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Neuropsychology Jul 2022The differentiation between automatic and procedural processing in arithmetic can be crucial when examining the links between arithmetic and sustained attention, as the...
The relationship between sustained attention and automatic versus procedural arithmetic: The case of populations with typical development and subgroups of developmental dyscalculia.
OBJECTIVE
The differentiation between automatic and procedural processing in arithmetic can be crucial when examining the links between arithmetic and sustained attention, as the latter is suggested to be particularly important in more automatic and monotonous situations. The present study examined the interrelations between sustained attention and arithmetic performance while differentiating, for the first time, between automatic and procedural arithmetic problem solving, and between various groups diagnosed with difficulties in the numerical domain.
METHOD
The data of 506 students from the national diagnostic system for learning disabilities were used in order to examine this relationship in typically developed population and different groups with developmental dyscalculia (DD): pure DD and DD with attention deficiency.
RESULTS
Our results demonstrate, for the first time, a differential relationship between arithmetic and sustained attention depending on the automaticity of the arithmetic task, as strong links were found under automatic arithmetic tasks when compared to under procedural ones. Furthermore, although the DD groups with attention difficulties presented similar patterns of correlations to those seen among the typically developed group, the pure DD showed no correlation between sustained attention and automatic arithmetic.
CONCLUSION
These findings not only suggest that sustained attention plays a different role in automatic and procedural arithmetic but also support the notion that pure DD might not achieve automaticity in arithmetic and therefore do not rely on the sustained attention system even under simple automatic situations in arithmetic. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
Topics: Attention; Dyscalculia; Humans; Mathematics; Neuropsychological Tests; Problem Solving
PubMed: 35467905
DOI: 10.1037/neu0000815 -
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 -
PloS One 2022Adults with specific learning disabilities (e.g., dyslexia, dysgraphia, and dyscalculia) reveal limitations in daily functioning in various life domains. Following...
Adults with specific learning disabilities (e.g., dyslexia, dysgraphia, and dyscalculia) reveal limitations in daily functioning in various life domains. Following previous evidence of deficient executive functions and unique sensory patterns in this population, this study examined how relationships between these two domains are expressed in daily functioning. Participants included 55 adults with specific learning disabilities and 55 controls matched by age, gender, socioeconomic status, and education. Participants completed a sociodemographic questionnaire, the Behavioral Rating Inventory of Executive Functions-adult version, and the Adolescent/Adult Sensory Profile. Results indicated significant relationships between executive functions (per the Behavioral Rating Inventory of Executive Functions-adult version) and sensory patterns (per the Adolescent/Adult Sensory Profile) as reflected in daily functioning. The low sensory registration pattern predicted 12% to 16% of the variance in the behavioral regulation index, metacognitive index, and general executive composite scores and was a significant predictor of specific executive function abilities. Results indicated that the difficulties of adults with specific learning disabilities in using executive function abilities efficiently might be tied to a high sensory threshold and passive self-regulation strategies. A deeper understanding of this population's sensory-executive mechanisms may improve evaluation and intervention processes. This understanding can consequently increase executive abilities for improved daily functioning and life satisfaction.
Topics: Adolescent; Adult; Executive Function; Humans; Learning Disabilities; Surveys and Questionnaires
PubMed: 35390062
DOI: 10.1371/journal.pone.0266385 -
Scientific Reports Apr 2022When asked to estimate the number of items in the visual field, neurotypical adults are more precise and rapid if the items are clustered into subgroups compared to when...
When asked to estimate the number of items in the visual field, neurotypical adults are more precise and rapid if the items are clustered into subgroups compared to when they are randomly distributed. It has been suggested that this phenomenon, termed "groupitizing", relies on the recruitment of arithmetical calculation strategies and subitizing. Here the role of arithmetical skills in groupitizing was investigated by measuring the groupitizing effect (or advantage) in a sample of children and adolescents with and without math learning disability (dyscalculia). The results showed that when items were grouped, both groups of participants showed a similar advantage on sensory precision and response time in numerosity estimates. Correlational analyses confirmed a lack of covariation between groupitizing advantage and math scores. Bayesian statistics on sensory precision sustained the frequentist analyses providing decisive evidence in favor of no groups difference on groupitizing advantage magnitude (LBF = - 0.44) and no correlation with math scores (LBF = - 0.57). The results on response times, although less decisive, were again in favor of the null hypothesis. Overall, the results suggest that the link between groupitizing and mathematical abilities cannot be taken for granted, calling for further investigations on the factors underlying this perceptual phenomenon.
Topics: Adolescent; Adult; Aptitude; Bayes Theorem; Child; Developmental Disabilities; Dyscalculia; Humans; Mathematics
PubMed: 35379895
DOI: 10.1038/s41598-022-09709-5 -
Frontiers in Psychology 2022Math difficulties (MD) manifest across various domain-specific and domain-general abilities. However, the existing cognitive profile of MD is incomplete and thus not...
Math difficulties (MD) manifest across various domain-specific and domain-general abilities. However, the existing cognitive profile of MD is incomplete and thus not applicable in typical settings such as schools or clinics. So far, no review has applied inclusion criteria according to DSM or ICD, summarized domain-specific abilities or examined the validity of response time scores for MD identification. Based upon stringent clinical criteria, the current meta-analysis included 34 studies which compared cognitive performances of a group with MD ( = 680) and a group without MD ( = 1565). Criteria according to DSM and ICD were applied to identify MD (percentile rank ≤ 16, age range 8-12 years, no comorbidities/low IQ). Effect sizes for 22 abilities were estimated and separated by their level and type of scoring (AC = accuracy, RT = response time). A cognitive profile of MD was identified, characterized by distinct weaknesses in: (a) computation (calculation [AC], fact retrieval [AC]), (b) number sense (quantity processing [AC], quantity-number linking [RT], numerical relations [AC]), and (c) visual-spatial short-term storage [AC]. No particular strength was found. Severity of MD, group differences in reading performance and IQ did not significantly moderate the results. Further analyses revealed that (a) effects are larger when dealing with numbers or number words than with quantities, (b) MD is not accompanied by any weakness in abilities typically assigned to reading, and (c) weaknesses in visual-spatial short-term storage emphasize the notion that number and space are interlinked. The need for high-quality studies investigating domain-general abilities is discussed.
PubMed: 35360597
DOI: 10.3389/fpsyg.2022.842391 -
Brain Sciences Mar 2022Numerical abilities are fundamental in our society. As a consequence, poor numerical skills might have a great impact on daily living. This study analyzes the extent to...
Numerical abilities are fundamental in our society. As a consequence, poor numerical skills might have a great impact on daily living. This study analyzes the extent to which the numerical deficit observed in young adults with Developmental Dyscalculia (DD) impacts their activities of everyday life. For this purpose, 26 adults with DD and 26 healthy controls completed the NADL, a standardized battery that assesses numerical skills in both formal and informal contexts. The results showed that adults with DD had poorer arithmetical skills in both formal and informal settings. In particular, adults with DD presented difficulties in time and measure estimation as well as money usage in real-world numerical tasks. In contrast, everyday tasks regarding distance estimation were preserved. In addition, the assessment revealed that adults with DD were aware of their numerical difficulties, which were often related to emotional problems and negatively impacted their academic and occupational decisions. Our study highlights the need to design innovative interventions and age-appropriate training for adults with DD to support their numerical skills as well as their social and emotional well-being.
PubMed: 35326329
DOI: 10.3390/brainsci12030373 -
Orphanet Journal of Rare Diseases Feb 2022We studied a young woman with atypical diabetes associated with mild intellectual disability, lymphedema distichiasis syndrome (LDS) and polymalformative syndrome...
BACKGROUND
We studied a young woman with atypical diabetes associated with mild intellectual disability, lymphedema distichiasis syndrome (LDS) and polymalformative syndrome including distichiasis. We used different genetic tools to identify causative pathogenic mutations and/or copy number variations.
RESULTS
Although proband's, diabetes mellitus occurred during childhood, type 1 diabetes was unlikely due to the absence of detectable autoimmunity. DNA microarray analysis first identified a de novo, heterozygous deletion at the chr16q24.2 locus. Previously, thirty-three pathogenic or likely pathogenic deletions encompassing this locus have been reported in patients presenting with intellectual deficiency, obesity and/or lymphedema but not with diabetes. Of note, the deletion encompassed two topological association domains, whose one included FOXC2 that is known to be linked with LDS. Via whole-exome sequencing, we found a heterozygous, likely pathogenic variant in WFS1 (encoding wolframin endoplasmic reticulum [ER] transmembrane glycoprotein) which was inherited from her father who also had diabetes. WFS1 is known to be involved in monogenic diabetes. We also found a likely pathogenic variant in USP9X (encoding ubiquitin specific peptidase 9 X-linked) that is involved in X-linked intellectual disability, which was inherited from her mother who had dyscalculia and dyspraxia.
CONCLUSIONS
Our comprehensive genetic analysis suggested that the peculiar phenotypes of our patient were possibly due to the combination of multiple genetic causes including chr16q24.2 deletion, and two likely pathogenic variants in WFS1 and USP9X.
Topics: DNA Copy Number Variations; Diabetes Mellitus; Eyelashes; Female; Hair Diseases; Heterozygote; Humans; Intellectual Disability; Lymphedema; Phenotype; Syndrome; Ubiquitin Thiolesterase
PubMed: 35227307
DOI: 10.1186/s13023-022-02248-2 -
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 -
Brain Sciences Feb 2022Developmental prosopagnosia (DP)-or 'face blindness'-refers to life-long problems with facial recognition in the absence of brain injury. We know that neurodevelopmental...
Developmental prosopagnosia (DP)-or 'face blindness'-refers to life-long problems with facial recognition in the absence of brain injury. We know that neurodevelopmental disorders tend to co-occur, and this study aims to explore if individuals with self-reported DP also report indications of other neurodevelopmental disorders, deficits, or conditions (developmental comorbidity). In total, 115 individuals with self-reported DP participated in this online cross-sectional survey. Face recognition impairment was measured with a validated self-report instrument. Indications of difficulties with navigation, math, reading, or spelling were measured with a tailored questionnaire using items from published sources. Additional diagnoses were measured with direct questions. We also included open-ended questions about cognitive strengths and difficulties. Results: Overall, 57% reported at minimum one developmental comorbidity of interest, with most reflecting specific cognitive impairment (e.g., in memory or object recognition) rather than diagnostic categories (e.g., ADHD, dyslexia). Interestingly, many participants reported cognitive skills or strengths within the same domains that others reported impairment, indicating a diverse pattern of cognitive strengths and difficulties in this sample. The frequency and diversity of self-reported developmental comorbidity suggests that face recognition could be important to consider in future investigations of neurodevelopmental comorbidity patterns.
PubMed: 35203993
DOI: 10.3390/brainsci12020230 -
Brain Sciences Dec 2021Dyslexia, a specific reading disability, is a common (up to 10% of children) and highly heritable (~70%) neurodevelopmental disorder. Behavioral and molecular genetic... (Review)
Review
Dyslexia, a specific reading disability, is a common (up to 10% of children) and highly heritable (~70%) neurodevelopmental disorder. Behavioral and molecular genetic approaches are aimed towards dissecting its significant genetic component. In the proposed review, we will summarize advances in twin and molecular genetic research from the past 20 years. First, we will briefly outline the clinical and educational presentation and epidemiology of dyslexia. Next, we will summarize results from twin studies, followed by molecular genetic research (e.g., genome-wide association studies (GWASs)). In particular, we will highlight converging key insights from genetic research. (1) Dyslexia is a highly polygenic neurodevelopmental disorder with a complex genetic architecture. (2) Dyslexia categories share a large proportion of genetics with continuously distributed measures of reading skills, with shared genetic risks also seen across development. (3) Dyslexia genetic risks are shared with those implicated in many other neurodevelopmental disorders (e.g., developmental language disorder and dyscalculia). Finally, we will discuss the implications and future directions. As the diversity of genetic studies continues to increase through international collaborate efforts, we will highlight the challenges in advances of genetics discoveries in this field.
PubMed: 35053771
DOI: 10.3390/brainsci12010027