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Environment International Dec 2016Few studies have examined the link between air pollution exposure and behavioural problems and learning disorders during late childhood and adolescence. (Meta-Analysis)
Meta-Analysis
BACKGROUND
Few studies have examined the link between air pollution exposure and behavioural problems and learning disorders during late childhood and adolescence.
OBJECTIVES
To determine whether traffic-related air pollution exposure is associated with hyperactivity/inattention, dyslexia and dyscalculia up to age 15years using the German GINIplus and LISAplus birth cohorts (recruitment 1995-1999).
METHODS
Hyperactivity/inattention was assessed using the German parent-completed (10years) and self-completed (15years) Strengths and Difficulties Questionnaire. Responses were categorized into normal versus borderline/abnormal. Parent-reported dyslexia and dyscalculia (yes/no) at age 10 and 15years were defined using parent-completed questionnaires. Individual-level annual average estimates of nitrogen dioxide (NO), particulate matter (PM) mass, PM mass and PM absorbance concentrations were assigned to each participant's birth, 10year and 15year home address. Longitudinal associations between the air pollutants and the neurodevelopmental outcomes were assessed using generalized estimation equations, separately for both study areas, and combined in a random-effects meta-analysis. Odds ratios and 95% confidence intervals are given per interquartile range increase in pollutant concentration.
RESULTS
The prevalence of abnormal/borderline hyperactivity/inattention scores and parental-reported dyslexia and dyscalculia at 15years of age was 12.9%, 10.5% and 3.4%, respectively, in the combined population (N=4745). In the meta- analysis, hyperactivity/inattention was associated with PM mass estimated to the 10 and 15year addresses (1.12 [1.01, 1.23] and 1.11 [1.01, 1.22]) and PM absorbance estimated to the 10 and 15year addresses (1.14 [1.05, 1.25] and 1.13 [1.04, 1.23], respectively).
CONCLUSIONS
We report associations suggesting a potential link between air pollution exposure and hyperactivity/inattention scores, although these findings require replication.
Topics: Adolescent; Air Pollutants; Attention Deficit Disorder with Hyperactivity; Child; Dyscalculia; Dyslexia; Female; Germany; Humans; Male; Motor Vehicles; Nervous System Diseases; Nitrogen Dioxide; Particulate Matter; Vehicle Emissions
PubMed: 27835751
DOI: 10.1016/j.envint.2016.10.017 -
Applied Neuropsychology. Child 2018Deficits in executive functions have been hypothesized and documented for children with severe mathematics anxiety (MA) or developmental dyscalculia, but the role of...
Deficits in executive functions have been hypothesized and documented for children with severe mathematics anxiety (MA) or developmental dyscalculia, but the role of inhibition-related processes has not been specifically explored. The main aim of the present study was to shed further light on the specificity of these profiles in children in terms of working memory (WM) and the inhibitory functions involved. Four groups of children between 8 and 10 years old were selected: one group with developmental dyscalculia (DD) and no MA, one with severe MA and developmental dyscalculia (MA-DD), one with severe MA and no DD (MA), and one with typical development (TD). All children were presented with tasks measuring two inhibition-related functions, that is, proactive interference and prepotent response, and a WM task. The results showed that children with severe MA (but no DD) were specifically impaired in the proactive interference task, while children with DD (with or without MA) failed in the WM task. Our findings point to the importance of distinguishing the cognitive processes underlying these profiles.
Topics: Anxiety; Child; Dyscalculia; Executive Function; Female; Humans; Inhibition, Psychological; Male; Mathematics; Memory, Short-Term; Neuropsychological Tests; Reaction Time
PubMed: 28682117
DOI: 10.1080/21622965.2017.1341836 -
Annual International Conference of the... Jul 2018Dyscalculia is a learning difficulty hindering fundamental arithmetical competence. Children with dyscalculia often have difficulties in engaging in lessons taught with...
Dyscalculia is a learning difficulty hindering fundamental arithmetical competence. Children with dyscalculia often have difficulties in engaging in lessons taught with traditional teaching methods. In contrast, an educational game is an attractive alternative. Recent educational studies have shown that gestures could have a positive impact in learning. With the recent development of low cost wearable sensors, a gesture based educational game could be used as a tool to improve the learning outcomes particularly for children with dyscalculia. In this paper, two generic gesture recognition methods are proposed for developing an interactive educational game with wearable inertial sensors. The first method is a multilayered perceptron classifier based on the accelerometer and gyroscope readings to recognize hand gestures. As gyroscope is more power demanding and not all low-cost wearable device has a gyroscope, we have simplified the method using a nearest centroid classifier for classifying hand gestures with only the accelerometer readings. The method has been integrated into open-source educational games. Experimental results based on 5 subjects have demonstrated the accuracy of inertial sensor based hand gesture recognitions. The results have shown that both methods can recognize 15 different hand gestures with the accuracy over 93%.
Topics: Electromyography; Gestures; Hand; Humans; Neural Networks, Computer; Pattern Recognition, Automated; Wearable Electronic Devices
PubMed: 30441137
DOI: 10.1109/EMBC.2018.8513098 -
Zhurnal Nevrologii I Psikhiatrii Imeni... 2021Neurodevelopmental disorders (NDD) are characterized by disturbances of the formation of cognitive functions, communication skills, behavior characteristics and/or motor...
Neurodevelopmental disorders (NDD) are characterized by disturbances of the formation of cognitive functions, communication skills, behavior characteristics and/or motor skills, which are caused by abnormalities in the course of the processes of neuroontogenesis. In the clinical practice of a pediatric neurologist and pediatrician, a significant part consists of patients with NDD without a general decrease in intelligence, primarily with speech development disorders, attention deficit hyperactivity disorder (ADHD), specific learning disorders (dyslexia, dysgraphia, dyscalculia). NDD represent a heterogeneous group of diseases, having multifactorial origin and a neurobiological nature, which are caused by genetic mechanisms and early (perinatal) brain damage. Among children with NDD, there is a higher occurrence of anxiety disorders compared to their peers. With NDD, early intervention is indicated, and its positive effect is possible during the period when the brain is most plastic and capable of changes. The published results of multicenter, double-blind, placebo-controlled, randomized clinical trials of pharmacotherapy with the medication "Tenoten for children" for ADHD, specific learning disorders, anxiety disorders and the consequences of perinatal damage to the central nervous system are reviewed.
Topics: Anxiety Disorders; Attention Deficit Disorder with Hyperactivity; Child; Developmental Disabilities; Humans; Motor Skills; Multicenter Studies as Topic; Neurodevelopmental Disorders; Randomized Controlled Trials as Topic
PubMed: 35038845
DOI: 10.17116/jnevro202112111238 -
Epilepsy & Behavior : E&B Jan 2023Mathematics encompass a variety of skills, broadly grouped into basic numeracy to complex secondary mathematical skills. In children with epilepsy difficulties with...
OBJECTIVE
Mathematics encompass a variety of skills, broadly grouped into basic numeracy to complex secondary mathematical skills. In children with epilepsy difficulties with mathematics are common and related to a multicomponent working memory capacity. Little is known about mathematical skills of adults with epilepsy in daily life. Hence, we aimed to compare basic and secondary mathematical skills of adults with epilepsy to controls, examine relations between mathematical skills and working memory, and explored relationships between mathematical skills and epilepsy variables (age of onset, seizure frequency, and anti-seizure medication).
METHODS
Eighty four people with epilepsy and 86 healthy controls completed questionnaires on their subjective experience of using mathematics and working memory skills in daily life: The Dyscalculia Checklist (DC) and Working Memory Questionnaire (WMQ; including attention, storage, and executive scales), respectively. Questionnaires also collected demographic and epilepsy variables.
RESULTS
Adults with epilepsy reported greater difficulties in basic and secondary mathematical skills on the DC compared with controls. Only one epilepsy variable, a younger age of epilepsy onset, related to higher DC scores (greater mathematical difficulties), but was not significantly related in regression analyses. Instead, the WMQ explained 33% of the variance on the DC; the poorer storage and attention (but not executive) on the WMQ were associated with the higher DC score, when demographic and epilepsy variables were accounted for.
SIGNIFICANCE
Adults with epilepsy reported significant difficulties with mathematics in daily life, which were not explained by epilepsy variables but by poor working memory. While our findings suggest that daily difficulties with mathematics may be comorbid with epilepsy rather than epilepsy related, it is important to be cognizant of mathematical difficulties experienced by patients with epilepsy as they have potential to impact understanding of numerical information provided in patient care, such as risks associated with different epilepsy treatments.
Topics: Child; Humans; Adult; Memory, Short-Term; Epilepsy; Memory Disorders; Comorbidity; Mathematics
PubMed: 36446269
DOI: 10.1016/j.yebeh.2022.109000 -
Yonago Acta Medica Aug 2022Mathematical learning difficulty (MLD) during school years results from several factors, including dyscalculia. Traditional diagnostic tests for dyscalculia are time...
BACKGROUND
Mathematical learning difficulty (MLD) during school years results from several factors, including dyscalculia. Traditional diagnostic tests for dyscalculia are time intensive and require skilled specialists. This prospective cohort study aimed to reveal that the less time intensive Fundamental Calculative Ability Test (FCAT), administered in first grade, can predict the outcome of mathematical school achievement, which was measured with the curriculum-based mathematical test for second grade (1.2 years after FCAT).
METHODS
A total of 362 Japanese first- and second-grade children participated. A new quick test measuring fundamental calculative abilities, the FCAT, ordinal, radix, addition, and subtraction, was conducted for the first graders (mean age: 7.1 years). Mathematical school achievement was measured during the tests [mathematics curriculum-based test in Tottori Prefecture (MCBT)] for first (MCBT-1, mean age: 7.3 years) and second graders (MCBT-2, mean age: 8.3 years). We analyzed the associations between FCAT and MCBT-1 and 2 using univariate regression analysis, and cutoff values for mathematical learning difficulty (MLD) at MCBT-2 using the rating operation curve and Youden index. MLD was set as a score of lower than 20% on the MCBT.
RESULTS
The FCAT score was significantly associated with the MCBT-1 (regression coefficient: 0.67, < 0.001) and MCBT-2 scores (regression coefficient: 0.50, < 0.001). A cutoff value of 47 points (deviation score: 47) at the FCAT score predicted MLD at MCBT-2 (sensitivity: 0.77, specificity: 0.73). For 62 participants with MLD at MCBT-1 score, FCAT scores below the cutoff value of 40 points (deviation score: 35) were at high risk of MLD at MCBT-2 (odds ratio: 6.2).
CONCLUSION
The FCAT is easily conducted in a short time during regular schools and can predict mathematical school achievement. It can be used for the early diagnosis of children with mathematical problems.
PubMed: 36061580
DOI: 10.33160/yam.2022.08.010 -
Psychiatria Danubina Sep 2019Several studies highlight that many students feel negative feelings about mathematical learning and that the mathematics anxiety seems to play a central role in...
Several studies highlight that many students feel negative feelings about mathematical learning and that the mathematics anxiety seems to play a central role in mathematical performance. More specifically students with higher level of maths anxiety are less efficient in mathematical tasks. The aim of this study was to investigate the relationship between specific mathematics anxiety as assessed by AMAS, trait and state anxiety as assessed by STAI-Y, and mathematical skills assessed through the ABCA tests in a sample of 83 adolescent students (78.3% males) without diagnosis of dyscalculia and cognitive disorder attending their first year of secondary school. Results showed that 38% of the students referred high level of maths anxiety. Independent T-test revealed that female students referred a higher level of maths anxiety as well as of trait and state anxiety than male ones, while there were no differences in the mathematics performance. The simultaneous multivariate linear regression analysis showed that maths anxiety was influenced by trait anxiety and in its turn has an impact on the high level mathematics performances (i.e. arithmetic facts). Understanding the relationships between maths anxiety and maths learning and performance may have relevant implications in clinical, educational and didactic practice.
Topics: Adolescent; Anxiety; Cognition; Female; Humans; Male; Mathematics; Psychology, Adolescent; Students
PubMed: 31488776
DOI: No ID Found -
Frontiers in Psychology 2018The clinical profile termed developmental dyscalculia (DD) is a fundamental disability affecting children already prior to arithmetic schooling, but the formal diagnosis... (Review)
Review
The clinical profile termed developmental dyscalculia (DD) is a fundamental disability affecting children already prior to arithmetic schooling, but the formal diagnosis is often only made during school years. The manifold associated deficits depend on age, education, developmental stage, and task requirements. Despite a large body of studies, the underlying mechanisms remain dubious. Conflicting findings have stimulated opposing theories, each presenting enough empirical support to remain a possible alternative. A so far unresolved question concerns the debate whether a putative innate number sense is required for successful arithmetic achievement as opposed to a pure reliance on domain-general cognitive factors. Here, we outline that the controversy arises due to ambiguous conceptualizations of the number sense. It is common practice to use early number competence as a proxy for innate magnitude processing, even though it requires knowledge of the number system. Therefore, such findings reflect the degree to which quantity is successfully transferred into symbols rather than informing about quantity representation . To solve this issue, we propose a three-factor account and incorporate it into the partly overlapping suggestions in the literature regarding the etiology of different DD profiles. The proposed view on DD is especially beneficial because it is applicable to more complex theories identifying a conglomerate of deficits as underlying cause of DD.
PubMed: 29725316
DOI: 10.3389/fpsyg.2018.00571 -
Frontiers in Psychiatry 2022Developmental dyscalculia (DD) is characterized by insufficient mathematical learning ability and weaker mathematical performance than peers who are developmentally...
Developmental dyscalculia (DD) is characterized by insufficient mathematical learning ability and weaker mathematical performance than peers who are developmentally typical. As a subtype of learning disability, developmental dyscalculia contributes to deep cognitive processing deficits, mainly manifested as a lack of numerical processing ability. This study utilized event-related potentials (ERPs) technology to examine the negative priming effects (NP) between children with and without DD. Behaviorally, trends in mean reaction time (RT) were consistent between children with and without DD under prime and control conditions. The developmental dyscalculia group and the typical developmental (TD) children group showed a significant negative priming effect. However, the magnitude of the NP was significantly different between two groups, with the magnitude being significantly higher in the TD group than the DD group. In terms of the ERPs results, there were significantly larger amplitudes of P100, P200, and P300 in the TD group than that of children with DD. At the same time, in the DD group, N100 and P300 latency were significantly delayed in some electrodes than the TD group. The results indicated that there were characteristic inhibition deficits in children with DD. Inhibition defects in children with DD might be the underlying cause of the development of digital processing ability of children with DD.
PubMed: 36276312
DOI: 10.3389/fpsyt.2022.877651 -
Journal of Learning Disabilities 2023Developmental dyscalculia (DD) is a mathematics learning disorder that affects approximately 5% to 7% of the population. This study aimed to detect the underlying...
Developmental dyscalculia (DD) is a mathematics learning disorder that affects approximately 5% to 7% of the population. This study aimed to detect the underlying domain-specific and domain-general differences between DD and typically developing (TD) children. We recruited 9-year-old primary school children to form the DD group via a 2-year longitudinal screening process. In total, 75 DD children were screened from 1,657 children after the one-time screening, and 13 DD children were screened from 1,317 children through a consecutive 2-year longitudinal screening. In total, 13 experimental tasks were administered to assess their cognitive abilities to test the domain-specific magnitude representation hypothesis (including symbolic and nonsymbolic magnitude comparisons) and four alternative domain-general hypotheses (including working memory, executive function, attention, and visuospatial processing). The DD group had worse performance than the TD group on the number sense task, finger sense task, shifting task, and one-back task after both one-time and two-time screening. Logistic regressions further indicated the differences on the shifting task and the nonsymbolic magnitude comparison task could distinguish DD and TD children. Our findings suggest that domain-specific nonsymbolic magnitude representation and domain-general executive function both contribute to DD. Thus, both domain-specific and domain-general abilities will be necessary to investigate and to intervene in DD groups in the future.
Topics: Humans; Child; Dyscalculia; Memory, Short-Term; Learning Disabilities; Executive Function; Cognition
PubMed: 35674456
DOI: 10.1177/00222194221099674