Cognitive correlates of mathematical achievement in children with cerebral palsy and typically developing children

Jenks, Kathleen; Lieshout, E.C.D.M. van; Moor, J.M.H. de

doi:10.1111/j.2044-8279.2011.02034.x

Cited by 26 publications

(37 citation statements)

References 44 publications

(56 reference statements)

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“…The identification of low matrices scores in children with CP is consistent with other studies which have used the RPM/RCPM (Jenks et al, 2012;Peeters et al, 2008). Our findings are also consistent with the evidence that children with CP have better receptive language than non-verbal ability as assessed by matrices tasks (Bishop et al, 1990;Dahlgren Sandberg, 2001).…”

Section: Discussionsupporting

confidence: 91%

“…Available research has shown that children with CP are more likely to experience difficulties with mathematical learning than TD children (Frampton, Yude, & Goodman, 1998), and a small number of studies have highlighted that children with CP are often delayed in acquiring numerical skills such as: subitizing (quantifying sets); counting; and basic arithmetic problem-solving (Jenks, van Lieshout, & de Moor, 2012;van Rooijen et al, 2012). In a longitudinal study over two years, van Rooijen et al (2014) found that those children with CP and higher non-verbal intelligence increased their mathematical skills on a trajectory similar to a comparison group of TD children; however, they did not catch up with their TD peers.…”

Section: Mathematical Abilities Visual-spatial Abilities and Cerebrmentioning

confidence: 99%

“…In these tasks, several visual arrangements of a pattern are presented, and the participant chooses an item to complete a sequence which has a different but related visual arrangement. Children with CP have lower scores on Raven's Progressive Matrices (RPM or Raven's Progressive Coloured Matrices [RCPM], Raven et al, 2008) than chronologically age matched TD children (Jenks et al, 2012;Peeters, Verhoeven, Van Balkom, & De Moor, 2008). This is usually interpreted as indicating that the children have lower non-verbal intelligence as the task involves non-verbal reasoning, but matrices tasks have an important visual-spatial component and notably Ego et al (2015) in their systematic review included the RPM as a visual-perceptual assessment.…”

Section: Mathematical Abilities Visual-spatial Abilities and Cerebrmentioning

confidence: 99%

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Visual perception, visual-spatial cognition and mathematics: Associations and predictions in children with cerebral palsy

Critten

Campbell

Farran

et al. 2018

Research in Developmental Disabilities

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A B S T R A C TBackground: Previous research suggests that children with cerebral palsy (CP) have impairments in visual-spatial and mathematics abilities, although we know very little about the association between these two domains. Aims: To investigate the extent of visual-spatial and mathematical impairments in children with CP and the associations between these two domains. Method and Procedure: Thirty-two children with predominantly quadriplegic spastic and/or athetoid (dyskinetic) CP (13 years 7 months) and a group of typically developing (TD) children (8 years 6 months) matched by receptive vocabulary were given a battery of visual-spatial and mathematics tasks. Visual-spatial assessments ranged from simple tests of perception to complex reasoning about these stimuli. A standardised test of mathematics ability was administered to both groups. Outcomes and Results: The children with CP had significantly poorer mathematical and visualspatial abilities than the TD group. For the TD group age was the best predictor of mathematical ability, in the CP group receptive vocabulary and visual perception abilities were the best predictors of mathematical ability. Conclusion and Implications: The CP group had extensive difficulties with visual perception; visual short-term memory; visual reasoning; and mental rotation all of which were associated with their mathematical abilities. These findings have implications for the teaching of visual perception and visual memory skills in young children with CP as these may help the development of mathematical abilities. What this paper addsResults supported and extended previous research. Children with CP, in comparison with a TD group, were found to have impairments to visual-spatial perception including processing information in visual short-term memory, in mental rotation tasks and in matrices reasoning tasks. The CP group also had significantly poorer mathematical abilities than the TD group. We provide additional information about the presence of significant relationships between visual-spatial perceptual abilities and the mathematical abilities of both groups of children. We demonstrated that the CP group showed extensive, significant relationships between visual-spatial tests and their mathematical abilities. These findings suggest the potential importance of teaching and developing visual-spatial https://doi

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Section: Discussionsupporting

confidence: 91%

Section: Mathematical Abilities Visual-spatial Abilities and Cerebrmentioning

confidence: 99%

Section: Mathematical Abilities Visual-spatial Abilities and Cerebrmentioning

confidence: 99%

See 1 more Smart Citation

Visual perception, visual-spatial cognition and mathematics: Associations and predictions in children with cerebral palsy

Critten

Campbell

Farran

et al. 2018

Research in Developmental Disabilities

View full text Add to dashboard Cite

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“…Most studies with children older than 9 years have included measures from each of the three EF domains (Jenks, van Lieshout, & de Moor, ; Lee et al., ; Rose, Feldman, & Jankowski, ; St Clair‐Thompson & Gathercole, ; van der Sluis, de Jong, & van der Leij, ). Two studies assumed a single‐factor EF latent (Neuenschwander et al., ; Roebers et al., ) and found that EF had a direct effect on mathematics achievement as assessed by curriculum‐based tests, teacher grades, and behaviors related to classroom learning.…”

Section: Exploratory and Confirmatory Studies Of The Role Of Ef In Mamentioning

confidence: 99%

Executive Functioning and Mathematics Achievement

Bull

Lee

2014

Child Dev Perspectives

439

326

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The importance of executive functioning (EF) skills in mathematical achievement is well established, and researchers have moved from just measuring working memory or updating to an inclusion of other EF skills, namely, inhibition and shifting. In this article, we review studies that have taken different approaches to measuring EF (e.g., using single vs. multiple indicators) and those that have applied different analytical techniques to conceptualize the structure of EF (e.g., exploratory vs. confirmatory techniques). Across studies, updating is often a unique predictor of math achievement at many ages; the findings relating to inhibition and switching are less conclusive. We discuss these findings in relation to age‐related variance in EF structure, the nature of inhibitory and shifting task requirements, and the role of updating as a limiting factor or a common resource for inhibition and shifting.

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“…For example, visual learning is an special learning procedure for ADHDs. Arithmetical cognitive functions are poor for children with learning di±culties, children with dyscalculia (Kaufmann & von Aster, 2012) and cerebral palsy patient (Jenks et al, 2012) groups, which can be improved by education input and attention by Wooden Fraction set in which fractions use a different bright colored wood block shapes which are fun for learning. Still there is no research publication on the rehabilitation use of wooden fraction set and this use con¯ned within occupational therapists only.…”

Section: Introductionmentioning

confidence: 99%

Influence of education level on design-induced N170 and P300 components of event related potentials in the human brain

Begum

Reza²,

Ahmed³

et al. 2014

J. Integr. Neurosci.

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Simple geometric and organic shapes and their arrangement are being used in different neuropsychology tests for the assessment of cognitive function, special memory and also for the therapy purpose in different patient groups. Until now there is no electrophysiological evidence of cognitive function determination for simple geometric, organic shapes and their arrangement. Then the main objective of this study is to know the cortical processing and amplitude, latency of visual induced N170 and P300 event related potential components on different geometric, organic shapes and their arrangement and different educational influence on it, which is worthwhile to know for the early and better treatment for those patient groups. While education influenced on cognitive function by using auditory oddball task, little is known about the influence of education on cognitive function induced by visual attention task in case of the choice of geometric, organic shapes and their arrangements. Using a 128-electrode sensor net, we studied the responses of the choice of the different geometric and organic shapes randomly in experiment 1 and their arrangements in experiment 2 in the high, medium and low education groups. In both experiments, subjects push the button "1" or "2" if like or dislike, respectively. Total 45 healthy subjects (15 in each group) were recruited. ERPs were measured from 11 electrode sites and analyzed to see the evoked N170/N240 and P300 ERP components. There were no differences between like and dislike in amplitudes even in latencies in every stimulus in both experiments. We fixed geometric shapes and organic shapes stimuli only, not like and dislike. Upon the stimulus types, N170 ERP component was found instead of N240, in occipito-temporal (T5, T6, O1 and O2) locations where the amplitude is the highest at O2 location and P300 was distributed in the central (Cz and Pz) locations in both experiments in all groups. In experiment 1, significant low amplitude and non-significant larger latency of the N170 component are found out at O1 location for both stimuli in low education group comparing medium education groups, but in experiment 2, there is no significant difference between stimuli among groups in amplitude and latency. In both experiments, P300 component was found in Cz and Pz locations though the amplitudes are higher at Cz than Pz areas. In experiment 1, medium education group evoked significantly (geometric shape stimuli, P = 0.05; organic shape stimuli, P = 0.02) higher amplitude of P300 component comparing low education group at Cz location. Whereas, there is no significant difference of amplitudes among groups across stimuli in Cz and Pz locations in experiment 2. Latencies have no significant differences in both experiments among groups also, but longer latency are found in low education group at Cz location comparing medium education group, though not significant. We conclude that simple geometric shapes, organic shapes and their arrangements evoked visual N170 component at temporo-occipital area...

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Cognitive correlates of mathematical achievement in children with cerebral palsy and typically developing children

Cited by 26 publications

References 44 publications

Visual perception, visual-spatial cognition and mathematics: Associations and predictions in children with cerebral palsy

Visual perception, visual-spatial cognition and mathematics: Associations and predictions in children with cerebral palsy

Executive Functioning and Mathematics Achievement

Influence of education level on design-induced N170 and P300 components of event related potentials in the human brain

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