liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • 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
Mathematical Learning Disability: Cognitive Conditions, Development and Predictions
Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
2013 (English)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Matematiska inlärningssvårigheter : Kognitiva förutsättningar, utveckling och prediktioner (Swedish)
Abstract [en]

The purpose of the present thesis was to test and contrast hypotheses about the cognitive conditions that support the development of mathematical learning disability (MLD). Following hypotheses were tested in the thesis: a) domain general deficit, the deficit is primarily located in the domain general systems such as the working memory, b) number sense deficit, the deficit is located in the innate approximate number system (ANS), c) numerosity coding deficit, the deficit is located to a exact number representation system, d) access deficit, the deficit is in the mapping between symbols and the innate number representational system (e.g., ANS), e) multiple deficit hypothesis states that MLD could be related to more than one deficit.

Three studies examined the connection between cognitive abilities and arithmetic. Study one and three compared different groups of children with or without MLD (or risk of MLD). Study two investigated the connection between early number knowledge, verbal working memory and the development of arithmetic ability.

The results favoring the multiple deficit hypothesis, more specifically the result indicate that number sense deficit together with working memory functions constitutes risk-factors to the development of MLD in children. A simple developmental model that is based on von Asters and Shalev´s (2007) model and the present results is suggested, in order to understand the development of MLD in children.

Abstract [sv]

Avhandlingens syfte var att testa och kontrastera hypoteser om vilka kognitiva förutsättningar som är centrala för utvecklandet av matematiska inlärningssvårigheter (MLD) hos barn. De hypoteser som prövas i avhandlingen är följande: a) den domängenerella hypotesen, detta innebär att den förmodade störningen/nedsättningen finns primärt i barnets generella förmågor, främst då i arbetsminnes funktioner. b) en nedsättning i den medfödda approximativa antalsuppfattningen. c) nedsättning i den exakta antalskodningen. d) nedsättning gällande kopplingen mellan den kulturellt betingande symboliska nivå (räkneord och siffror) samt den medfödda antalsuppfattningen (eller antalskodningen). e) slutligen prövas även hypotesen att MLD kan härröras från flera nedsättningar i dessa förmågor.

I tre studier undersöktes kopplingen mellan kognitiva förmågor och aritmetik. i studie1 och 3 jämfördes grupper av barn med MLD (eller risk för MLD) med grupper av barn som inte hade MLD i studie 2 undersöktes kopplingen mellan förmågorna verbalt arbetsminne och tidig sifferkunskap samt tidig aritmetiskförmåga.

Sammantaget indikerar resultaten från denna avhandling att det kan vara både multipla och enstaka kognitiva förmågor, primärt i den approximativa antalsuppfattningen samt i arbetsminnesfunktioner, som kan fungera som riskförutsättningar för utvecklande av MLD hos barn. Dock måste dessa förmågor samspela med andra faktorer som kan fungera kompensatoriskt eller riskhöjande för utvecklandet av MLD. En förenklad utvecklingsmodell med utgångspunkten i resultaten från studierna samt von Asters och Shalevs (2007) modell föreslås. Syftet med modellen är att den ska kunna användas som teoretiskt ramverk för att förstå utvecklingen av MLD hos barn.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2013. , 56 p.
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 584Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 177
Keyword [en]
Mathematical learning disability, dyscalculia, mathematical cognition, number sense
Keyword [sv]
Matematiska inlärningssvårigheter, dyskalkyli, matematisk kognition, antalsuppfattning
National Category
Social Sciences Psychology
Identifiers
URN: urn:nbn:se:liu:diva-96799ISBN: 978-91-7519-565-0 (print)OAI: oai:DiVA.org:liu-96799DiVA: diva2:643390
Public defence
2013-09-13, I:101, Hus I, Camus Valla, Linköpings universitet, Linköping, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2013-08-27 Created: 2013-08-27 Last updated: 2013-08-28Bibliographically approved
List of papers
1. Number magnitude processing and basic cognitive functions in children with mathematical learning disabilities
Open this publication in new window or tab >>Number magnitude processing and basic cognitive functions in children with mathematical learning disabilities
2012 (English)In: Learning and individual differences, ISSN 1041-6080, E-ISSN 1873-3425, Vol. 22, no 6, 701-714 p.Article in journal (Refereed) Published
Abstract [en]

The study sought out to extend our knowledge regarding the origin ofmathematical learning disabilities (MLD) in children by testing different hypotheses in the same samples of children. Different aspects of cognitive functions and number processing were assessed in fifth- and sixth-graders (1113 years old) withMLD and compared to controls. The MLD group displayed weaknesses withmost aspects of number processing (e.g., subitizing, symbolic number comparison, number-line estimation) and two cognitive functions (e.g., visualspatial working memory). These findings favor the defective approximate number system (ANS) hypothesis, but do not fit well with the access deficit hypothesis. Support is also provided for the defective object-tracking system (OTS) hypothesis, the domain general cognitive deficit hypothesis and to some extent the defective numerosity-coding hypothesis. The study suggests that MLD might be caused by multiple deficits and not a single core deficit.

Place, publisher, year, edition, pages
Elsevier, 2012
Keyword
Mathematical learning disabilities, Cognitive functions, Number processing, Subitizing, Enumeration
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-77933 (URN)10.1016/j.lindif.2012.05.004 (DOI)000312683900007 ()
Funder
Swedish Research Council, 421-2007-1881
Available from: 2012-05-31 Created: 2012-05-31 Last updated: 2017-12-07Bibliographically approved
2. Early number knowledge and cognitive ability affect early arithmetic ability
Open this publication in new window or tab >>Early number knowledge and cognitive ability affect early arithmetic ability
2013 (English)In: Journal of experimental child psychology (Print), ISSN 0022-0965, E-ISSN 1096-0457, Vol. 115, no 3, 405-421 p.Article in journal (Refereed) Published
Abstract [en]

Previous literature suggests that early number knowledge is important for the development of arithmetic calculation ability. The domain-general ability of verbal working memory also has an impact on arithmetic ability. This longitudinal study tested the impact of early number knowledge and verbal working memory on the arithmetic calculation ability of children in preschool (N = 315) and then later in Grade 1 using structural equation modeling. Three models were used to test hypotheses drawn from previous literature. The current study demonstrates that both early number knowledge and the domain-general ability of verbal working memory affect preschool and Grade 1 arithmetic ability. Early number knowledge had a direct impact on the growth of arithmetic ability, whereas verbal working memory had only an indirect effect via number knowledge and preschool arithmetic ability. These results fit well with von Aster and Shalevs developmental model of numerical cognition (Developmental Medicine and Child Neurology, 2007, Vol. 49, pp. 868-873) and highlight the importance of considering arithmetic ability as independent from early number knowledge. Results also emphasize the importance of training early number knowledge before school entry to promote the development of arithmetic ability.

Place, publisher, year, edition, pages
Elsevier, 2013
Keyword
Early number knowledge; Mental number line; Numerical knowledge; Arithmetic calculation; Verbal working memory; Arithmetic development
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-96454 (URN)10.1016/j.jecp.2013.03.007 (DOI)000320740400002 ()
Available from: 2013-08-23 Created: 2013-08-20 Last updated: 2017-12-06
3. Cognitive conditions of children at risk of developing mathematical learning disabilities
Open this publication in new window or tab >>Cognitive conditions of children at risk of developing mathematical learning disabilities
2013 (English)Manuscript (preprint) (Other academic)
Abstract [en]

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.

Keyword
Mathematical learning disability, development of arithmetic skills, number knowledge, spatial ability, number sense deficit
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-96798 (URN)
Available from: 2013-08-27 Created: 2013-08-27 Last updated: 2013-08-27Bibliographically approved

Open Access in DiVA

Mathematical Learning Disability: Cognitive Conditions, Development and Predictions(647 kB)5588 downloads
File information
File name FULLTEXT02.pdfFile size 647 kBChecksum SHA-512
2f83d156000428650c5c2aa5b0f0c5654d517578998b901f9ffcba13a836671ddd55caf221fe346991efa2566fdcfb2c765a7ab9bf2f8af941a08f761e3bc458
Type fulltextMimetype application/pdf
omslag(40 kB)91 downloads
File information
File name COVER02.pdfFile size 40 kBChecksum SHA-512
089ddf39960aa88b938b720379d2ffae307fbaca90d2b2bce46208cebe341bc369491c76622c540b0781134907365531da0c624f831e413f4c6bd5029be624ee
Type coverMimetype application/pdf

Authority records BETA

Östergren, Rickard

Search in DiVA

By author/editor
Östergren, Rickard
By organisation
PsychologyFaculty of Arts and Sciences
Social SciencesPsychology

Search outside of DiVA

GoogleGoogle Scholar
Total: 5592 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

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 4840 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • 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