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Brain Sciences May 2021Specific Learning Disorder (SLD) is a multifactorial, neurodevelopmental disorder which may involve persistent difficulties in reading (dyslexia), written expression... (Review)
Review
Specific Learning Disorder (SLD) is a multifactorial, neurodevelopmental disorder which may involve persistent difficulties in reading (dyslexia), written expression and/or mathematics. Dyslexia is characterized by difficulties with speed and accuracy of word reading, deficient decoding abilities, and poor spelling. Several studies from different, but complementary, scientific disciplines have investigated possible causal/risk factors for SLD. Biological, neurological, hereditary, cognitive, linguistic-phonological, developmental and environmental factors have been incriminated. Despite worldwide agreement that SLD is highly heritable, its exact biological basis remains elusive. We herein present: (a) an update of studies that have shaped our current knowledge on the disorder's genetic architecture; (b) a discussion on whether this genetic architecture is 'unique' to SLD or, alternatively, whether there is an underlying common genetic background with other neurodevelopmental disorders; and, (c) a brief discussion on whether we are at a position of generating meaningful correlations between genetic findings and anatomical data from neuroimaging studies or specific molecular/cellular pathways. We conclude with open research questions that could drive future research directions.
PubMed: 34068951
DOI: 10.3390/brainsci11050631 -
JMIR Serious Games May 2021Specific learning difficulties (SpLD) include several disorders such as dyslexia, dyscalculia, and dysgraphia, and the children with these SpLD receive special...
BACKGROUND
Specific learning difficulties (SpLD) include several disorders such as dyslexia, dyscalculia, and dysgraphia, and the children with these SpLD receive special education. However, the studies and the educational material so far focus mainly on one specific disorder.
OBJECTIVE
This study's primary goal is to develop comprehensive training material for different types of SpLD, with five serious games addressing different aspects of the SpLD. The second focus is measuring the impact of adaptive difficulty level adjustment in the children's and their educators' usability and technology acceptance perception. Receiving feedback from the children and their educators, and refining the games according to their suggestions have also been essential in this two-phase study.
METHODS
A total of 10 SpLD educators and 23 children with different types of SpLD tested the prototypes of the five serious games (ie, Word game, Memory game, Category game, Space game, and Math game), gave detailed feedback, answered the System Usability Scale and Technology Acceptance Model (TAM) questionnaires, and applied think-aloud protocols during game play.
RESULTS
The games' standard and adaptive versions were analyzed in terms of average playtime and the number of false answers. Detailed analyses of the interviews, with word clouds and player performances, were also provided. The TAM questionnaires' average and mean values and box plots of each data acquisition session for the children and the educators were also reported via System Usability Scale and TAM questionnaires. The TAM results of the educators had an average of 8.41 (SD 0.87) out of 10 in the first interview and an average of 8.71 (SD 0.64) out of 10 in the second interview. The children had an average of 9.07 (SD 0.56) out of 10 in the first interview.
CONCLUSIONS
Both the educators and the children with SpLD enjoyed playing the games, gave positive feedback, and suggested new ways for improvement. The results showed that these games provide thorough training material for different types of SpLD with personalized and tailored difficulty systems. The final version of the proposed games will become a part of the special education centers' supplementary curriculum and training materials, making new enhancements and improvements possible in the future.
PubMed: 34057415
DOI: 10.2196/25997 -
Frontiers in Human Neuroscience 2021
PubMed: 33994984
DOI: 10.3389/fnhum.2021.670460 -
Cerebellum & Ataxias May 2021The purpose of this article is to argue that the patterns of sequence control over kinematics (movements) and dynamics (forces) which evolved in phonological processing...
The purpose of this article is to argue that the patterns of sequence control over kinematics (movements) and dynamics (forces) which evolved in phonological processing in inner speech during the evolution of the social-cognitive capacities behind stone-tool making that led to the emergence of Homo sapiens are homologous to the social cerebellum's capacity to learn patterns of sequence within language that we refer to as mathematics. It is argued that this evolution (1) selected toward a social cognitive cerebellum which arose from the arduous, repetitive precision patterns of knapping (stone shaping) and (2) that over a period of a million-plus years was selected from mentalizing toward the kinematics and dynamics as observed and modeled in Theory of Mind (ToM) of more experienced stone knappers. It is concluded that components of this socially-induced autobiographical knowledge, namely, (1) segmenting events, (2) sequencing events, and (3) sequencing event clusters, all at various levels of abstraction, can inform optimum approaches to one-on-one tutoring of children with mathematical learning disabilities.
PubMed: 33971983
DOI: 10.1186/s40673-021-00136-2 -
Frontiers in Psychology 2021Research on dyscalculia in neurodegenerative diseases is still scarce, despite high impact on patients' independence and activities of daily living function. Most...
Research on dyscalculia in neurodegenerative diseases is still scarce, despite high impact on patients' independence and activities of daily living function. Most studies address Alzheimer's Disease; however, patients with Parkinson's Disease (PD) also have a higher risk for cognitive impairment while the relation to arithmetic deficits in financial contexts has rarely been studied. Therefore, the current exploratory study investigates deficits in two simple arithmetic tasks in financial contexts administered within the Clinical Dementia Rating in a sample of 100 PD patients. Patients were classified as cognitively normal (PD-NC) or mildly impaired (PD-MCI) according to Level I consensus criteria, and assessed using a comprehensive neuropsychological test battery, neurological motor examination, and sociodemographic and clinical questionnaires. In total, 18% showed arithmetic deficits: they were predominately female, had longer disease duration, more impaired global cognition, but minor signs of depression compared to PD patients without arithmetic deficits. When correcting for clinical and sociodemographic confounders, greater impairments in attention and visuo-spatial/constructional domains predicted occurrence of arithmetic deficits. The type of deficit did not seem to be arbitrary but seemed to involve impaired place × value processing frequently. Our results argue for the importance of further systematic investigations of arithmetic deficits in PD with sensitive tests to confirm the results of our exploratory study that a specific subgroup of PD patients present themselves with dyscalculia.
PubMed: 33935881
DOI: 10.3389/fpsyg.2021.629984 -
PeerJ 2021Dyscalculia is a specific learning disorder affecting the ability to learn certain math processes, such as arithmetic data recovery. The group of children with...
INTRODUCTION
Dyscalculia is a specific learning disorder affecting the ability to learn certain math processes, such as arithmetic data recovery. The group of children with dyscalculia is very heterogeneous, in part due to variability in their working memory (WM) deficits. To assess the brain response to arithmetic data recovery, we applied an arithmetic verification task during an event-related potential (ERP) recording. Two effects have been reported: the N400 effect (higher negative amplitude for incongruent than for congruent condition), associated with arithmetic incongruency and caused by the arithmetic priming effect, and the LPC effect (higher positive amplitude for the incongruent compared to the congruent condition), associated with a reevaluation process and modulated by the plausibility of the presented condition. This study aimed to (a) compare arithmetic processing between children with dyscalculia and children with good academic performance (GAP) using ERPs during an addition verification task and (b) explore, among children with dyscalculia, the relationship between WM and ERP effects.
MATERIALS AND METHODS
EEGs of 22 children with dyscalculia (DYS group) and 22 children with GAP (GAP group) were recorded during the performance of an addition verification task. ERPs synchronized with the probe stimulus were computed separately for the congruent and incongruent probes, and included only epochs with correct answers. Mixed 2-way ANOVAs for response times and correct answers were conducted. Comparisons between groups and correlation analyses using ERP amplitude data were carried out through multivariate nonparametric permutation tests.
RESULTS
The GAP group obtained more correct answers than the DYS group. An arithmetic N400 effect was observed in the GAP group but not in the DYS group. Both groups displayed an LPC effect. The larger the LPC amplitude was, the higher the WM index. Two subgroups were found within the DYS group: one with an average WM index and the other with a lower than average WM index. These subgroups displayed different ERPs patterns.
DISCUSSION
The results indicated that the group of children with dyscalculia was very heterogeneous and therefore failed to show a robust LPC effect. Some of these children had WM deficits. When WM deficits were considered together with dyscalculia, an atypical ERP pattern that reflected their processing difficulties emerged. Their lack of the arithmetic N400 effect suggested that the processing in this step was not useful enough to produce an answer; thus, it was necessary to reevaluate the arithmetic-calculation process (LPC) in order to deliver a correct answer.
CONCLUSION
Given that dyscalculia is a very heterogeneous deficit, studies examining dyscalculia should consider exploring deficits in WM because the whole group of children with dyscalculia seems to contain at least two subpopulations that differ in their calculation process.
PubMed: 33569247
DOI: 10.7717/peerj.10489 -
Surgical Neurology International 2020Gliosarcoma (GS) is classified as an IDH-wild-type variant of glioblastoma (GBM). While GS is already an unusual presentation of GBM, IDH1-mutant cases are especially...
BACKGROUND
Gliosarcoma (GS) is classified as an IDH-wild-type variant of glioblastoma (GBM). While GS is already an unusual presentation of GBM, IDH1-mutant cases are especially rare. We present an IDH1-mutant primary intraventricular GS case report and a systematic review of the molecular profile in GS correlating to the prognostic and pathogenesis of IDH1/2 mutations.
CASE DESCRIPTION
A 44-years-old man presented with ongoing fatigue symptoms and a new-onset intense occipital headache. The patient complained of memory loss, dyscalculia, and concentration difficulties. An MRI revealed a bihemispheric intraventricular mass crossing the midline through the corpus callosum and infiltrating the trigone of the lateral ventricles, hypointense, and hyperintense on the T1- and T2-weighted image. We performed a microsurgical resection with a transparietal transsulcal approach; however, the contralateral mass was attached to vascular structures and we decided to reoperate the patient in another moment. The histopathological study showed a Grade IV tumor and the immunohistochemistry confirmed the diagnosis of GS. The patient presented progressive neurologic decline and died 45 days after the surgical approach.
CONCLUSION
We did two systematic reviews studies from PubMed, EMBASE, MEDLINE, Cochrane, and SCOPUS databases, and included molecular and intraventricular studies of GS. We performed further meta-analysis using OpenMetaAnalyst™ software. We conducted a forest plot with the molecular profile of GS. When correlated IDH1 mutation versus tp53 mutation, we found an odds ratio (OR) of 0.018 (0.005-0.064) and < 0.001. Moreover, we compared IDH1 mutation versus MGMT methylation ( = 0.006; OR = 0.138 [0.034-0.562]). The studies evaluating the molecular profile in GS prognostics are often extended from all GBMs despite specifics GBM variants (i.e., GS). We found a correlation between IDH1 mutation expression with tp53 and MGMT expression in GS, and future studies exploring this molecular profile in GS are strongly encouraged.
PubMed: 33408906
DOI: 10.25259/SNI_586_2020 -
PloS One 2020It is believed that the approximate estimation of large sets and the exact quantification of small sets (subitizing) are supported by two different systems, the...
It is believed that the approximate estimation of large sets and the exact quantification of small sets (subitizing) are supported by two different systems, the Approximate Number System (ANS) and Object Tracking System (OTS), respectively. It is a current matter of debate whether they are both impaired in developmental dyscalculia (DD), a specific learning disability in symbolic number processing and calculation. Here we tackled this question by asking 32 DD children and 32 controls to perform a series of tasks on visually presented sets, including exact enumeration of small sets as well as comparison of large, uncountable sets. In children with DD, we found poor sensitivity in processing large numerosities, but we failed to find impairments in the exact enumeration of sets within the subitizing range. We also observed deficits in visual short-term memory skills in children with dyscalculia that, however, did not account for their low ANS acuity. Taken together, these results point to a dissociation between quantification skills in dyscalculia, they highlight a link between DD and low ANS acuity and provide support for the notion that DD is a multifaceted disability that covers multiple cognitive skills.
Topics: Adolescent; Case-Control Studies; Child; Dyscalculia; Female; Humans; Male; Mathematics; Memory, Short-Term; Neuropsychological Tests; Spatial Memory
PubMed: 33382740
DOI: 10.1371/journal.pone.0244578 -
Pakistan Journal of Medical Sciences 2020Dealing with Dyslexia, Dysgraphia and Dyscalculia symptoms is a major challenge for teachers and school psychologists while addressing students' issues. The present...
OBJECTIVE
Dealing with Dyslexia, Dysgraphia and Dyscalculia symptoms is a major challenge for teachers and school psychologists while addressing students' issues. The present study was designed to examine the prevalence and comorbidity of specific learning disabilities (SLD) symptoms such as dyslexia, dysgraphia and dyscalculia in public and private schools of Lahore, Pakistan.
METHODS
This cross-sectional study was conducted in four schools of Lahore from June, 2019 to December 2019. We examined 666 participants (boys= 384, girls= 282) from two public (n=409) and two private (n=257) schools of Lahore with a mean age of 13 years (SD±1.44). Participants were assessed on Learning Disabilities Checklist (LDC) along with a demographic sheet. The data were analyzed by using descriptive statistics (frequencies and percentages) and inferential analyses of Chi Square test of association and Cohen's Kappa by using SPSS version 24.
RESULTS
Findings indicated that 39% participants showed SLD symptoms, 33% dyslexia, 48% dysgraphia and 45% dyscalculia symptoms. Significant co-morbidities were seen, such as 30% for dyslexia and dysgraphia symptoms, dyslexia and dyscalculia 26% and dysgraphia and dyscalculia as 36%. Variations in SLD, dyslexia, dysgraphia and dyscalculia symptoms were also seen across gender and schools with significant higher prevalence in public schools.
CONCLUSION
High prevalence of SLD symptoms and comorbidity in students was found which is alarming, particularly in public sector schools in Pakistan. SLD and dyslexia were higher for boys, whereas girls scored high on dysgraphia and dyscalculia. Therefore, there is great need of introducing screening measure of assessment of SLD and management strategies to deal with these issues.
PubMed: 33235593
DOI: 10.12669/pjms.36.7.2486 -
Frontiers in Public Health 2020We bridge two analogous concepts of comorbidity, dyslexia-dyscalculia and reading-mathematical disabilities, in neuroscience and education, respectively. We assessed the...
We bridge two analogous concepts of comorbidity, dyslexia-dyscalculia and reading-mathematical disabilities, in neuroscience and education, respectively. We assessed the cognitive profiles of 360 individuals (mean age 25.79 ± 13.65) with disability in reading alone (RD group), mathematics alone (MD group) and both (comorbidity: MDRD group), with tests widely used in both psychoeducational and neuropsychological batteries. As expected, the MDRD group exhibited reading deficits like those shown by the RD group. The former group also exhibited deficits in quantitative reasoning like those shown by the MD group. However, other deficits related to verbal working memory and semantic memory were exclusive to the MDRD group. These findings were independent of gender, age, or socioeconomic and demographic factors. Through a systematic exhaustive review of clinical neuroimaging literature, we mapped the resulting cognitive profiles to correspondingly plausible neuroanatomical substrates of dyslexia and dyscalculia. In our resulting "probing" model, the complex set of domain-specific and domain-general impairments shown in the comorbidity of reading and mathematical disabilities are hypothesized as being related to atypical development of the left angular gyrus. The present neuroeducational approach bridges a long-standing transdisciplinary divide and contributes a step further toward improved early prediction, teaching and interventions for children and adults with combined reading and math disabilities.
Topics: Adolescent; Adult; Child; Dyscalculia; Dyslexia; Humans; Mathematics; Reading; Schools; Young Adult
PubMed: 33194932
DOI: 10.3389/fpubh.2020.00469