Developmental Dyscalculia as a Heterogeneous Disability

2014 ◽  
Author(s):  
Avishai Henik ◽  
Orly Rubinsten ◽  
Sarit Ashkenazi
Keyword(s):  
Learning Disabilities ◽  
Number Sense ◽  
Intraparietal Sulcus ◽  
Comprehensive Understanding ◽  
Developmental Dyscalculia ◽  
Domain Specific ◽  
Cognitive Operations

This chapter discusses heterogeneous aspects of developmental dyscalculia (DD) in terms of behaviour, cognitive operations, and neural structures. It has been suggested that DD is an isolated learning deficiency, involves a domain-specific deficit (in the capacity to enumerate), and a specific neural deficiency (in the intraparietal sulcus). We present findings that (1) DD involves both domain-specific and domain-general abilities; (2) in many cases behaviours, as well as cognition in those with DD are characterized by deficits in other areas, such as attention or memory and not only as a number sense deficiency; and (3) studies of the neural structures involved in DD reveal areas and mechanisms that hint toward heterogeneous damage. We suggest that similar to other learning disabilities, heterogeneity is the rule, rather than an exception. Accordingly, in order to reach a comprehensive understanding of DD, studies should aim at unravelling the basis for this heterogeneity.

Size Perception and the Foundation of Numerical Processing

2017 ◽  
Vol 26 (1) ◽  
pp. 45-51 ◽  
Author(s):  
Avishai Henik ◽  
Yarden Gliksman ◽  
Arava Kallai ◽  
Tali Leibovich
Keyword(s):  
Evolutionary History ◽  
Numerical Cognition ◽  
Number Sense ◽  
Size Perception ◽  
Intraparietal Sulcus ◽  
Numerical Processing ◽  
Domain Specific ◽  
Numerical Abilities ◽  
The Brain ◽  
Numerical Knowledge

Research in numerical cognition has led to a widely accepted view of the existence of innate, domain-specific, core numerical knowledge that involves the intraparietal sulcus in the brain. Much of this research has revolved around the ability to perceive and manipulate discrete quantities (e.g., enumeration of dots). We question several aspects of this accepted view and suggest that continuous noncountable dimensions might play an important role in the development of numerical cognition. Accordingly, we propose that a relatively neglected aspect of performance—the ability to perceive and evaluate sizes or amounts—might be an important foundation of numerical processing. This ability might even constitute a more primitive system that has been used throughout evolutionary history as the basis for the development of the number sense and numerical abilities.

Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Mathematical Learning ◽  
Visual Spatial ◽  
Mathematical Learning Disabilities ◽  
Visual Spatial Working Memory ◽  
And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

Similarity of Computations Across Domains Does Not Imply Shared Implementation: The Case of Language Comprehension

2021 ◽  
Vol 30 (6) ◽  
pp. 526-534
Author(s):  
Evelina Fedorenko ◽  
Cory Shain
Keyword(s):  
Language Processing ◽  
Language Comprehension ◽  
Fluid Intelligence ◽  
Linguistic Knowledge ◽  
Domain Specific ◽  
Cognitive Operations ◽  
High Level ◽  
General Circuits ◽  
The Mind ◽  
Language Network

Understanding language requires applying cognitive operations (e.g., memory retrieval, prediction, structure building) that are relevant across many cognitive domains to specialized knowledge structures (e.g., a particular language’s lexicon and syntax). Are these computations carried out by domain-general circuits or by circuits that store domain-specific representations? Recent work has characterized the roles in language comprehension of the language network, which is selective for high-level language processing, and the multiple-demand (MD) network, which has been implicated in executive functions and linked to fluid intelligence and thus is a prime candidate for implementing computations that support information processing across domains. The language network responds robustly to diverse aspects of comprehension, but the MD network shows no sensitivity to linguistic variables. We therefore argue that the MD network does not play a core role in language comprehension and that past findings suggesting the contrary are likely due to methodological artifacts. Although future studies may reveal some aspects of language comprehension that require the MD network, evidence to date suggests that those will not be related to core linguistic processes such as lexical access or composition. The finding that the circuits that store linguistic knowledge carry out computations on those representations aligns with general arguments against the separation of memory and computation in the mind and brain.

scholarly journals Functional and Structural Alterations of the Intraparietal Sulcus in a Developmental Dyscalculia of Genetic Origin

Neuron ◽  
2003 ◽  
Vol 40 (4) ◽  
pp. 847-858 ◽  
Author(s):  
Nicolas Molko ◽  
Arnaud Cachia ◽  
Denis Rivière ◽  
Jean-François Mangin ◽  
Marie Bruandet ◽  
...  
Keyword(s):  
Intraparietal Sulcus ◽  
Genetic Origin ◽  
Structural Alterations ◽  
Developmental Dyscalculia

scholarly journals A Neuropsychological Approach of Developmental Dyscalculia and a Screening Test Via a Web Application

2017 ◽  
Vol 7 (4) ◽  
pp. 51 ◽  
Author(s):  
Nikolaos Christos Zygouris ◽  
Filippos Vlachos ◽  
Antonios N. Dadaliaris ◽  
Panagiotis Oikonomou ◽  
Georgios I Stamoulis ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Statistical Analysis ◽  
Cognitive Skills ◽  
Web Application ◽  
Comparison Group ◽  
Research Protocol ◽  
Female Age ◽  
Developmental Dyscalculia ◽  
Mathematical Abilities ◽  
Age Range

Traditional definitions of Developmental Dyscalculia state that a child must substantially underachieve on mathematical abilities tests relative to the level expected given age, education and intelligence. However, cognitive developmental neuropsychological studies nowadays suggest that not only core numerical but also cognitive skills of children with developmental dyscalculia present deficits. The main aim of the research protocol was to construct a battery of six tests that can be delivered by computer in order to screen children’s arithmetic and cognitive skills. The hypothesis of the study was that children that are already diagnosed by paper and pencil tests as dyscalculic will present lower scores and larger time latencies not only in arithmetical but also in executive function tasks. A total of 134 right handed children (74 male and 60 female, age range 8 – 12 years) participated in this study. The students with disorders in mathematics (N= 67, 37 male and 30 female age range 8 – 12 years M= 10.15 SD=1.10) had a statement of dyscalculia after assessment at a Centre of Diagnosis, Assessment and Support, as it is required by Greek Law. A comparison group without any learning disabilities was individually matched with the dyscalculic group according to age, sex and grade (N=67, 37 male and 30 female, age range 8 – 12 years old, M=10.24 SD=1.12). Statistical analysis revealed that children with dyscalculia had statistically significant lower mean scores of correct answers and larger time latencies in all tasks compared to their average peers that participated in the comparison group.`

scholarly journals An emergentist perspective on the origin of number sense

2018 ◽  
Vol 373 (1740) ◽  
pp. 20170043 ◽  
Author(s):  
Marco Zorzi ◽  
Alberto Testolin
Keyword(s):  
Visual Cues ◽  
Number Sense ◽  
Network Models ◽  
Learning Mechanisms ◽  
Neural Network Models ◽  
Human Infants ◽  
Numerosity Discrimination ◽  
Domain Specific ◽  
Numerical Abilities ◽  
Dependent Learning

The finding that human infants and many other animal species are sensitive to numerical quantity has been widely interpreted as evidence for evolved, biologically determined numerical capacities across unrelated species, thereby supporting a ‘nativist’ stance on the origin of number sense. Here, we tackle this issue within the ‘emergentist’ perspective provided by artificial neural network models, and we build on computer simulations to discuss two different approaches to think about the innateness of number sense. The first, illustrated by artificial life simulations, shows that numerical abilities can be supported by domain-specific representations emerging from evolutionary pressure. The second assumes that numerical representations need not be genetically pre-determined but can emerge from the interplay between innate architectural constraints and domain-general learning mechanisms, instantiated in deep learning simulations. We show that deep neural networks endowed with basic visuospatial processing exhibit a remarkable performance in numerosity discrimination before any experience-dependent learning, whereas unsupervised sensory experience with visual sets leads to subsequent improvement of number acuity and reduces the influence of continuous visual cues. The emergent neuronal code for numbers in the model includes both numerosity-sensitive (summation coding) and numerosity-selective response profiles, closely mirroring those found in monkey intraparietal neurons. We conclude that a form of innatism based on architectural and learning biases is a fruitful approach to understanding the origin and development of number sense. This article is part of a discussion meeting issue ‘The origins of numerical abilities'.

scholarly journals Topology-defined units in numerosity perception

2015 ◽  
Vol 112 (41) ◽  
pp. E5647-E5655 ◽  
Author(s):  
Lixia He ◽  
Ke Zhou ◽  
Tiangang Zhou ◽  
Sheng He ◽  
Lin Chen
Keyword(s):  
Number Sense ◽  
Color Contrast ◽  
Intraparietal Sulcus ◽  
Tuning Curves ◽  
Visual Property ◽  
Numerosity Judgment ◽  
Wide Range ◽  
Color Similarity ◽  
Equality Judgment ◽  
Numerosity Perception

What is a number? The number sense hypothesis suggests that numerosity is “a primary visual property” like color, contrast, or orientation. However, exactly what attribute of a stimulus is the primary visual property and determines numbers in the number sense? To verify the invariant nature of numerosity perception, we manipulated the numbers of items connected/enclosed in arbitrary and irregular forms while controlling for low-level features (e.g., orientation, color, and size). Subjects performed discrimination, estimation, and equality judgment tasks in a wide range of presentation durations and across small and large numbers. Results consistently show that connecting/enclosing items led to robust numerosity underestimation, with the extent of underestimation increasing monotonically with the number of connected/enclosed items. In contrast, grouping based on color similarity had no effect on numerosity judgment. We propose that numbers or the primitive units counted in numerosity perception are influenced by topological invariants, such as connectivity and the inside/outside relationship. Beyond the behavioral measures, neural tuning curves to numerosity in the intraparietal sulcus were obtained using functional MRI adaptation, and the tuning curves showed that numbers represented in the intraparietal sulcus were strongly influenced by topology.

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