Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Number Processing and Heterogeneity of Developmental Dyscalculia: Subtypes With Different Cognitive Profiles and Deficits
Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
2016 (English)In: Journal of Learning Disabilities, ISSN 0022-2194, E-ISSN 1538-4780, Vol. 49, no 1, 36-50 p.Article in journal (Refereed) Published
Resource type
Text
Abstract [en]

This study investigated if developmental dyscalculia (DD) in children with different profiles of mathematical deficits has the same or different cognitive origins. The defective approximate number system hypothesis and the access deficit hypothesis were tested using two different groups of children with DD (11-13 years old): a group with arithmetic fact dyscalculia (AFD) and a group with general dyscalculia (GD). Several different aspects of number magnitude processing were assessed in these two groups and compared with age-matched typically achieving children. The GD group displayed weaknesses with both symbolic and nonsymbolic number processing, whereas the AFD group displayed problems only with symbolic number processing. These findings provide evidence that the origins of DD in children with different profiles of mathematical problems diverge. Children with GD have impairment in the innate approximate number system, whereas children with AFD suffer from an access deficit. These findings have implications for researchers selection procedures when studying dyscalculia, and also for practitioners in the educational setting.

Place, publisher, year, edition, pages
SAGE PUBLICATIONS INC , 2016. Vol. 49, no 1, 36-50 p.
Keyword [en]
developmental dyscalculia; symbolic number processing; nonsymbolic number processing; calculation; arithmetic fact retrieval
National Category
Basic Medicine
Identifiers
URN: urn:nbn:se:liu:diva-124120DOI: 10.1177/0022219414522707ISI: 000365760200003PubMedID: 24598147OAI: oai:DiVA.org:liu-124120DiVA: diva2:896887
Note

Funding Agencies|Swedish Research Council [421-2007-1881]

Available from: 2016-01-22 Created: 2016-01-19 Last updated: 2017-11-30
In thesis
1. Magnitude Processing in Developmental Dyscalculia: A Heterogeneous Learning Disability with Different Cognitive Profiles
Open this publication in new window or tab >>Magnitude Processing in Developmental Dyscalculia: A Heterogeneous Learning Disability with Different Cognitive Profiles
2016 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Developmental dyscalculia (DD) is a learning disability that is characterized by severe difficulties with acquiring age-appropriate mathematical skills that cannot be attributed to insufficient education, language skills, or motivation. The prevalence rate is estimated at 3-6%, meaning that a substantial portion of the population struggles to learn mathematics to such a large degree that it affects overall well-being and academic prospects. However, our understanding of the etiology of DD is incomplete and there are competing hypotheses regarding the characteristics of DD and its underlying causal factors. The purpose of the current thesis is to contribute to our understanding of DD from the perspective of cognitive psychology and cognitive neuroscience. To this end, we identify children with DD to identify the cognitive determinants of DD that hamper their ability to learn basic mathematics. It is believed that human beings are endowed with an innate ability to represent numerosities, an ability phylogenetically shared with other species. We investigate whether the purported innate number system plays a role in children with DD insofar as  failures in this system may undermine the acquisition of symbolic representations of number. Although some researchers believe DD is a monolithic learning disability that is genetic and neurobiological in origin, the empirical support for various hypotheses suggests that DD may be shaped by heterogeneous characteristics and underlying causes. The present thesis, and the studies presented therein, provides support for the notion that DD is indeed heterogeneous. We identify at least two subtypes of DD that are characterized by specific deficits in number processing, and one subtype that could more aptly be labelled as a mathematical learning disability, the causal factors of which are likely limited to deficits in non-numerical abilities. In addition, we locate candidate neurocognitive correlates that may be dysfunctional in DD.

Abstract [sv]

Dyskalkyli är en specifik inlärningssvårighet som karaktäriseras av stora svårigheter med att tillgodogöra sig matematikkunskaper som inte kan härledas till bristande undervisningsmöjligheter, språkfärdigheter, eller motivation. Prevalensen av dyskalkyli uppskattas till 3-6%, vilket innebär att en ansenlig andel av populationen har sådana besvär att lära sig matematik att det påverkar deras allmänna välbefinnande och akademiska möjligheter. Förståelsen för dyskalkyli är emellertid knapphändig, men ett flertal konkurrerande hypoteser har föreslagits avseende dess karaktäristika och kausala faktorer. Syftet med denna avhandling är att öka vår förståelse av dyskalkyli utifrån ett kognitionspsykologiskt perspektiv och utifrån kognitiv neurovetenskap. Följaktligen identifierade vi skolbarn med specifika och stora matematiksvårigheter för att sedermera undersöka vilka kognitiva faktorer som underminerar deras förmåga att förvärva grundläggande matematikfärdigheter. Rådande uppfattning är att människan är utrustad med en medfödd förmåga att uppfatta och representera antal, vilket är en förmåga som vi fylogenetiskt delar med andra arter. Vi undersöker huruvida detta medfödda antalsuppfattningssystem är involverat vid utvecklandet av dyskalkyli hos barn, där ett dysfunktionellt antalsuppfattningssystem kan underminera förmågan att tillgodogöra sig symboliska representationer av antal. Gängse uppfattning gör gällande att dyskalkyli är en enhetlig och homogen inlärningssvårighet som genetiskt och neurobiologiskt betingad. Dock har ett flertal hypoteser angående orsaken till dyskalkyli fått empiriskt stöd, vilket möjliggör tolkningen att dyskalkyli snarare är en heterogen inlärningssvårighet med olika kausala faktorer och egenskaper. Föreliggande avhandling ger stöd för denna senare tolkning. Vi identifierar åtminstone två  subtyper av dyskalkyli, som vardera karaktäriseras av specifika svårigheter med numeriska färdigheter, samt en subtyp som mer korrekt bör benämnas som matematiska inlärningssvårigheter där bidragande faktorer sannolikt kan härledas till icke-numeriska förmågor. Vidare så identifierar vi potentiella neurokognitiva korrelat som är dysfunktionella vid dyskalkyli.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2016. 94 p.
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 669Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 195
Keyword
Developmental Dyscalculia, mathematical learning disabilities, number sense, Dyskalkyli, matematiksvårigheter, antalsuppfattning
National Category
Psychology Neurosciences
Identifiers
urn:nbn:se:liu:diva-124669 (URN)10.3384/diss.diva-124669 (DOI)978-91-7685-831-8 (ISBN)
Public defence
2016-03-11, Key 1, Hus Key, Campus Valla, Linköping, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2016-02-09 Created: 2016-02-09 Last updated: 2016-02-11Bibliographically approved

Open Access in DiVA

fulltext(545 kB)208 downloads
File information
File name FULLTEXT01.pdfFile size 545 kBChecksum SHA-512
6b2b528b8f6c536e06507d8fe869d3ce1332da138bda3b8fe887af3bab09dbbbceeb37e370f873c37d786c1ea0be4d381bfdb2f87d77ce7518fcc25fc8849381
Type fulltextMimetype application/pdf

Other links

Publisher's full textPubMed

Search in DiVA

By author/editor
Skagerlund, KennyTräff, Ulf
By organisation
PsychologyFaculty of Arts and Sciences
In the same journal
Journal of Learning Disabilities
Basic Medicine

Search outside of DiVA

GoogleGoogle Scholar
Total: 208 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
pubmed
urn-nbn

Altmetric score

doi
pubmed
urn-nbn
Total: 943 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf