Contributions from specific and general factors to unique deficits: two cases of mathematics learning difficulties

Abstract

Mathematics learning difficulties are a highly comorbid and heterogeneous set of disorders linked to several dissociable mechanisms and endophenotypes. Two of these endophenotypes consist of primary deficits in number sense and verbal numerical representations. However, currently acknowledged endophenotypes are underspecified regarding the role of automatic vs. controlled information processing, and their description should be complemented. Two children with specific deficits in number sense and verbal numerical representations and normal or above-normal intelligence and preserved visuospatial cognition illustrate this point. Child H.V. exhibited deficits in number sense and fact retrieval. Child G.A. presented severe deficits in orally presented problems and transcoding tasks. A partial confirmation of the two endophenotypes that relate to the number sense and verbal processing was obtained, but a much more clear differentiation between the deficits presented by H.V. and G.A. can be reached by looking at differential impairments in modes of processing. H.V. is notably competent in the use of controlled processing but has problems with more automatic processes, such as nonsymbolic magnitude processing, speeded counting and fact retrieval. In contrast, G.A. can retrieve facts and process nonsymbolic magnitudes but exhibits severe impairment in recruiting executive functions and the concentration that is necessary to accomplish transcoding tasks and word problem solving. These results indicate that typical endophenotypes might be insufficient to describe accurately the deficits that are observed in children with mathematics learning abilities. However, by incorporating domain-specificity and modes of processing into the assessment of the endophenotypes, individual deficit profiles can be much more accurately described. This process calls for further specification of the endophenotypes in mathematics learning difficulties.

What Is Specific and What Is Shared Between Numbers and Words?

“…Other evidence points to dissociations between reading and math performance. Pure cases of multifactorial dyslexia and dyscalculia hint at non-shared specific cognitive mechanisms that may characterize distinct entities or subtypes ( Rubinsten and Henik, 2006 ; Tressoldi et al, 2007 ; Landerl et al, 2009 ; Haase et al, 2014 ). Analysis of family recurrence patterns in developmental dyslexia and dyscalculia indicate that besides common genetic factors, also specific ones may be involved.…”

Discalculia do Desenvolvimento: um mapeamento sobre intervenções pedagógicas e psicopedagógicas

“…Os atendimentos nesse laboratório deram-se em três etapas: a primeira foi a avaliação breve; a segunda foi a avaliação neurológica; e a terceira, a intervenção. Os autores que abordam sobre Discalculia utilizados durante a pesquisa foram: Kaufmann e von Aster (2012), Landerle Moll (2010) e Haase et al (2014).…”

“…Na T1, destacam-se: DSM-V (APA, 2014), Campos (2014), Relvas (2015), Bernardi (2006), Olivier (2011), Haase (2008), Haase, Wood e Wilmes (2010) e Haase, Júlio-Costa e Santos (2015). Finalmente, no A1, os autores principais utilizados foram: Kaufmann e von Aster (2012), Landerl e Moll (2010) e Haase et al (2014). Percebe-se a relevância desse tema uma vez que é perceptível, na variabilidade dos anos das obras consultadas, que, praticamente, a cada ano, surge um novo autor desenvolvendo estudos acerca desse transtorno.…”

Heterogeneity of math difficulties and its implications for interventions in multiplication skills

“…Math learning disability (MLD) is a disorder characterized by a persistent deficit in mathematical abilities acquisition. 1 , 2 It has a prevalence of 3 to 6% among school-age children, 3 , 4 and is a heterogeneous phenomenon, since it may involve deficits in a variety of cognitive processes underlying arithmetic processing. 5 , 6 Children with MLD have a marked difficulty in establishing reliable associations between problems and solutions, and consequently fail to make a successful transition from using procedural counting strategies to using retrieval-based resolutions.…”