Deficient arithmetic fact retrieval—storage or access problem? A case study

Kaufmann, Liane

doi:10.1016/j.neuropsychologia.2003.09.004

Cited by 48 publications

(36 citation statements)

References 68 publications

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“…Importantly, arithmetic deficits as documented in this case of BG dysfunction have not been reported for other neurodegenerative conditions (e.g., mild cognitive impairment: Zamarian et al, 2007;semantic dementia: Zamarian et al, 2006a) and cannot be explained by a general cognitive decline. It should be also noted that the pattern of SJ's arithmetic impairments significantly differs from other cases assessed by direct and indirect arithmetic paradigms (Kaufmann et al, 2004;Lochy et al, 2004). These cases were also severely impaired in multiplication production.…”

Section: Discussionmentioning

confidence: 95%

“…Concurrent use of direct (production, verification, multiple-choice) and indirect (number-matching) paradigms has proven to be informative about arithmetic fact processing and its possible disorders in single-case studies (Kaufmann, Lochy, Drexler, & Semenza, 2004;; see also Zamarian, Karner, Benke, Donnemiller, & Delazer, 2006a) as well as in group studies (Zamarian et al, 2007). Following previous investigations applying direct and indirect arithmetic paradigms which are based on current cognitive models, in the present study we expected that a pure deficit in self-initiated arithmetic fact retrieval would be characterised by impairments in the production task, but preserved performance on the verification, multiple-choice and indirect arithmetic tasks.…”

Section: Introductionmentioning

confidence: 99%

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Numerical deficits in a single case of basal ganglia dysfunction

Zamarian¹,

Bodner²,

Revkin

et al. 2009

Neurocase

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The present investigation assesses specific numerical difficulties in a patient (SJ) with basal ganglia (BG) dysfunction. While previous studies on number processing in BG disorders typically tested arithmetic facts by production tasks, the present study uses production, recognition (verification, multiple-choice) and indirect (number-matching) arithmetic tasks. Patient SJ was severely impaired in production and to a lesser extent in verification and multiple-choice tasks. In number-matching, an abnormal latency pattern was found. This study extends previous research by indicating that BG dysfunction may not only affect production processes and sequencing, as was found in previous investigations, but may lead to a breakdown of semantic relationships of arithmetic facts.

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Section: Discussionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Numerical deficits in a single case of basal ganglia dysfunction

Zamarian¹,

Bodner²,

Revkin

et al. 2009

Neurocase

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“…Getting access to information stored in long-term memory is indeed one of the main executive (or attentional) functions (see, e.g., Baddeley, 1996;Baddeley & Logie, 1999;Cowan, 1995;Engle, Kane, & Tuholski, 1999;Ericsson & Kintsch, 1995). Consequently, executive (or attentional) working memory resources have long been hypothesized to play a significant role in retrieving arithmetic facts from long-term memory (see, e.g., Ashcraft, 1992Ashcraft, , 1995Ashcraft, Donley, Halas, & Vakali, 1992;Barrouillet, Bernardin, & Camos, 2004;Geary & Widaman, 1992;Kaufmann, 2002;Kaufmann, Lochy, Drexler, & Semenza, 2003;Lemaire et al, 1996;Seitz & Schumann-Hengsteler, 2000Zbrodoff & Logan, 1986), and the present study succeeded in showing this through the use of a rigorous method-solving simple-arithmetic problems in a no-choice/retrieval condition under an executive working memory load.…”

Section: The Role Of Executive Working Memory Resourcesmentioning

confidence: 99%

Do multiplication and division strategies rely on executive and phonological working memory resources?

Imbo

Vandierendonck

2007

Memory & Cognition

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Working memory is a system devoted to short-term storage and processing and is used in various cognitive tasks, such as reading, reasoning, and mental arithmetic. Throughout the past decennium, research into the role of working memory in mental arithmetic has flourished (for a review, see DeStefano & LeFevre, 2004) and has shown that solving both simple arithmetic problems (e.g., 8 5, 3 9) and complex arithmetic problems (e.g., 23 98, 12 35) relies on working memory resources. The present study further investigates the role of working memory in simple-arithmetic strategies, on the basis of the multicomponent working memory model of Baddeley and Hitch (1974). In this model, there is an attentional system (the central executive) that supervises a phonological subsystem and a visuospatial subsystem. The phonological subsystem guarantees short-term maintenance of phonological information, and the visuospatial subsystem guarantees short-term maintenance of visuospatial information.The role of executive working memory resources in simple arithmetic has been shown extensively (see, e.g., Ashcraft, 1995;De Rammelaere, Stuyven, & Vandierendonck, 1999Deschuyteneer & Vandierendonck, 2005a, 2005bDeschuyteneer, Vandierendonck, & Muyllaert, 2006;Hecht, 2002;Lemaire, Abdi, & Fayol, 1996;Seitz & Schumann-Hengsteler, 2000. The role of phonological working memory resources in simple arithmetic is less clear. In some studies, an effect of phonological load on simple-arithmetic problem solving was observed (see, e.g., Lee & Kang, 2002;Lemaire et al., 1996;Seitz & Schumann-Hengsteler, 2002), whereas, in other studies, it was not (see, e.g., De Rammelaere et al., 1999Seitz & Schumann-Hengsteler, 2000). Investigations of the role of the visuospatial "sketch pad" in simple arithmetic are scarce (but see Lee & Kang, 2002;Seitz & Schumann-Hengsteler, 2000), and the findings in the few studies conducted are equivocal.A drawback of all the studies mentioned above, however, is that none of them showed any distinction between retrieval and nonretrieval trials. Yet it has been shown that adults use several strategies to solve even the simplest arithmetic problems (see, e.g., Hecht, 1999;. For instance, although direct memory retrieval (i.e., knowing that 3 4 12) is the most frequently used strategy, nonretrieval strategies (or procedural strategies) are used as well. Examples of such procedural strategies are transformation (e.g., 96 (10 6) 6 60 6 54) and counting (e.g., 4 7 7 . . . 14 . . . 21 . . . 28). The studies mentioned above notwithstanding, it is impossible to discern the specific simple-arithmetic strategies in which executive and phonological working memory resources are needed.Investigations of the roles of executive and phonological working memory across different simple-arithmetic strategies have only very recently been conducted, beginning with Hecht (2002). In his study, simple addition equa- 1759Copyright 2007 Psychonomic Society, Inc. Do multiplication and division strategies rely on executive and phonological working memory...

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“…Performance by NB confirms the distinction between procedural and arithmetical fact retrieval skills. Comparable to previous TS (Temple & Marriott, 1998) and patient case reports (Hittmair-Delazer, Semenza & Denes, 1994;Hittmair-Delazer, Sailer & Benke, 1995;Kaufmann, 2002;Kaufmann, Lochy, Drexler & Semenza, 2004;Temple, 1991), NB was impaired in retrieving multiplication facts but she was intact in performing multiplication procedures. These results suggest that acquisition of single-digit operations during arithmetical development precedes that of higher order multi-digit operations (see Butterworth, 2005).…”

Section: Implications For Whole Number Scalementioning

confidence: 47%

The processing of number scales beyond whole numbers in development: Dissociations in arithmetic in Turner’s syndrome

Zougkou

Temple

2016

Cognitive Neuropsychology

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The arithmetical skills in two children with Turner's syndrome [TS], each the focus of a case study, were analyzed in whole numbers and other number scales that have not been systematically explored previously, fractions, decimals, percentages and negative numbers.The intention was to identify the fractionation of arithmetical skills. The two girls with TS showed dissociations of arithmetical skill in the calculation system of whole numbers that support its modular organization. Fractionation of skills was observed in some components of the other number scales suggesting an analogous organization within these scales. The operational specificity of impairment within number scales but not others argued against a unitary arithmetical system but rather for autonomous operational scales within distinct number scales. A general model of arithmetic is proposed.

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Deficient arithmetic fact retrieval—storage or access problem? A case study

Cited by 48 publications

References 68 publications

Numerical deficits in a single case of basal ganglia dysfunction

Numerical deficits in a single case of basal ganglia dysfunction

Do multiplication and division strategies rely on executive and phonological working memory resources?

The processing of number scales beyond whole numbers in development: Dissociations in arithmetic in Turner’s syndrome

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