Cognitive phenotype of mathematical learning disabilities: What can we learn from siblings?

Abstract

The sensitivity of number sense as cognitive phenotype for Mathematical Learning Disabilities (MLD) was assessed in siblings of children with MLD (n = 9) and age matched children without family members with MLD (n = 63). A number line estimation paradigm was used as a measure of childrens" early number sense. In line with the triple code model of Dehaene (1992), three different presentation formats were presented. The results of the study confirmed that number line estimation was related to early arithmetic achievement in kindergarten. In addition siblings were less proficient in number line placements compared to non-siblings, with a larger effect size for symbolic and especially number word estimation compared to the non-symbolic results. Siblings also differed from non siblings on procedural and conceptual counting skills and logical thinking in kindergarten. Moreover MLD had a familial aggregation, since about three out of five sibling girls had clinical scores on a early numeracy test in kindergarten, pointing to a risk to develop MLD themselves. Implications of the study to our understanding of MLD are discussed.Keywords: mathematical learning disability (MLD), cognitive phenotype, number line estimation, siblings, magnitudes, early literacy, early numeracy, kindergarten Highlights Number sense is a candidate for cognitive phenotype of MLD Number line estimation is related to early numeracy Children access an amodal representation of magnitudes in kindergarten There is a delay in counting, classification and seriation in siblings of children with MLD Familial aggregation of MLD IntroductionMathematical literacy is important in our society (e.g., Vanmeirhaeghe, 2012). Most practitioners and researchers currently report a prevalence of mathematical learning disabilities (MLD) between 3-14% of children (Barbaresi, Katuskic, Colligan, Weaver, & Jacobsen, 2005; Geary, Hoard, Nugent, & Bailey, 2011; Shalev, Manor, & Gross-Tsur, 2005).The prevalence of MLD in siblings even ranges from 40 to 64% (Shalev et al., 2001). The comorbidity between MLD and Reading disabilities is estimated between 30% and 50% (Shalev, Auerbach, Manor, & Gross-Tsur, 2000), Given that MLD is associated with cost to society, family and the individual person, it is important to better understand what causes MLD so that treatments can be developed and targeted at the underlying causes. In some disorders the study of the phenotypes helps to In reading learning disabilities the phonological deficit is often described as core deficit. In MLD there are several models trying to predict achievement or explain atypical development. A central role has also been awarded to counting and logical thinking skills in kindergarten (e.g., Lipton & Spelke, 2005; Nunes et al., 2006; Stock, Desoete, & Roeyers, 2010). However the above mentioned skills can be considered as "higher" order skills building further on core competencies such as "number sense". This number sense -"the ability to quickly understand, approximate, and manipulate numerical qua...

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