INTRODUCTION: Although many children encounter difficulties in arithmetic, the underlying cognitive and emotive factors are still not fully understood. This study examined verbal and visuospatial short-term memory (STM) and working memory (WM) performance in children with developmental dyscalculia (DD) and high mathematics anxiety (MA) compared with typically developing (TD) children. METHOD: Groups were matched on reading comprehension performance and IQ as well as on general anxiety. We aimed to test whether children with DD and MA were differently impaired in verbal and visuospatial STM and WM. Children were individually tested with four computerized tasks: two STM tasks (forward verbal and visuospatial recall) and two WM tasks (backward verbal and visuospatial recall). RESULTS: Relative to children with TD, those with DD did not show impairments on the forward or backward verbal tasks, but showed specific impairments in the visuospatial WM task. In contrast, children with MA were particularly impaired in the verbal WM task. CONCLUSIONS: Knowing the underlying cognitive processes that differentiate why children with DD and MA fail in math could have both educational and clinical implications.
INTRODUCTION: Although many children encounter difficulties in arithmetic, the underlying cognitive and emotive factors are still not fully understood. This study examined verbal and visuospatial short-term memory (STM) and working memory (WM) performance in children with developmental dyscalculia (DD) and high mathematics anxiety (MA) compared with typically developing (TD) children. METHOD: Groups were matched on reading comprehension performance and IQ as well as on general anxiety. We aimed to test whether children with DD and MA were differently impaired in verbal and visuospatial STM and WM. Children were individually tested with four computerized tasks: two STM tasks (forward verbal and visuospatial recall) and two WM tasks (backward verbal and visuospatial recall). RESULTS: Relative to children with TD, those with DD did not show impairments on the forward or backward verbal tasks, but showed specific impairments in the visuospatial WM task. In contrast, children with MA were particularly impaired in the verbal WM task. CONCLUSIONS: Knowing the underlying cognitive processes that differentiate why children with DD and MA fail in math could have both educational and clinical implications.
Entities:
Keywords:
Developmental dyscalculia; Mathematics anxiety; Short-term memory; Working memory
Authors: Charlotte E Hartwright; Chung Yen Looi; Francesco Sella; Alberto Inuggi; Flávia Heloísa Santos; Carmen González-Salinas; Jose M García Santos; Roi Cohen Kadosh; Luis J Fuentes Journal: Sci Rep Date: 2018-05-31 Impact factor: 4.379
Authors: F Nemmi; C Nymberg; F Darki; T Banaschewski; A L W Bokde; C Büchel; H Flor; V Frouin; H Garavan; P Gowland; A Heinz; J-L Martinot; F Nees; T Paus; M N Smolka; T W Robbins; G Schumann; T Klingberg Journal: Dev Cogn Neurosci Date: 2018-03-13 Impact factor: 6.464
Authors: Karin Kucian; Isabelle Zuber; Juliane Kohn; Nadine Poltz; Anne Wyschkon; Günter Esser; Michael von Aster Journal: Front Psychol Date: 2018-04-26