Explaining school mathematics performance from symbolic and nonsymbolic magnitude processing: Similarities and differences between typical and low-achieving children.

Ferreira, Fernanda de Oliveira; Wood, Guilherme; Pinheiro‐Chagas, Pedro; Lonnemann, Jan; Krinzinger, Helga; Willmes, Klaus; Haase, Vítor Geraldi

doi:10.3922/j.psns.2012.1.06

Cited by 28 publications

(22 citation statements)

References 25 publications

(61 reference statements)

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“…Some of this uncertainty stems from significant differences in the methods and tasks used to measure numerical skills in children. In previous studies, researchers usually used comparison tasks to assess numerical abilities in children with MLD and mainly found that they presented deficits in processing Arabic numbers (Davidse et al, 2014;De Smedt & Gilmore, 2011;Desoete et al, 2012;Ferreira et al, 2012;Landerl & Kölle, 2009;Mejias et al, 2012;Mussolin et al, 2010;Piazza et al, 2010;Price, Holloway, Räsänen, Vesterinen, & Ansari, 2007;Rousselle & Noël, 2007). Spoken numerals are nonetheless as important as Arabic numerals in school as well as in daily life activities and should also be considered in studies designed to address the functional origin of MLD.…”

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confidence: 99%

Impairment of Arabic- and spoken-number processing in children with mathematical learning disability

2018

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The performance of 24 French-Quebec 8-9-year-old children with Mathematical Learning Disability (MLD) in Arabic and spoken number recognition, comprehension and production tasks designed to assess symbolic number processing was compared to that of 37 typically developing children (TD). Children with MLD were less successful than TD children in every symbolic numerical task, including recognition of Arabic and spoken numbers. These results thus suggested that this deficit of symbolic number recognition could compromise symbolic number comprehension and production. Children with MLD also presented with general cognitive difficulties as reading difficulties. Taken together, our results clearly showed that children with MLD presented with a symbolic numerical processing deficit that could be largely attributed to their poorer written language skills.

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Impairment of Arabic- and spoken-number processing in children with mathematical learning disability

2018

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“…Posteriormente, Piazza et al (2010) demonstraram que crianças com DAM apresentam uma menor acuidade numérica na tarefa de comparação não simbólica de magnitudes. Este resultado foi confirmado por Ferreira et al (2012), Costa et al (2011) e Mazzocco, Feigenson & Halberda (2011. No estudo de Piazza et al (2010), a fração de Weber estimada para crianças de 10 anos (n=23) com DAM foi de w=0,34, sendo equivalente àquela apresentada por crianças de 5 anos (n=26) com desenvolvimento típico.…”

Section: Senso Numérico: Mecanismo Específico Das Dificuldades De Aprunclassified

Heterogeneidade cognitiva nas dificuldades de aprendizagem da matemática: uma revisão bibliográfica

et al. 2012

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ResumoO progresso tecnológico e econômico de um país associa-se a melhorias na qualidade de vida à custa de uma demanda crescente do desempenho cognitivo e acadêmico da população. As dificuldades de aprendizagem da matemática (DAM) representam um risco, diminuindo potencialmente o capital cognitivo de uma sociedade. Os diagnósticos e intervenções neuropsicológicos melhoram potencialmente o funcionamento cognitivo e o bem-estar dos indivíduos. Pesquisas são necessárias para um planejamento efetivo e equitativo de políticas públicas. Os critérios diagnósticos atuais das dificuldades de aprendizagem são estatísticos e arbitrários, resultando em uma heterogeneidade clínica e em um alto índice de comorbidades. Neste artigo, foram analisados, através de uma revisão de literatura, os possíveis mecanismos cognitivos envolvidos nas DAM e em outros distúrbios relacionados. Conclui-se que o processamento fonológico, a memória de trabalho, o processamento visoespacial e o senso numérico são domínios potencialmente subjacentes às DAM. Mais estudos longitudinais e integrativos que avaliem simultaneamente a contribuição destes fatores são necessários. Palavras-chave:Dificuldades de aprendizagem da matemática; senso numérico; memória de trabalho; habilidades visoespaciais; revisão. AbstractTechnological and economic progress is associated to higher living standards at the expense of growing demands on cognitive/academic performance. Mathematical learning difficulties (MLD) represent a risk factor, potentially diminishing a society's cognitive capital. Neuropsychological diagnosis and interventions potentially improve cognitive functioning and well-being. Research data are required to plan effective and equitable public policies. Current diagnostic criteria for learning difficulties are statistical and arbitrary, resulting in clinical heterogeneity and high comorbidity rates. In this paper, we discuss possible cognitive mechanisms involved in MLD and their relationship to other disorders through a literature review. It is concluded that phonological processing, working memory, visuospatial processing and number sense are domains potentially underlying MLD. More longitudinal and integrative studies, simultaneously assessing the contribution of these several factors are required.

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“…Reliability coefficients (Cronbach's a) for the TDE subtests are ≥ 0.87. Evidence of construct and criterion validity for the TDE with regard to numerical cognition and mathematical learning difficulties has been described in several previous publications by our research group (Costa et al, 2011;Ferreira et al, 2012;Haase, Júlio-Costa, Pinheiro-Chagas, Oliveira, Micheli, & Wood, 2012;Júlio-Costa et al, 2013;Moura et al, 2013;Wood et al, 2012). The children are instructed to work on the problems to the best of their ability without time limits.…”

Section: Participantsmentioning

confidence: 99%

“…The inclusion criteria in the TD group included performance on Raven's CPM (Angelini et al, 1999) that was higher than the 15th percentile and performance on the Arithmetic and Spelling subtests of the Brazilian School Achievement Test (TDE; Stein, 1994) that was higher than the 25th percentile (for more details, see Costa et al, 2011;Ferreira et al, 2012;Moura et al, 2013;Oliveira-Ferreira, Costa, Micheli, Oliveira, PinheiroChagas, & Haase, 2012).…”

Section: Participantsmentioning

confidence: 99%

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Impaired acuity of the approximate number system in 22q11.2 microdeletion syndrome.

Oliveira¹,

Santos²,

Vianna³

et al. 2014

Psychology & Neuroscience

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A magnitude comparison deficit has been frequently observed in velocardiofacial syndrome (Del22q11.2). We hypothesized that this deficit extends to impairments in the acuity of the approximate number system (ANS). Three groups of children aged 8-14 years were investigated: Del22q11.2 children (n = 12), low cognitive ability children (LCA; n = 12), and matched typically developing children (TD; n = 28). All children were assessed with a simple reaction time task and symbolic and nonsymbolic number comparison tasks. To estimate the acuity of the ANS, the Weber fraction (w) was calculated from the nonsymbolic comparison task. The Del22q11.2 group exhibited a significantly higher w compared with the other groups. Importantly, no significant differences were found in w between the TD and LCA groups. The performance pattern of the Del22q11.2 group was similar to the TD group in the symbolic comparison task, and both of these groups had better performance than the LCA group. The impairment of ANS acuity observed in individuals with Del22q11.2 cannot be explained by deficits in general processing speed because no significant group differences were found in the simple reaction time task. These results suggest that lower acuity of the ANS should be added to the behavioral phenotype of Del22q11.2. The absence of impaired ANS acuity in the LCA group is consistent with the hypothesis that number sense is a relatively specific and autonomous domain. Investigations of low ANS acuity in mathematics learning difficulties and Del22q11.2 should be intensified.

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Explaining school mathematics performance from symbolic and nonsymbolic magnitude processing: Similarities and differences between typical and low-achieving children.

Cited by 28 publications

References 25 publications

Impairment of Arabic- and spoken-number processing in children with mathematical learning disability

Impairment of Arabic- and spoken-number processing in children with mathematical learning disability

Heterogeneidade cognitiva nas dificuldades de aprendizagem da matemática: uma revisão bibliográfica

Impaired acuity of the approximate number system in 22q11.2 microdeletion syndrome.

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