Cognitive conditions of children at risk of developing mathematical learning disabilities
2013 (English)Manuscript (preprint) (Other academic)
Various hypotheses have been advanced regarding the origin of mathematical learning disabilities (MLD). The present study set out to test a number of hypotheses regarding the underlying condition for the development of MLD, namely: the domain general hypothesis, number sense deficit, numerosity coding deficit, access deficit and multiple deficits. These hypotheses were tested on a sample of eight-year-old children that was divided into three groups: MLD (N = 13), typical achievers (TA, N = 57) and high achievers (HA, N = 25) based on a longitudinal approach of stability in performance on arithmetic tests. The development of the three groups was also assessed using data from preschool to grade two. The results revealed support for the hypothesis of multiple deficits that are primarily located in intraparietal sulci (IPS) and manifest themselves as both number sense deficits and deficits in spatial processing. This type of deficit is supported by less developed general abilities in the domains of both phonological ability and nonverbal intelligence, resulting in poorer number knowledge for those children at risk of MLD. The HA group displayed a superior early number knowledge in combination with superior domain general abilities, which support the development of number knowledge.
Place, publisher, year, edition, pages
Mathematical learning disability, development of arithmetic skills, number knowledge, spatial ability, number sense deficit
IdentifiersURN: urn:nbn:se:liu:diva-96798OAI: oai:DiVA.org:liu-96798DiVA: diva2:643379