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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 -
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 -
Frontiers in Behavioral Neuroscience 2020We describe the clinical features, neuropsychological tests, laboratory, electroencephalography (EEG), magnetic resonance imaging (MRI) and positron emission tomography...
We describe the clinical features, neuropsychological tests, laboratory, electroencephalography (EEG), magnetic resonance imaging (MRI) and positron emission tomography (PET) findings of a 59-year-old woman who presented to our Centre for cognitive impairment since few months, with language disturbances, particularly anomia, dyscalculia, and memory loss. The clinical and neuropsychological features were non-specific and overlapping with those of other rapidly progressing neurodegenerative disorders. However, brain MRI played a pivotal role in the diagnosis, showing cortical diffusion restriction, particularly in the parietal lobes and posterior cingulum, with sparing of the perirolandic cortex, typical of Creutzfeldt-Jakob disease (CJD). Brain MRI abnormalities were visible since the first evaluation and remained stable at 2 and 6 weeks follow up. Basal ganglia and thalami were never involved. PET showed left lateralized reduced glucose metabolism, with partial overlap with MRI signal abnormalities. Despite MRI were strongly indicative of CJD, clinical, laboratory and EEG findings did not fulfill the diagnostic criteria for CJD which applied at the time of clinical assessment. Indeed, neither myoclonus, visual or cerebellar signs or akinetic mutism were present. Also, the characteristic periodic sharp wave complexes were absent at baseline EEG, and the CSF assay for 14-3-3 was negative. We, therefore, performed a real-time quaking-induced conversion (RT-QuIC) assay on a frozen sample of corticospinal fluid (CSF), which showed a positive result. RT-QuIC is a prion protein conversion assay that has shown high diagnostic sensitivity and specificity for the diagnosis of CJD. RT-QuIC has been recently incorporated in the National CJD Research and Surveillance Unit and Center for Disease Control and Prevention (CDC) diagnostic criteria for CJD. The fatal evolution of the disease brought the patient to death 13 months after symptoms onset. Pathology proved the diagnosis of sporadic CJD, subtype MM/MV 2C.
PubMed: 32327983
DOI: 10.3389/fnbeh.2020.00055 -
Brain Sciences May 2022Developmental Dyscalculia (DD) signifies a failure in representing quantities, which impairs the performance of basic math operations and schooling achievement during...
Developmental Dyscalculia (DD) signifies a failure in representing quantities, which impairs the performance of basic math operations and schooling achievement during childhood. The lack of specificity in assessment measures and respective cut-offs are the most challenging factors to identify children with DD, particularly in disadvantaged educational contexts. This research is focused on a numerical cognition battery for children, designed to diagnose DD through 12 subtests. The aims of the present study were twofold: to examine the prevalence of DD in a country with generally low educational attainment, by comparing z-scores and percentiles, and to test three neurodevelopmental models of numerical cognition based on performance in this battery. Participants were 304 Brazilian school children aged 7-12 years of both sexes (143 girls), assessed by the Zareki-R. Performances on subtests and the total score increase with age without gender differences. The prevalence of DD was 4.6% using the fifth percentile and increased to 7.4% via z-score (in total 22 out of 304 children were diagnosed with DD). We suggest that a minus 1.5 standard deviation in the total score of the Zareki-R is a useful criterion in the clinical or educational context. Nevertheless, a percentile ≤ 5 seems more suitable for research purposes, especially in developing countries because the socioeconomic environment or/and educational background are strong confounder factors to diagnosis. The four-factor structure, based on von Aster and Shalev's model of numerical cognition (Number Sense, Number Comprehension, Number Production and Calculation), was the best model, with significant correlations ranging from 0.89 to 0.97 at the 0.001 level.
PubMed: 35625038
DOI: 10.3390/brainsci12050653 -
Frontiers in Psychology 2021Several studies have aimed to identify subtypes of dyscalculia. In many of these studies, either pre-defined groups (e.g., children with reading and mathematical...
Several studies have aimed to identify subtypes of dyscalculia. In many of these studies, either pre-defined groups (e.g., children with reading and mathematical difficulties vs. children with isolated mathematical difficulties) were analyzed regarding their cognitive profiles (top-down approach), or clusters of children with dyscalculia (CwD) were identified based on a narrow range of cognitive and mathematical skills (data-driven or bottom-up approach). However, it has remained difficult to establish robust subtypes of dyscalculia across studies. Against this background, we conducted a mixture model analysis in order to explore and identify subtypes of dyscalculia based on a broad range of variables (intelligence, reading fluency, working memory, attention, and various mathematical skills). The total sample comprised 174 elementary school CwD (IQ > 70; mathematical abilities: percentile rank <10), which consisted of two subsamples. The first subsample was based on a diagnostic test focusing on calculation (HRT 1-4; = 71; 46 girls, 25 boys; age: = 9.28 years, = 0.94) whereas the second subsample was based on a diagnostic test with a strong focus on basic numerical capacities (ZAREKI-R; = 103; 78 girls, 25 boys; age: = 8.94 years, = 1.05). Results provided convincing evidence for the existence of two subtypes in CwD: A slightly impaired subtype and a strongly impaired subtype. Subtypes differed most strongly regarding mathematical abilities, but the analyses suggest that differences in attention could also be a key factor. Therefore, comorbid attention difficulties seem to be a relevant factor that needs to be considered when establishing subtypes. Substantial intelligence differences between dyscalculia subtypes could not be found. Differences in working memory and reading fluency were negligible. Overall, the results seemed to be robust regardless of the diagnostic test used for assessing dyscalculia. When planning interventions for CwD, the existence of a subtype with substantial attention problems should be kept in mind.
PubMed: 34234706
DOI: 10.3389/fpsyg.2021.589506 -
Rand Health Quarterly Sep 2023National security organizations need highly skilled and intellectually creative individuals who are eager to apply their talents to address the nation's most pressing...
National security organizations need highly skilled and intellectually creative individuals who are eager to apply their talents to address the nation's most pressing challenges. In public and private discussions, officials and experts addressed the need for in the national security community. They described missions that are too important and too difficult to be left to those who use their brains only in ways. is an umbrella term that covers a variety of cognitive diagnoses, including (but not exclusive to) autism spectrum disorder, attention deficit disorder (ADD) and attention-deficit/hyperactivity disorder (ADHD), dyslexia, dyscalculia, and Tourette's syndrome. Neurodivergent individuals are already part of the national security workforce. The purpose of this study is to understand the benefits that people with neurodivergence bring to national security; the challenges in recruiting, working with, and managing a neurodiverse workforce; and the barriers in national security workplaces that prevent agencies from realizing the full benefits of neurodiversity. To carry out this research, the authors conducted a review of primary, secondary, and commercial literature; they conducted semistructured interviews and held discussions with government officials, researchers and advocates for the interests of neurodivergent populations, and representatives from large organizations that have neurodiversity employment programs; and they synthesized findings from across these tasks to describe the complex landscape for neurodiversity in large organizations in general and in national security specifically.
PubMed: 37720075
DOI: No ID Found -
New Directions For Child and Adolescent... May 2019In this article, we discuss the approach adopted within the Vanderbilt University Learning Disabilities Innovation Hub, which focuses on students with higher-order... (Review)
Review
In this article, we discuss the approach adopted within the Vanderbilt University Learning Disabilities Innovation Hub, which focuses on students with higher-order comorbidity: students with concurrent difficulty with reading comprehension and word-problem solving. The aim of the Hub's Research Project is to test what we refer to as the higher-order comorbidity hypothesis: that language comprehension plays a critical role in reading comprehension and word-problem solving. In the Hub's study, we test the hypothesize that language comprehension offers a coordinated approach for improving both outcomes and that this approach thus provides direction for understanding higher-order comorbidity and support for the validity of reading comprehension and word-problem solving comorbidity as a learning disabilities subtyping framework. In the first segment of this article, we describe a model that connects reading comprehension and word-problem solving development via oral language comprehension, and we provide a brief overview of prior related research on these connections. This first section provides the basis for the second segment of this article, in which we discuss the Vanderbilt Hub's innovative approach for investigating these connections. This study tests a theoretically-coordinated framework on students' performance in both high-priority domains of academic development, while exploring effects for boys versus girls and for linguistically diverse learners.
Topics: Child; Comorbidity; Comprehension; Dyscalculia; Dyslexia; Female; Humans; Language; Male; Problem Solving; Sex Factors; Speech Perception
PubMed: 31038812
DOI: 10.1002/cad.20288 -
Journal of Cognition Feb 2019Enumeration, the ability to report an amount of elements, differs as a function of range. Subitizing (quantities 1-4) is an accurate and quick process with reaction...
Enumeration, the ability to report an amount of elements, differs as a function of range. Subitizing (quantities 1-4) is an accurate and quick process with reaction times (RTs) minimally affected by the number of presented elements within its range. In the counting range (range of 5-9 elements), RTs increase linearly. Subitizing was considered to be a pre-attentive process for many years. However, recently we found that subitizing could be facilitated by improving engagement of attention. Specifically, brief alerting cues increase attentional engagement and reduced RTs in the subitizing range. Moreover, previous studies found that students with developmental dyscalculia (DD) have a smaller than normal subitizing range (3 vs. 4) and their alerting attentional system is impaired. In the current study, we explored whether an alerting cue would increase the subitizing range of adults suffering from DD from 3 to 4. For controls, alerting increased accuracy rates and facilitated enumeration of quantities only in the subitizing range. Participants with DD presented a larger alerting effect; an alerting cue enhanced their RTs in all ranges, but did not increase their smaller than normal subitizing range or accuracy. Our results suggest that both domain-general and domain-specific abilities contribute to the mechanism of enumeration and related to developmental dyscalculia.
PubMed: 31517227
DOI: 10.5334/joc.55 -
Frontiers in Psychology 2023Developmental dyscalculia (DD) is a subtype of learning disabilities, which is characterized by lower mathematical skills despite average intelligence and average or... (Review)
Review
Developmental dyscalculia (DD) is a subtype of learning disabilities, which is characterized by lower mathematical skills despite average intelligence and average or satisfactory performance in other academic areas. It is not fully understood how such deficits emerge in the course of brain development. When considering the mechanisms of dyscalculia, two domain-specific systems are distinguished. The Approximate Number System (ANS) is related to the approximate estimation of large sets, and the Object Tracking System (OTS) is responsible for subitizing, that is, the exact quantification of small sets. In recent years, the multiple-deficit framework has become increasingly popular. On the one hand, it explains the impairment of certain general cognitive functions in children with DD, such as executive functions, attention, visual-perceptual discrimination, processing speed, and rapid scanning of visual information. On the other hand, it provides a theoretical basis for explaining the simultaneous occurrence of the different types of other comorbid conditions (such as dyslexia and ADHD) and the relationship between them. We suggest that the face recognition could be considered as another, probably impaired function in dyscalculic individuals. We highlight several brain areas involved both in numerical and facial processing: intraparietal sulcus (IPS), fusiform gyrus (FFG), and hippocampus (HC). We consider the possibility of expanding the scope of dyscalculia research by application of face perception paradigms.
PubMed: 38235284
DOI: 10.3389/fpsyg.2023.1218124