Vissers

et al. 2021

Child Neuropsychology

View full text Add to dashboard Cite

show abstract

“…Studies included in this review assessed intelligence using different tests, such as Raven’s Standard Progressive Matrices (RSPM) [ 44 , 56 , 57 , 60 ], Raven’s Colored Progressive Matrices (CPM) [ 59 , 70 , 71 , 74 , 76 , 77 ], Cultural Fair Intelligence test (CFT) [ 72 ], reduced versions of different editions of the Wechsler Intelligence Scale for Children (WISC-R- [ 58 ]; WISC III- [ 47 , 53 , 61 , 68 , 69 , 76 , 77 , 78 ]; WISC IV [ 73 , 79 ]), the Wechsler Abbreviated Scale of Intelligence (WASI) [ 31 , 54 , 64 , 65 ], the Stanford–Binet Intelligence Scales [ 75 ], the Primary Mental Abilities (PMA) [ 66 , 67 ]; the Intelligence and Developmental Scale (IDS) [ 80 ], and the Peabody Picture–Vocabulary test (PPVT) [ 55 ].…”

Section: Resultsmentioning

confidence: 99%

Domain-General Cognitive Skills in Children with Mathematical Difficulties and Dyscalculia: A Systematic Review of the Literature

2022

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Mathematical performance implies a series of numerical and mathematical skills (both innate and derived from formal training) as well as certain general cognitive abilities that, if inadequate, can have a cascading effect on mathematics learning. These latter skills were the focus of the present systematic review. Method: The reviewing process was conducted according to the PRISMA statement. We included 46 studies comparing school-aged children’s performance with and without math difficulties in the following cognitive domains: processing speed, phonological awareness, short- and long-term memory, executive functions, and attention. Results: The results showed that some general cognitive domains were compromised in children with mathematical difficulties (i.e., executive functions, attention, and processing speed). Conclusions: These cognitive functions should be evaluated during the diagnostic process in order to better understand the child’s profile and propose individually tailored interventions. However, further studies should investigate the role of skills that have been poorly investigated to date (e.g., long-term memory and phonological awareness).

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“…They likewise fail to comprehend this principle despite otherwise healthy mathematical development ( Kamawar et al, 2010 ). Kuhn et al (2016) infer that DD essentially reflects a deficit of specific precursor abilities that healthy infants are endowed with even before learning arithmetic or calculation (i.e., estimation, enumeration, and transcoding). Longitudinal studies accordingly show that basic quantity-based abilities including number naming, counting, and estimation are stable predictors of arithmetic proficiency during the transition from preschool to kindergarten ( VanDerHeyden et al, 2006 ), elementary school ( Methe et al, 2008 ; Lembke and Foegen, 2009 ), and high school ( Siegler et al, 2012 ), independent of general intelligence levels ( Locuniak and Jordan, 2008 ).…”

Section: Developmental Dyscalculiamentioning

confidence: 99%

Innate or Acquired? – Disentangling Number Sense and Early Number Competencies

Siemann

Petermann

2018

Front. Psychol.

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The clinical profile termed developmental dyscalculia (DD) is a fundamental disability affecting children already prior to arithmetic schooling, but the formal diagnosis is often only made during school years. The manifold associated deficits depend on age, education, developmental stage, and task requirements. Despite a large body of studies, the underlying mechanisms remain dubious. Conflicting findings have stimulated opposing theories, each presenting enough empirical support to remain a possible alternative. A so far unresolved question concerns the debate whether a putative innate number sense is required for successful arithmetic achievement as opposed to a pure reliance on domain-general cognitive factors. Here, we outline that the controversy arises due to ambiguous conceptualizations of the number sense. It is common practice to use early number competence as a proxy for innate magnitude processing, even though it requires knowledge of the number system. Therefore, such findings reflect the degree to which quantity is successfully transferred into symbols rather than informing about quantity representation per se. To solve this issue, we propose a three-factor account and incorporate it into the partly overlapping suggestions in the literature regarding the etiology of different DD profiles. The proposed view on DD is especially beneficial because it is applicable to more complex theories identifying a conglomerate of deficits as underlying cause of DD.

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Basic numerical processing, calculation, and working memory in children with dyscalculia and/or ADHD symptoms

Abstract: DD and AS appear to be related to largely distinct patterns of cognitive deficits, which are present in combination in children with DD+AS.

Cited by 27 publications

References 53 publications

The relation between working memory, number sense, and mathematics throughout primary education in children with and without mathematical difficulties

The relation between working memory, number sense, and mathematics throughout primary education in children with and without mathematical difficulties

Domain-General Cognitive Skills in Children with Mathematical Difficulties and Dyscalculia: A Systematic Review of the Literature

Innate or Acquired? – Disentangling Number Sense and Early Number Competencies

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