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Journal of Clinical Medicine Apr 2022Atypical development of numerical cognition (dyscalculia) may increase the onset of neuropsychiatric symptoms, especially when untreated, and it may have long-term... (Review)
Review
Atypical development of numerical cognition (dyscalculia) may increase the onset of neuropsychiatric symptoms, especially when untreated, and it may have long-term detrimental social consequences. However, evidence-based treatments are still lacking. Despite plenty of studies investigating the effects of transcranial electrical stimulation (tES) on numerical cognition, a systematized synthesis of results is still lacking. In the present systematic review (PROSPERO ID: CRD42021271139), we found that the majority of reports (20 out of 26) showed the effectiveness of tES in improving both number (80%) and arithmetic (76%) processing. In particular, anodal tDCS (regardless of lateralization) over parietal regions, bilateral tDCS (regardless of polarity/lateralization) over frontal regions, and tRNS (regardless of brain regions) strongly enhance number processing. While bilateral tDCS and tRNS over parietal and frontal regions and left anodal tDCS over frontal regions consistently improve arithmetic skills. In addition, tACS seems to be more effective than tDCS at ameliorating arithmetic learning. Despite the variability of methods and paucity of clinical studies, tES seems to be a promising brain-based treatment to enhance numerical cognition. Recommendations for clinical translation, future directions, and limitations are outlined.
PubMed: 35456176
DOI: 10.3390/jcm11082082 -
Frontiers in Psychiatry 2022Research in Attention-deficit/hyperactivity disorder (ADHD) has had a clear focus on treatment and the dysfunction in specific situation associated with the condition....
Research in Attention-deficit/hyperactivity disorder (ADHD) has had a clear focus on treatment and the dysfunction in specific situation associated with the condition. However, self-report, observational and anecdotal evidence indicates that there are also positive aspects associated with ADHD. Research on the potential positive features in individuals with an ADHD diagnosis is still limited, especially studies with larger representative samples. Here we performed qualitative research to identify positive aspects and strengths associated with ADHD in a large convenience sample from the Dutch organization for people with ADHD, dyslexia and dyscalculia. We sent out open-ended questionnaires to the members of the organization, asking what they consider to be positive aspects of their ADHD. From the responses of individuals with ADHD ( = 206), we extracted 116 codes, which were assigned to thirteen subthemes, which in turn led to five themes. These themes were: , and . Core symptoms of ADHD such as impulsivity and hyperactivity were also considered positive aspects of ADHD by a minority of participants. After showing our results to a group of additional individuals with ADHD (focus group) they confirmed the identified positive aspects of ADHD. They also helped us with the interpretation of our findings and mentioned certain positive aspects to be a consequence of living with ADHD (being open minded and being honest). In conclusion, experiencing positive aspects seems to be common in ADHD as almost all participants reported positive aspect of ADHD, these aspects cover many different domains. Awareness about ADHD's strengths might help individuals with ADHD and their environment to better cope with, accept or embrace their diagnosis and for example make educational or occupational choices that fit them well. To incorporate these positive aspects in the understanding of ADHD, future research should focus on quantifying strengths in ADHD, and on investigating the link between these aspects and clinical characteristics and how this new knowledge can be implemented in psychoeducation and find its way to education and occupational settings.
PubMed: 36311492
DOI: 10.3389/fpsyt.2022.922788 -
Brain Sciences Feb 2022Mathematical performance implies a series of numerical and mathematical skills (both innate and derived from formal training) as well as certain general cognitive... (Review)
Review
UNLABELLED
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).
PubMed: 35204002
DOI: 10.3390/brainsci12020239 -
Frontiers in Integrative Neuroscience 2018Neuroimaging has undergone enormous progress during the last two and a half decades. The combination of neuroscientific methods and educational practice has become a... (Review)
Review
Neuroimaging has undergone enormous progress during the last two and a half decades. The combination of neuroscientific methods and educational practice has become a focus of interdisciplinary research in order to answer more applied questions. In this realm, conditions that hamper learning success and have deleterious effects in the population - such as learning disorders (LD) - could especially profit from neuroimaging findings. At the moment, however, there is an ongoing debate about how far neuroscientific research can go to inform the practical work in educational settings. Here, we put forward a theoretical translational framework as a method of conducting neuroimaging and bridging it to education, with a main focus on dyscalculia and dyslexia. Our work seeks to represent a theoretical but mainly empirical guide on the benefits of neuroimaging, which can help people working with different aspects of LD, who need to act collaboratively to reach the full potential of neuroimaging. We provide possible ideas regarding how neuroimaging can inform LD at different levels within our multidirectional framework, i.e., mechanisms, diagnosis/prognosis, training/intervention, and community/education. In addition, we discuss methodological, conceptual, and structural limitations that need to be addressed by future research.
PubMed: 30022931
DOI: 10.3389/fnint.2018.00025 -
Translational Psychiatry Dec 2018Adequate mathematical competencies are currently indispensable in professional and social life. However, mathematics is often associated with stress and frustration and...
Adequate mathematical competencies are currently indispensable in professional and social life. However, mathematics is often associated with stress and frustration and the confrontation with tasks that require mathematical knowledge triggers anxiety in many children. We examined if there is a relationship between math anxiety and changes in brain structure in children with and without developmental dyscalculia. Our findings showed that math anxiety is related to altered brain structure. In particular, the right amygdala volume was reduced in individuals with higher math anxiety. In conclusion, math anxiety not only hinders children in arithmetic development, but it is associated with altered brain structure in areas related to fear processing. This emphasizes the far-reaching outcome emotional factors in mathematical cognition can have and encourages educators and researchers alike to consider math anxiety to prevent detrimental long-term consequences on school achievement and quality of life, especially in children with developmental dyscalculia.
Topics: Adolescent; Amygdala; Anxiety; Child; Dyscalculia; Female; Humans; Intelligence; Intelligence Tests; Magnetic Resonance Imaging; Male; Mathematical Concepts
PubMed: 30531959
DOI: 10.1038/s41398-018-0320-6 -
Journal of Vision Aug 2020Visual crowding refers to the inability to identify objects when surrounded by other similar items. Crowding-like mechanisms are thought to play a key role in numerical...
Visual crowding refers to the inability to identify objects when surrounded by other similar items. Crowding-like mechanisms are thought to play a key role in numerical perception by determining the sensory mechanisms through which ensembles are perceived. Enhanced visual crowding might hence prevent the normal development of a system involved in segregating and perceiving discrete numbers of items and ultimately the acquisition of more abstract numerical skills. Here, we investigated whether excessive crowding occurs in developmental dyscalculia (DD), a neurodevelopmental disorder characterized by difficulty in learning the most basic numerical and arithmetical concepts, and whether it is found independently of associated major reading and attentional difficulties. We measured spatial crowding in two groups of adult individuals with DD and control subjects. In separate experiments, participants were asked to discriminate the orientation of a Gabor patch either in isolation or under spatial crowding. Orientation discrimination thresholds were comparable across groups when stimuli were shown in isolation, yet they were much higher for the DD group with respect to the control group when the target was crowded by closely neighbouring flanking gratings. The difficulty in discriminating orientation (as reflected by the combination of accuracy and reaction times) in the DD compared to the control group persisted over several larger target flanker distances. Finally, we found that the degree of such spatial crowding correlated with impairments in mathematical abilities even when controlling for visual attention and reading skills. These results suggest that excessive crowding effects might be a characteristic of DD, independent of other associated neurodevelopmental disorders.
Topics: Adult; Attention; Crowding; Dyscalculia; Female; Humans; Learning; Male; Neuropsychological Tests; Orientation, Spatial; Pattern Recognition, Visual; Reaction Time; Reading; Visual Perception; Young Adult
PubMed: 32756882
DOI: 10.1167/jov.20.8.7 -
Dementia & Neuropsychologia 2022Expansive mutations in familial mental retardation 1 () gene have been associated with different phenotypes. Full mutations are associated with intellectual disability...
UNLABELLED
Expansive mutations in familial mental retardation 1 () gene have been associated with different phenotypes. Full mutations are associated with intellectual disability and autism spectrum disorder; premutations are associated with math learning difficulties and working memory impairments. In gray zone, neuropsychological development has not yet been described.
OBJECTIVES
This study aimed to describe the frequency of premutation and gray zone alleles in a school population sample representing a broad spectrum of variation in math achievement and detail school achievement and cognitive performance in the children identified with premutation or gray zone alleles.
METHODS
We described a two-phase study. In the first phase, 2,195 school-age children were screened for math achievement. In the second phase, 378 children with normal intelligence were neuropsychologically assessed and genotyped for . Of these, 121 children (61 girls) performed below percentile 25 in mathematics (MD group) and 257 children (146 girls) performed above percentile 25 (control group).
RESULTS
Four pupils presented expanded alleles, one premutation and three gray zone alleles. The girl with the premutation and one boy with a gray zone allele presented impairments in working memory and arithmetic performance below percentile 6, compatible with the diagnosis of developmental dyscalculia. These children's difficulties were not associated with inaccuracy of nonsymbolic number representations or literacy impairments. Dyscalculia in these children seems to be associated mainly with working memory impairments.
CONCLUSIONS
expansions in the gray zone may contribute to dyscalculia in otherwise healthy and normally intelligent children.
PubMed: 35719251
DOI: 10.1590/1980-5764-DN-2021-0035 -
Frontiers in Psychology 2018The study examined whether developmental deficits in reading and numerical skills could be expressed in terms of global factors by reference to the rate and amount (RAM)...
The study examined whether developmental deficits in reading and numerical skills could be expressed in terms of global factors by reference to the rate and amount (RAM) and difference engine (DEM) models. From a sample of 325 fifth grade children, we identified 5 children with dyslexia, 16 with dyscalculia, 7 with a "mixed pattern," and 49 control children. Children were asked to read aloud words presented individually that varied for frequency and length and to respond (either vocally or manually) to a series of simple number tasks (addition, subtraction, number reading, and number comparisons). Reaction times were measured. Results indicated that the deficit of children with dyscalculia and children with a mixed pattern on numerical tasks could be explained by a single global factor, similarly to the reading deficit shown by children with dyslexia. As predicted by the DEM, increases in task difficulty were accompanied by a corresponding increase in inter-individual variability for both the reading and numerical tasks. These relationships were constant across the four groups of children but differed in terms of slope and intercept on the -axis, indicating that two different general rules underlie performance in reading and numerical skills. The study shows for the first time that, as previously shown for reading, also numerical performance can be explained with reference to a global factor. The advantage of this approach is that it takes into account the over-additivity effect, i.e., the presence of larger group differences in the case of more difficult conditions over and above the characteristics of the experimental conditions. It is concluded that reference to models such as the RAM and DEM can be useful in delineating the characteristics of the dyscalculic deficit as well as in the description of co-morbid disturbances, as in the case of dyslexia and dyscalculia.
PubMed: 29515490
DOI: 10.3389/fpsyg.2018.00171 -
Basic and Clinical Neuroscience 2021Mental arithmetic analysis based on Electroencephalogram (EEG) signals can help understand disorders, such as attention-deficit hyperactivity, dyscalculia, or autism...
INTRODUCTION
Mental arithmetic analysis based on Electroencephalogram (EEG) signals can help understand disorders, such as attention-deficit hyperactivity, dyscalculia, or autism spectrum disorder where the difficulty in learning or understanding the arithmetic exists. Most mental arithmetic recognition systems rely on features of a single channel of EEG; however, the relationships between EEG channels in the form of effective brain connectivity analysis can contain valuable information. This study aims to find distinctive, effective brain connectivity features and create a hierarchical feature selection for effectively classifying mental arithmetic and baseline tasks.
METHODS
We estimated effective connectivity using Directed Transfer Function (DTF), direct DTF (dDTF) and Generalized Partial Directed Coherence (GPDC) methods. These measures determine the causal relationship between different brain areas. A hierarchical feature subset selection method selects the most significant effective connectivity features. Initially, Kruskal- Wallis test was performed. Consequently, five feature selection algorithms, namely, Support Vector Machine (SVM) method based on Recursive Feature Elimination, Fisher score, mutual information, minimum Redundancy Maximum Relevance (RMR), and concave minimization and SVM are used to select the best discriminative features. Finally, the SVM method was used for classification.
RESULTS
The obtained results indicated that the best EEG classification performance in 29 participants and 60 trials is obtained using GPDC and feature selection via concave minimization method in Beta2 (15-22Hz) frequency band with 89% accuracy.
CONCLUSION
This new hierarchical automated system could be helpful in the discrimination of mental arithmetic and baseline tasks from EEG signals effectively.
HIGHLIGHTS
Propose effective connectivity to describe EEG signals during mental arithmetic task.Most significant connectivity features from generalized partial directed coherence method.Hierarchical feature selection from Kruskal-Wallis test and concave minimization method.
PLAIN LANGUAGE SUMMARY
Brain analysis methods by Electroencephalogram (EEG) signals provide a suitable method to monitor human brain activity due to having high temporal resolution, being noninvasive, inexpensive, and portable method. Analysis of mental arithmetic based EEG signal is helpful for psychological disorders like dyscalculia where they have learning understanding arithmetic, attention deficit hyperactivity, and autism spectrum disorders with attention deficit problem. This study finds distinctive effective brain connectivity features and creates a hierarchical feature selection for classification of mental arithmetic and baseline tasks effectively. Best EEG classification performance in 29 participants and 60 trials is obtained using Generalized Partial Directed Coherence (GPDC) methods and feature selection via concave minimization method in Beta2 (15-22Hz) frequency band with 89% accuracy. Thus, this new hierarchical automated system is useful for discrimination of mental arithmetic and baseline tasks from EEG signal effectively.
PubMed: 35693148
DOI: 10.32598/bcn.2021.2034.1 -
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