Egocentric mental rotation in Hungarian dyslexic children

Karádi, Kázmér; Kovács, Beáta; Szepesi, Tímea; Szabó, Imre; Kállai, János

doi:10.1002/dys.182

Cited by 11 publications

(6 citation statements)

References 37 publications

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“…This is in line with Hecaen's "dyscalculia of the spatial type." It is also in line with a claim by Karadi et al (2001) that there can be spatial dysfunction in 9-year-old dyslexic children. This whole area is a fascinating one and calls for systematic further research.…”

Section: The Judges" Ratings and Their Commentssupporting

confidence: 86%

The mathematical abilities of dyslexic 10-year-olds

Miles

Haslum

Wheeler³

2001

Ann. of Dyslexia

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Seventy-two items testing vamous aspects of mathematics were given to 12,131 ten-year-old children. Criteria for specific developmental dyslexia (SDD) and for other groupings are specified. Despite the absence of differences in intelligence level, the mean score on the mathematics test for the dyslexics was not only lower than that of the normal achievers but lower also than that of underachievers believed not to be dyslexic.On some of the 72 items, there was little difference in percentage pass rate between the groups; on others, however, there were wide differences. On the basis of ratings carried out "blind" by a panel of experienced teachers of dyslexic children, and in the light of other considerations, some tentative suggestions are put forward as to what

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Section: The Judges" Ratings and Their Commentssupporting

confidence: 86%

The mathematical abilities of dyslexic 10-year-olds

Miles

Haslum

Wheeler³

2001

Ann. of Dyslexia

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“…It is interesting to point out that the data did not show any link between the performances in Snail’s walk task and reading skills. Nevertheless, what is the connection between the capacity to transform mental images and linguistic and phonological skills remains ambiguous; in fact, some researches (e.g., Guarnera et al, 2013) did not reveal differences in mental rotation performances between subjects with specific language impairments and those without; instead, other researches discovered that subjects with dyslexia performed worse than their peers without on tasks involving the mental rotation of figures and letters (Gildemeister and Friedman, 1980; Eden et al, 1996; Karádi et al, 2001; Rüsseler et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

Mental Images and School Learning: A Longitudinal Study on Children

et al. 2019

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Recent literature have underlined the connections between children’s reading skills and capacity to create and use mental representations or mental images; furthermore data highlighted the involvement of visuospatial abilities both during math learning and during subsequent developmental phases in performing math tasks. The present research adopted a longitudinal design to assess whether the processes of mental imagery in preschoolers (ages 4–5 years) are predictive of mathematics skills, writing and reading, in the early years of primary school (ages 6–7 years). The research lasted for two school years; in the first phase, the general group of participants consisted of 100 children, and although all participants agreed to be part of the research, in the second phase, there was a mortality rate of 30%. In order to measure school learning and mental imagery processes four batteries of tests were used. The mental imagery battery evaluated mental generation, inspection and transformation processes. Data underlined that the different aspects in which mental imagery processes are articulated are differently implied in some skills that constitute school learning. These findings emphasize the potential usefulness of a screening for mental imagery ability for schoolchildren to adopt effective measures to increase their mental imagery abilities.

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“…In parallel, the notion of right hemisphere dysfunction in dyslexia, specifically involving parietal cortex, has emerged and needs to be considered in light of our findings of less GMV in dyslexic women in right parietal cortex. Dyslexics have deficits in visual-spatial tasks subserved by right parietal cortex such as mental rotation (Rüsseler et al 2005; Karádi et al 2001; however see Corballis et al 1985; Lachmann et al 2009). These and other parietal functions, including visual attention (Facoetti et al 2000; Facoetti et al 2003) and visuospatial judgment (Eden et al 1996) might contribute to dyslexia, prompting investigators to draw analogies between these weaknesses and those exhibited by patients with lesions to posterior parietal cortex (Stein and Walsh, 1997), such as left neglect syndrome (Facoetti and Turatto, 2000; Facoetti and Molteni, 2001; Hari et al 2001; Eden et al 2003).…”

Section: Discussionmentioning

confidence: 99%

Sex-specific gray matter volume differences in females with developmental dyslexia

et al. 2013

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Developmental dyslexia, characterized by unexpected reading difficulty, is associated with anomalous brain anatomy and function. Previous structural neuroimaging studies have converged in reports of less gray matter volume (GMV) in dyslexics within left hemisphere regions known to subserve language. Due to the higher prevalence of dyslexia in males, these studies are heavily weighted towards males, raising the question whether studies of dyslexia in females only and using the same techniques, would generate the same findings. In a replication study of men we obtained the same findings of less GMV in dyslexics in left middle/inferior temporal gyri and right postcentral/supramarginal gyri as reported in the literature. However, comparisons in women with and without dyslexia did not yield left hemisphere differences and instead we found less GMV in right precuneus and paracentral lobule/medial frontal gyrus. In boys, we found less GMV in left inferior parietal cortex (supramarginal/angular gyri), again consistent with previous work, while in girls differences were within right central sulcus, spanning adjacent gyri, and left primary visual cortex. Our investigation into anatomical variants in dyslexia replicates existing studies in males, but at the same time shows that dyslexia in females is not characterized by involvement of left hemisphere language regions but rather early sensory and motor cortices (i.e. motor and premotor cortex, primary visual cortex). Our findings suggest that models on the brain basis of dyslexia, primarily developed through the study of males, may not be appropriate for females and suggest a need for more sex-specific investigations into dyslexia.

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Egocentric mental rotation in Hungarian dyslexic children

Cited by 11 publications

References 37 publications

The mathematical abilities of dyslexic 10-year-olds

The mathematical abilities of dyslexic 10-year-olds

Mental Images and School Learning: A Longitudinal Study on Children

Sex-specific gray matter volume differences in females with developmental dyslexia

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