scholarly journals Two Dyscalculia Subtypes With Similar, Low Comorbidity Profiles: A Mixture Model Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Christian Kißler ◽  
Christin Schwenk ◽  
Jörg-Tobias Kuhn
Keyword(s):  
Working Memory ◽  
Diagnostic Test ◽  
Mixture Model ◽  
Reading Fluency ◽  
Model Analysis ◽  
Attention Problems ◽  
Convincing Evidence ◽  
Mathematical Skills ◽  
Mathematical Abilities ◽  
Mathematical Difficulties

Several studies have aimed to identify subtypes of dyscalculia. In many of these studies, either pre-defined groups (e.g., children with reading and mathematical difficulties vs. children with isolated mathematical difficulties) were analyzed regarding their cognitive profiles (top-down approach), or clusters of children with dyscalculia (CwD) were identified based on a narrow range of cognitive and mathematical skills (data-driven or bottom-up approach). However, it has remained difficult to establish robust subtypes of dyscalculia across studies. Against this background, we conducted a mixture model analysis in order to explore and identify subtypes of dyscalculia based on a broad range of variables (intelligence, reading fluency, working memory, attention, and various mathematical skills). The total sample comprised 174 elementary school CwD (IQ > 70; mathematical abilities: percentile rank <10), which consisted of two subsamples. The first subsample was based on a diagnostic test focusing on calculation (HRT 1–4; n = 71; 46 girls, 25 boys; age: M = 9.28 years, SD = 0.94) whereas the second subsample was based on a diagnostic test with a strong focus on basic numerical capacities (ZAREKI-R; n = 103; 78 girls, 25 boys; age: M = 8.94 years, SD = 1.05). Results provided convincing evidence for the existence of two subtypes in CwD: A slightly impaired subtype and a strongly impaired subtype. Subtypes differed most strongly regarding mathematical abilities, but the analyses suggest that differences in attention could also be a key factor. Therefore, comorbid attention difficulties seem to be a relevant factor that needs to be considered when establishing subtypes. Substantial intelligence differences between dyscalculia subtypes could not be found. Differences in working memory and reading fluency were negligible. Overall, the results seemed to be robust regardless of the diagnostic test used for assessing dyscalculia. When planning interventions for CwD, the existence of a subtype with substantial attention problems should be kept in mind.

scholarly journals Working Memory Functioning in Children With Poor Mathematical Skills

2015 ◽  
Vol 223 (2) ◽  
pp. 83-92 ◽  
Author(s):  
Julia Klesczewski ◽  
Janin Brandenburg ◽  
Anne Fischbach ◽  
Dietmar Grube ◽  
Marcus Hasselhorn ◽  
...  
Keyword(s):  
Working Memory ◽  
Third Graders ◽  
Mathematical Skills ◽  
Memory Functioning ◽  
Mathematical Difficulties ◽  
Design Analyses ◽  
The Impact ◽  
Reading And Spelling ◽  
Reading And Spelling Difficulties ◽  
Additional Reading

Previous research on working memory (WM) in children with poor mathematical skills has yielded heterogeneous results, possibly due to inconsistent consideration of the IQ–achievement discrepancy and additional reading and spelling difficulties. To examine the impact of both, the WM of 68 average-achieving and 68 low-achieving third-graders in mathematics was assessed. Preliminary analyses showed that poor mathematical skills were associated with poor WM. Afterwards, children with isolated mathematical difficulties were separated from those with additional reading and spelling difficulties. Half of each group fulfilled the IQ–achievement discrepancy, resulting in a 2 (additional reading and spelling difficulties: yes/no) by 2 (IQ–achievement discrepancy: yes/no) factorial design. Analyses revealed that not fulfilling the IQ–achievement discrepancy was associated with poor visual WM, whereas additional reading and spelling difficulties were associated with poor central executive functioning in children fulfilling the IQ–achievement discrepancy. Therefore, WM in children with poor mathematical skills differs according to the IQ–achievement discrepancy and additional reading and/or spelling difficulties.

scholarly journals Mixture model analysis of DNA microarray images

2005 ◽  
Vol 24 (7) ◽  
pp. 901-909 ◽  
Author(s):  
K. Blekas ◽  
N.P. Galatsanos ◽  
A. Likas ◽  
I.E. Lagaris
Keyword(s):  
Mixture Model ◽  
Dna Microarray ◽  
Model Analysis

scholarly journals The Relationship Between Mathematical Abilities and Phonological Awareness Skills in Greek Students

2021 ◽  
Author(s):  
Anastasia Kourti ◽  
Warmington Warmington
Keyword(s):  
Regression Analysis ◽  
Phonological Awareness ◽  
Rapid Automatized Naming ◽  
International Literature ◽  
Greek Language ◽  
Mathematical Skills ◽  
Verbal Iq ◽  
Mathematical Abilities ◽  
Reading Abilities ◽  
The Relationship

Background: Research indicates that phonological awareness is correlated to mathematical abilities. There are, however, little evidence in Greek language. Purpose: The purpose of this research is to identify whether there is a relationship between phonological awareness (PA) and mathematical skills in monolingual Greek 1st Graders. Although Greek language differs from English in morphology and phoneme-grapheme correspondence, similar findings are expected as in international literature. Method: The present study assessed 45 children, students of 1st Grade in non-verbal IQ, reading, Rapid Automatized Naming (RAN), Phonological Awareness (PA) and mathematical skills. Results and conclusions: Correlation analysis showed that there is a significant correlate between mathematical abilities and PA, and RAN. In addition, mathematical skills correlate to reading abilities and age of the participant. Regression analysis also revealed a correlation between mathematical abilities and PA, and RAN.

ASSESSMENT OF MATHEMATICS TEACHERS’ PROFESSIONAL COMPETENCE

2020 ◽  
Vol 11 (3) ◽  
pp. 477-500
Author(s):  
Nataliya Podkhodova ◽  
Viktoria Snegurova ◽  
Natalia Stefanova ◽  
Alla Triapitsyna ◽  
Svetlana Pisareva
Keyword(s):  
Diagnostic Test ◽  
Mathematics Teachers ◽  
Professional Competence ◽  
Assessment System ◽  
Teaching Competencies ◽  
Mathematical Skills ◽  
Mathematical Teaching ◽  
Level Ii ◽  
Level I ◽  
Basic Level

Development of students’ mathematical skills is associated with quality teaching, which means that mathematics teachers should be able to successfully solve mathematical, teaching, and professional problems. The article aims to describe the assessment system of mathematics school teachers’ professional competence, which helps identify gaps in their training and design tailor-made retraining courses. 2,359 mathematics teachers from 13 regions of Russia participated in the research on 05–29 September 2017. Foremost, we conducted a survey and collected data about their teacher category and teacher expertise. Next, we provided a preliminary diagnostic test to enable the participants to self-assess their subject matter and teaching competencies. After that, they completed a three-part diagnostic test to assess their abilities to solve mathematical, teaching, and professional problems. Finally, the participants conducted video lessons. The three-part diagnostic test and video lessons allowed determining the professional competence level for every mathematics teacher. 24% participants showed level I of professional competence, 44% – level II, 9% – level II; 23% participants did not pass the basic level of professional competence. The results show that the mathematics teachers have difficulties in solving mathematical, teaching, or professional problems so tailor-made retraining courses are required. The developed assessment system underlies designing the courses.

On a Gamified Brain-Computer Interface for Cognitive Training of Spatial Working Memory

2020 ◽  
Author(s):  
Ziming Liu ◽  
Jonathan Bryan ◽  
Robert Borkoski ◽  
Fengpei Yuan ◽  
Yansong Li ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Training ◽  
Attention Deficit ◽  
Spatial Working Memory ◽  
Brain Computer Interface ◽  
Body Part ◽  
The United States ◽  
Attention Problems ◽  
Computer Interface ◽  
Memory And Attention

Abstract In the United States, there are a large number of people suffering from memory and attention deficit problems. For example, patients with attention-deficit hyperactivity disorder (ADHD) and dementia have difficulties in performing activities of daily living and have a low quality of life. Currently, there exist no effective treatment for these memory and attention issues in specific cognitive impairments. In this paper, we developed a gamified platform of brain-computer interface (BCI) for cognitive training, which can engage users in the training and provide users qualitative and quantitative feedback for their training of spatial working memory. The user is able to control the movement of a drone using motor imager, which is imagined movement of body part. Sensorimotor rhythms of the user are calculated using the user’s EEG to drive the movement of the drone. Twenty normal healthy subjects were recruited to test the user experience. Our system showed the capability of engaging users, good robustness, user acceptability and usability. Therefore, we think our platform might be an alternative to provide more accessible, engaging, and effective cognitive training for people with memory and attention problems. In future, we will test the usability and effectiveness of the system for cognitive training in patients with ADHD and dementia.

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