Optimized voxel-based morphometry in children with developmental dyscalculia

Rotzer, Stephanie; Kucian, Karin; Martin, Ernst; Aster, Michael von; Klaver, Peter; Loenneker, Thomas

doi:10.1016/j.neuroimage.2007.08.045

Cited by 221 publications

(193 citation statements)

References 37 publications

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“…These activation differences are shown in relatively small clusters which might be caused by the small group size but they are in close relationship to spatial working memory processes (Bor, Duncan, & Owen, 2001;Klingberg, 2006;Smith, Jonides, & Koeppe, 1996). As in our VBM study (Rotzer et al, 2008) we found the right IPS to play a crucial role in the neural network of children with DD. Decreased activation in the right IPS of children with 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 DD during a non-numerical spatial working memory task strongly argues for a central role of the right IPS in both working memory capacity and the acquisition of spatial number representations and arithmetic concepts.…”

Section: Discussionsupporting

confidence: 74%

Dysfunctional neural network of spatial working memory contributes to developmental dyscalculia

et al. 2009

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Section: Discussionsupporting

confidence: 74%

Dysfunctional neural network of spatial working memory contributes to developmental dyscalculia

et al. 2009

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“…In dyslexia, grey matter abnormalities in the supramarginal gyrus were prominent in a recent meta-analysis 29 . Grey matter reductions in a very similar location in pACC have also been seen in developmental dyscalculia 30 . In both cognitive developmental disorders, other regions are abnormal that are not implicated in the present study (such as left perisylvian areas in dyslexia and the intraparietal sulcus in dyscalculia), suggesting that the neuropsychological impairment seen in 15q11.2(BP1-BP2) deletion carriers may be related to specific key nodes in the networks associated with these cognitive dysfunctions.…”

Section: Structural Mri Phenotypesmentioning

confidence: 58%

CNVs conferring risk of autism or schizophrenia affect cognition in controls

Stefánsson

Meyer‐Lindenberg

Steinberg

et al. 2013

Nature

605

568

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In a small fraction of patients with schizophrenia or autism, alleles of copy-number variants (CNVs) in their genomes are probably the strongest factors contributing to the pathogenesis of the disease. These CNVs may provide an entry point for investigations into the mechanisms of brain function and dysfunction alike. They are not fully penetrant and offer an opportunity to study their effects separate from that of manifest disease. Here we show in an Icelandic sample that a few of the CNVs clearly alter fecundity (measured as the number of children by age 45). Furthermore, we use various tests of cognitive function to demonstrate that control subjects carrying the CNVs perform at a level that is between that of schizophrenia patients and population controls. The CNVs do not all affect the same cognitive domains, hence the cognitive deficits that drive or accompany the pathogenesis vary from one CNV to another. Controls carrying the chromosome 15q11.2 deletion between breakpoints 1 and 2 (15q11.2(BP1-BP2) deletion) have a history of dyslexia and dyscalculia, even after adjusting for IQ in the analysis, and the CNVonly confers modest effects on other cognitive traits. The 15q11.2(BP1-BP2) deletion affects brain structure in a pattern consistent with both that observed during first-episode psychosis in schizophrenia and that of structural correlates in dyslexia.Little information is available on whether or how rare CNVs conferring high risk of schizophrenia and/or autism affect physiologic function of otherwise normal brains. As none of these CNVs hitherto described are fully penetrant for the diseases, and both schizophrenia and autism affect cognition, we aimed to examine the possibility that the CNVs affect cognition in control carriers, those who do not suffer either disease or intellectual disability. We based our selection of CNVs on a literature search for CNVs associated with schizophrenia and/or autism ('neuropsychiatric CNVs'); this search produced 26 CNV alleles (Supplementary Table 1) 1-3 . These CNV alleles are rare, found in 0.002% to 0.2% frequency, and cumulatively in 1.16% of our sample of 101,655 genotyped subjects, representing approximately one-third of the Icelandic population ( Supplementary Tables 1 and 2).We used the subset of genotyped subjects born before 1968, without excluding patients, to examine the association of each neuropsychiatric CNV with reproductive outcome ('fecundity'), defined simply as the number of children each subject had by age 45. After correction for multiple comparisons, three neuropsychiatric CNVs were significantly associated with fecundity (Table 1). Subjects carrying the 16p11.2 deletion or the 22q11.21 duplication show reduced fecundity, with the effect in males significantly greater than in females (P 5 0.0083 and P 5 0.029 for the difference in effect by sex for the 16p11.2 deletion and the 22q11.21 duplication, respectively). In contrast, individuals carrying the 16p12.1 deletion have more children than do controls (Table 1). Those with deletions at 15q11.2(...

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“…Moreover, structural (Isaacs, Edmonds, Lucas, & Gadian, 2001;Rotzer et al, 2008) and functional (Mussolin et al, 2010;Price, Holloway, Rasanen, Vesterinen, & Ansari, 2007) There exists considerable evidence that representations of magnitude are impaired in children with mathematical difficulties (De Smedt, Reynvoet, et al, 2009;Geary et al, 2007Geary et al, , 2008Iuculano et al, 2008;Jordan, Kaplan, Olah, & Locuniak, 2006;Landerl et al, 2004Passolunghi & Siegel, 2004;Rousselle & Noël, 2007). However, the majority of these studies only relied on tasks with a symbolic processing requirement and do not allow us to clarify whether difficulties in mathematics result from difficulties in representing numerical magnitudes, as postulated in the defective number module hypothesis, or from difficulties in the ability to access numerical magnitudes from formal symbols, such as Arabic numerals, as assumed in the access deficit hypothesis.…”

Section: Understanding Numerical Magnitudes and Mathematics Developmentmentioning

confidence: 99%

Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties

Smedt

Gilmore

2011

Journal of Experimental Child Psychology

248

185

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This study examined numerical magnitude processing in first graders with severe and mild forms of mathematical difficulties, children with mathematics learning disabilities (MLD) and children with low achievement (LA) in mathematics, respectively. Twenty children with MLD, twenty-one children with LA and forty-one regular achievers completed a numerical magnitude comparison task and an approximate addition task, which were presented in a symbolic and a non-symbolic (dot arrays) format. Children with MLD and LA were impaired on tasks that involved the access of numerical magnitude information from symbolic representations, with the LA children showing a less severe performance pattern than children with MLD. They showed no deficits in accessing magnitude from underlying nonsymbolic magnitude representations. Our findings indicate that this performance pattern occurs in children from first grade on and generalizes beyond numerical magnitude comparison tasks. These findings shed light on the types of interventions that may help children who struggle with learning mathematics.

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Optimized voxel-based morphometry in children with developmental dyscalculia

Cited by 221 publications

References 37 publications

Dysfunctional neural network of spatial working memory contributes to developmental dyscalculia

Dysfunctional neural network of spatial working memory contributes to developmental dyscalculia

CNVs conferring risk of autism or schizophrenia affect cognition in controls

Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties

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