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

Abstract

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).

Math difficulties in attention deficit hyperactivity disorder do not originate from the visual number sense

“…Executive functions refer to the processes required to monitor and control thought and action, allowing flexible responses to environment requests, and is composed of several skills such as inhibition, shifting, working memory and updating ( Diamond, 2013 ). There is large evidence in the literature suggesting executive functions as a key process that sustains math learning ( Cragg et al, 2017 ; Bellon et al, 2019 ; Gashaj et al, 2019 ; Spiegel et al, 2021 ; Agostini et al, 2022 ; Santana et al, 2022 ) as well as indicating poor executive functions in ADHD ( Barkley, 1997 ). The results on the cognitive profile of our participants with ADHD confirmed this evidence, showing a clear weakness on the WISC-IV working memory index.…”

The componential nature of arithmetical cognition: some important questions

“…As regards the latter, the greatest focus in research has been on working memory. Other executive functions, attention, and spatial ability, but, as Agostini et al (2022) point out, there is a need for further research on other cognitive functions, for example including long-term memory and phonological awareness ( Jordan et al, 2010 ). There also needs to be more research on possible bidirectional relationships between arithmetical learning and both domain-specific and domain-general abilities, given the increasing evidence for a bidirectional relationship between the development of executive functions and numerical abilities in children ( Welsh et al, 2010 ; Fuhs et al, 2016 ; Wilkey et al, 2020 ; Coolen et al, 2021 ).…”

Challenges in Understanding Numerical Learning: Editorial for Brain Sciences Special Issue “Neurocognitive Signatures of Math (Learning) across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion”

“…Depending on proficiency, for instance, procedure-based strategies and their associated magnitude-related activation were also observed in multiplication. Finally, Agostini et al [ 19 ] provided a review on domain-general cognitive skills in children with and without DD. Evaluating 46 studies comparing children with and without DD, the authors reported that primarily executive functions, attention, and processing speed seem to be compromised in DD.…”