scholarly journals Predicting Mathematical Learning Difficulties Status: The Role of Domain-Specific and Domain-General Skills

2021 ◽  
Author(s):  
Riikka Mononen ◽  
Markku Niemivirta ◽  
Johan Korhonen
Keyword(s):  
Learning Difficulties ◽  
Rapid Automatized Naming ◽  
Numerical Magnitude ◽  
Domain Specific ◽  
Magnitude Processing ◽  
The Status ◽  
General Skills ◽  
Grade 3 ◽  
Nonverbal Reasoning ◽  
Mathematical Learning Difficulties

This study investigated which domain-specific and domain-general skills measured at grade 1 predict mathematical learning difficulties (MLD) status at grade 3. We used different cut-off criteria and measures of mathematics performance for defining the MLD status. Norwegian children’s (N = 206) numeracy, cognitive, and language skills were measured at grade 1 and arithmetic fluency and curriculum-based mathematics (CBM) at grade 3. Logistic regression analyses showed that symbolic numerical magnitude processing, verbal counting, and rapid automatized naming predicted MLD25 status (performance ≤ 25th percentile) based on arithmetic fluency, whereas verbal counting skills and nonverbal reasoning predicted the status based on CBM. The same predictors were found for MLD10 status (performance ≤ 10th percentile), and in addition, rapid automatized naming predicted the status based on CBM. Only symbolic numerical magnitude processing and verbal counting predicted LOW status (performance between 11–25th percentile) based on arithmetic fluency, whereas nonverbal reasoning and working memory when the status was based on CBM. Different cut-off scores and mathematics measures used for the definition of MLD status are important to acknowledge, as those seem to lead to different early domain-specific and domain-general predictors of MLD.

scholarly journals Attention mediates the influence of numerical magnitude on temporal processing

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Anuj Shukla ◽  
Raju S. Bapi
Keyword(s):  
Temporal Processing ◽  
Processing System ◽  
Human Cognition ◽  
Numerical Magnitude ◽  
Comparison Task ◽  
Domain Interaction ◽  
Domain Specific ◽  
Magnitude Processing ◽  
Cross Domain ◽  
Numerical Magnitudes

AbstractThe processing of time and numbers has been fundamental to human cognition. One of the prominent theories of magnitude processing, a theory of magnitude (ATOM), suggests that a generalized magnitude system processes space, time, and numbers; thereby, the magnitude dimensions could potentially interact with one another. However, more recent studies have found support for domain-specific magnitude processing and argued that the magnitudes related to time and number are processed through distinct mechanisms. Such mixed findings have raised questions about whether these magnitudes are processed independently or share a common processing mechanism. In the present study, we examine the influence of numerical magnitude on temporal processing. To investigate, we conducted two experiments using a temporal comparison task, wherein we presented positive and negative numerical magnitudes (large and small) in a blocked (Experiment-1) and intermixed manner (Experiment-2). Results from experiment-1 suggest that numerical magnitude affects temporal processing only in positive numbers but not for negative numbers. Further, results from experiment-2 indicate that the polarity (positive and negative) of the numbers influences temporal processing instead of the numerical magnitude itself. Overall, the current study seems to suggest that cross-domain interaction of magnitudes arises from attentional mechanisms and may not need to posit a common magnitude processing system.

scholarly journals Is the long-term association between symbolic numerical magnitude processing and arithmetic bi-directional?

2019 ◽  
Vol 5 (3) ◽  
pp. 358-370
Author(s):  
Kiran Vanbinst ◽  
Pol Ghesquière ◽  
Bert De Smedt
Keyword(s):  
Primary Education ◽  
Sixth Grade ◽  
First Grade ◽  
Numerical Magnitude ◽  
Motor Speed ◽  
Magnitude Processing ◽  
Auto Regressive ◽  
Nonverbal Reasoning ◽  
Regressive Effects

By analyzing longitudinal data from the start to the end of primary education, we aimed to investigate whether symbolic numerical magnitude processing at the start of primary education predicted arithmetic at the end, and whether arithmetic at the start of primary education predicted later symbolic numerical magnitude processing skills at the end. In the first grade (start) and sixth grade (end) of primary education, the same group of children’s symbolic numerical magnitude processing skills and arithmetic competence were assessed. We were particularly interested in exploring the direction of the association between symbolic numerical magnitude processing and arithmetic and observed that this association was bi-directional across primary education. Symbolic numerical magnitude processing skills in first grade predicted arithmetic in sixth grade; but also the reversed direction turned out significant: Early arithmetic predicted later symbolic numerical magnitude processing skills. Both directions remained significant after controlling for motor speed and nonverbal reasoning. Critically, when controlling for auto-regressive effects of prior abilities, the symbolic comparison-arithmetic association was no longer significant, the reversed direction became marginally significant. This suggests that children’s arithmetic development across primary education to some extent strengthens their ability to process the numerical meaning of Arabic digits.

scholarly journals Mapping domain characteristics influencing Analytics initiatives: The example of Supply Chain Analytics

2020 ◽  
Vol 13 (1) ◽  
pp. 56
Author(s):  
Tino Herden
Keyword(s):  
Supply Chain ◽  
Supply Chain Management ◽  
Success Factors ◽  
Research Collaboration ◽  
Future Research ◽  
Structured Interviews ◽  
Chain Management ◽  
Domain Specific ◽  
The Status ◽  
The Impact

Purpose: Analytics research is increasingly divided by the domains Analytics is applied to. Literature offers little understanding whether aspects such as success factors, barriers and management of Analytics must be investigated domain-specific, while the execution of Analytics initiatives is similar across domains and similar issues occur. This article investigates characteristics of the execution of Analytics initiatives that are distinct in domains and can guide future research collaboration and focus. The research was conducted on the example of Logistics and Supply Chain Management and the respective domain-specific Analytics subfield of Supply Chain Analytics. The field of Logistics and Supply Chain Management has been recognized as early adopter of Analytics but has retracted to a midfield position comparing different domains.Design/methodology/approach: This research uses Grounded Theory based on 12 semi-structured Interviews creating a map of domain characteristics based of the paradigm scheme of Strauss and Corbin.Findings: A total of 34 characteristics of Analytics initiatives that distinguish domains in the execution of initiatives were identified, which are mapped and explained. As a blueprint for further research, the domain-specifics of Logistics and Supply Chain Management are presented and discussed.Originality/value: The results of this research stimulates cross domain research on Analytics issues and prompt research on the identified characteristics with broader understanding of the impact on Analytics initiatives. The also describe the status-quo of Analytics. Further, results help managers control the environment of initiatives and design more successful initiatives.

scholarly journals Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading

PLoS ONE ◽  
2016 ◽  
Vol 11 (3) ◽  
pp. e0151045 ◽  
Author(s):  
Kiran Vanbinst ◽  
Daniel Ansari ◽  
Pol Ghesquière ◽  
Bert De Smedt
Keyword(s):  
Phonological Awareness ◽  
Numerical Magnitude ◽  
Magnitude Processing

scholarly journals Hand preference and Mathematical Learning Difficulties: New data from Greece, the United Kingdom, and Germany and two meta-analyses of the literature

2019 ◽  
Author(s):  
Marietta Papadatou-Pastou ◽  
Despoina A. Panagiotidou ◽  
Filippo Abbondanza ◽  
Ursula Fischer ◽  
Silvia Paracchini ◽  
...  
Keyword(s):  
Cognitive Abilities ◽  
Learning Difficulties ◽  
Hand Preference ◽  
Self Report ◽  
Special Educational Needs ◽  
Mathematical Learning ◽  
The United Kingdom ◽  
Combining Data ◽  
Meta Analyses ◽  
Mathematical Learning Difficulties

Increased rates of atypical handedness are observed in neurotypical individuals who are low-performing in mathematical tasks as well as in individuals with special educational needs, such as dyslexia. This is the first investigation of handedness in individuals with Mathematical Learning Difficulties (MLD). We report three new studies (N = 134; N = 1,893; N = 153) and two sets of meta-analyses (22 studies; N = 3,667). No difference in atypical hand preference between MLD and Typically Achieving (TA) individuals was found when handedness was assessed with self-report questionnaires, but weak evidence of a difference was found when writing hand was the handedness criterion in Study 1 (p = .049). Similarly, when combining data meta-analytically, no hand preference differences were detected. We suggest that: (i) potential handedness effects require larger samples, (ii) direction of hand preference is not a sensitive enough measure of handedness in this context, or that (iii) increased rates of atypical hand preference are not associated with MLD. The latter scenario would suggest that handedness is specifically linked to language-related conditions rather than conditions related to cognitive abilities at large. Future studies need to consider hand skill and degree of hand preference in MLD.

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