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Frontiers in Neuroscience 2024Reading and math constitute important academic skills, and as such, reading disability (RD or developmental dyslexia) and math disability (MD or developmental...
BACKGROUND
Reading and math constitute important academic skills, and as such, reading disability (RD or developmental dyslexia) and math disability (MD or developmental dyscalculia) can have negative consequences for children's educational progress. Although RD and MD are different learning disabilities, they frequently co-occur. Separate theories have implicated the cerebellum and its cortical connections in RD and in MD, suggesting that children with combined reading and math disability (RD + MD) may have altered cerebellar function and disrupted functional connectivity between the cerebellum and cortex during reading and during arithmetic processing.
METHODS
Here we compared Control and RD + MD groups during a reading task as well as during an arithmetic task on (i) activation of the cerebellum, (ii) background functional connectivity, and (iii) task-dependent functional connectivity between the cerebellum and the cortex.
RESULTS
The two groups (Control, RD + MD) did not differ for either task (reading, arithmetic) on any of the three measures (activation, background functional connectivity, task-dependent functional connectivity).
CONCLUSION
These results do not support theories that children's deficits in reading and math originate in the cerebellum.
PubMed: 38741787
DOI: 10.3389/fnins.2024.1135166 -
Research in Developmental Disabilities Jun 2024Developmental dyscalculia (DD) is a specific learning disability which prevents children from acquiring adequate numerical and arithmetical competences. We investigated...
Developmental dyscalculia (DD) is a specific learning disability which prevents children from acquiring adequate numerical and arithmetical competences. We investigated whether difficulties in children with DD spread beyond the numerical domain and impact also their ability to perceive time. A group of 37 children/adolescent with and without DD were tested with an auditory categorization task measuring time perception thresholds in the sub-second (0.25-1 s) and supra-second (0.75-3 s) ranges. Results showed that auditory time perception was strongly impaired in children with DD at both time scales. The impairment remained even when age, non-verbal reasoning, and gender were regressed out. Overall, our results show that the difficulties of DD can affect magnitudes other than numerical and contribute to the increasing evidence that frames dyscalculia as a disorder affecting multiple neurocognitive and perceptual systems.
Topics: Humans; Dyscalculia; Female; Male; Child; Time Perception; Auditory Perception; Adolescent; Case-Control Studies
PubMed: 38663331
DOI: 10.1016/j.ridd.2024.104733 -
Developmental Cognitive Neuroscience Mar 2024The intraparietal sulcus (IPS) has been associated with numerical processing. A recent study reported that the IPS sulcal pattern was associated with arithmetic and...
The intraparietal sulcus (IPS) has been associated with numerical processing. A recent study reported that the IPS sulcal pattern was associated with arithmetic and symbolic number abilities in children and adults. In the present study, we evaluated the link between numerical abilities and the IPS sulcal pattern in children with Developmental Dyscalculia (DD) and typically developing children (TD), extending previous analyses considering other sulcal features and the postcentral sulcus (PoCS). First, we confirm the longitudinal sulcal pattern stability of the IPS and the PoCS. Second, we found a lower proportion of left sectioned IPS and a higher proportion of a double-horizontal IPS shape bilaterally in DD compared to TD. Third, our analyses revealed that arithmetic is the only aspect of numerical processing that is significantly related to the IPS sulcal pattern (sectioned vs not sectioned), and that this relationship is specific to the left hemisphere. And last, correlation analyses of age and arithmetic in children without a sectioned left IPS indicate that although they may have an inherent disadvantage in numerical abilities, these may improve with age. Thus, our results indicate that only the left IPS sulcal pattern is related to numerical abilities and that other factors co-determine numerical abilities.
PubMed: 38642426
DOI: 10.1016/j.dcn.2024.101369 -
Soa--ch'ongsonyon Chongsin Uihak =... Apr 2024This study aimed to identify the effectiveness of treatment programs for children with reading (RD) or mathematics disorders (MD). Structured treatment programs were...
OBJECTIVES
This study aimed to identify the effectiveness of treatment programs for children with reading (RD) or mathematics disorders (MD). Structured treatment programs were developed to improve phonological awareness and number sense among children and adolescents with RD or MD, respectively, and the effectiveness of the learning disorder treatment programs were evaluated.
METHODS
We used standardized, objective diagnostic, and evaluation tools not only to recruit participants with RD, MD, or comorbid attention deficit and hyperactivity disorder, but also to assess the effectiveness of the treatments regarding both improved core neurocognitive deficits of RD or MD and academic achievement. Forty children with RD or MD received one-on-one treatments from therapists.
RESULTS
In the RD group, treatment effects were observed in all subtests. In the word and paragraph reading tests, the accuracy rates and fluency improved. The results of the phonological working memory test, word-sound correspondence test, and rapid automatic naming tests also improved. In the MD group, the accuracy rate and fluency on the arithmetic test improved. An increase in the accuracy rate in the size and distance comparison tests and a decrease in the error rate in the estimation test were also observed. However, there were no improvements in reaction time in these subtests.
CONCLUSION
Learning disorder treatment programs that focus on improving phonological awareness or number sense in children with RD or MD improved achievement, phonological awareness, and number sense.
PubMed: 38601103
DOI: 10.5765/jkacap.230071 -
ELife Apr 2024We have previously shown that after few seconds of adaptation by finger-tapping, the perceived numerosity of spatial arrays and temporal sequences of visual objects...
We have previously shown that after few seconds of adaptation by finger-tapping, the perceived numerosity of spatial arrays and temporal sequences of visual objects displayed near the tapping region is increased or decreased, implying the existence of a (Anobile et al., 2016). To date, this mechanism has been evidenced only by adaptation. Here, we extend our finding by leveraging on a well-established covariance technique, used to unveil and characterize 'channels' for basic visual features such as colour, motion, contrast, and spatial frequency. Participants were required to press rapidly a key a specific number of times, without counting. We then correlated the precision of reproduction for various target number presses between participants. The results showed high positive correlations for nearby target numbers, scaling down with numerical distance, implying tuning selectivity. Factor analysis identified two factors, one for low and the other for higher numbers. Principal component analysis revealed two bell-shaped covariance channels, peaking at different numerical values. Two control experiments ruled out the role of non-numerical strategies based on tapping frequency and response duration. These results reinforce our previous reports based on adaptation, and further suggest the existence of at least two sensorimotor number channels responsible for translating symbolic numbers into action sequences.
Topics: Humans; Individuality; Motion; Principal Component Analysis; Reproduction
PubMed: 38564239
DOI: 10.7554/eLife.92169 -
Frontiers in Psychology 2024[This corrects the article DOI: 10.3389/fpsyg.2023.1187785.].
[This corrects the article DOI: 10.3389/fpsyg.2023.1187785.].
PubMed: 38445062
DOI: 10.3389/fpsyg.2024.1384448 -
Frontiers in Psychology 2023Research suggests that children with developmental dyscalculia (DD) have deficits in basic numerical skills. However, there is conflicting evidence on whether basic...
Research suggests that children with developmental dyscalculia (DD) have deficits in basic numerical skills. However, there is conflicting evidence on whether basic numerical skills in children with DD are qualitatively different from those in typically developing children (TD) or whether basic numerical skills development in children with DD is simply delayed. In addition, there are also competing hypotheses about deficits in basic numerical skills, assuming (1) a general deficit in representing numerosities (Approximate Number System, ANS), (2) specific deficits in an object-based attentional system (Object Tracking System, OTS), or (3) deficits in accessing numerosities from symbols (Access Deficit, AD). Hence, the purpose of this study was to investigate whether deficits in basic numerical skills in children with DD are more indicative of a developmental delay or a dyscalculia-specific qualitative deviation and whether these deficits result from (selective) impairment of core cognitive systems involved in numerical processing. To address this, we tested 480 children (68 DD and 412 TD) in the 2nd, 3rd, and 4th grades with different paradigms for basic numerical skills (subitizing, counting, magnitude comparison tasks, number sets, and number line estimation tasks). The results revealed that DD children's impairments did not indicate qualitatively different basic numerical skills but instead pointed to a specific developmental delay, with the exception of dot enumeration. This result was corroborated when comparing mathematical profiles of DD children in 4th grade and TD children in 2nd grade, suggesting that DD children were developmentally delayed and not qualitatively different. In addition, specific deficits in core markers of numeracy in children with DD supported the ANS deficit rather than the AD and OTS deficit hypothesis.
PubMed: 38274693
DOI: 10.3389/fpsyg.2023.1187785 -
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 -
Neuroscience and Biobehavioral Reviews Mar 2024Numerical abilities are complex cognitive skills essential for dealing with requirements of the modern world. Although the brain structures and functions underlying... (Review)
Review
Numerical abilities are complex cognitive skills essential for dealing with requirements of the modern world. Although the brain structures and functions underlying numerical cognition in different species have long been appreciated, genetic and molecular techniques have more recently expanded the knowledge about the mechanisms underlying numerical learning. In this review, we discuss the status of the research related to the neurobiological bases of numerical abilities. We consider how genetic factors have been associated with mathematical capacities and how these link to the current knowledge of brain regions underlying these capacities in human and non-human animals. We further discuss the extent to which significant variations in the levels of specific neurotransmitters may be used as potential markers of individual performance and learning difficulties and take into consideration the therapeutic potential of brain stimulation methods to modulate learning and improve interventional outcomes. The implications of this research for formulating a more comprehensive view of the neural basis of mathematical learning are discussed.
Topics: Humans; Learning; Cognition; Brain; Mathematics; Neurobiology
PubMed: 38220032
DOI: 10.1016/j.neubiorev.2024.105545 -
Frontiers in Psychiatry 2023Language-based learning disabilities (LBLD) refers to a spectrum of neurodevelopmental-associated disorders that are characterized by cognitive and behavioral...
INTRODUCTION
Language-based learning disabilities (LBLD) refers to a spectrum of neurodevelopmental-associated disorders that are characterized by cognitive and behavioral differences in comprehending, processing and utilizing spoken and/or written language. The focus of this work was on identifying early predictors of three main specific LBLD including dyslexia, dyscalculia, and dysgraphia.
METHODS
The Web of Science (WoS) was searched for literature related to (neurocognitive, neurophysiological, and neuroimaging) measurements used to identify early predictors of LBLD from 1991 to 25 October 2021. A retrospective bibliometric analysis was performed to analyze collaboration among countries, institutions, authors, publishing journals, reference co-citation patterns, keyword co-occurrence, keyword clustering, and burst keywords using Biblioanalytics software.
RESULTS
In total, 921 publications related to the identification of LBLD using (neurocognitive, neurophysiological, and neuroimaging) modalities were included. The data analysis shows a slow growth in research on the topic in the 90s and early 2000 and growing trend in recent years. The most prolific and cited journal is Neuroimage, followed by Neuropsychologia. The United States and Finland's Universities Jyvaskyla and Helsinki are the leading country and institution in this field, respectively. "Neuroimaging," "brain," "fMRI," "cognitive predictor," "comorbidity," "cortical thickness" were identified as hotspots and trends of (neurocognitive, neurophysiological, and neuroimaging) modalities in the identification of LBLD.
DISCUSSION
Early predictors of LBLDs would be useful as targets for specific prevention and intervention programs to be implemented at very young ages, which could have a significant clinical impact. A novel finding of neuroimaging predictors combined with neurocognitive and neuropsychological batteries may have implications for future research.
PubMed: 38111620
DOI: 10.3389/fpsyt.2023.1229580