Recent imaging studies have associated Developmental dyscalculia (DD) to structural and functional alterations corresponding Parietal and the Prefrontal cortex (PFC). Since these areas were shown also to be involved in timing abilities, we hypothesized that time processing is abnormal in DD. We compared time processing abilities between 10 children with pure DD (8 years old) and 11 age-matched healthy children. Results show that the DD group underestimated duration of a sub-second scale when asked to perform a time comparison task. The timing abnormality observed in our DD participants is consistent with evidence of a shared fronto-parietal neural network for representing time and quantity.
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http://dx.doi.org/10.1080/87565641.2012.702827 | DOI Listing |
Dev Cogn Neurosci
January 2025
Vanderbilt University, United States. Electronic address:
Mathematics learning disorders (MD) and reading learning disorders (RD) are persistent conditions that interfere with success in academic and daily-life tasks, and cannot be attributed to intellectual disabilities, sensory deficits, or environmental factors. Prevalence rates of MD and RD are estimated at 5-10 % of school-age children, and their comorbidity (MDRD) is highly prevalent, with around 40 % of children with MD also experiencing RD. Despite this high comorbidity rate, research on MDRD has received less attention compared to isolated conditions, leaving its neurocognitive mechanisms unclear.
View Article and Find Full Text PDFEur J Neurosci
January 2025
National Institute of Education, Nanyang Technological University, Singapore.
Approximately 15%-20% of school-aged children suffer from mathematics learning difficulties (MLD). Most children with developmental dyscalculia (DD) or MLD also have comorbid cognitive deficits. Recent literature suggests that research should focus on uncovering the neural underpinnings of MLD across more inclusive samples, rather than limiting studies to pure cases of DD or MLD with highly stringent inclusion criteria.
View Article and Find Full Text PDFChildren (Basel)
December 2024
Facultad de Deporte, UCAM-Universidad Católica de Murcia, 30107 Guadalupe, Spain.
Background: This study aims to examine parents' perceptions of how coach support influences the satisfaction of basic psychological needs (autonomy, competence, and relatedness) and its subsequent impact on the self-esteem and overall well-being of children with Specific Learning Disorders (SLDs) through participation in sports.
Methods: The sample consisted of 1146 parents of children and young people diagnosed with SLDs from several European countries. The Coach Support Scale (COS), the Basic Psychological Needs Satisfaction Scale (BPNS), the Rosenberg Self-Esteem Scale (RSES), and the Sport Impact Scale (SIS) were used.
Child Care Health Dev
January 2025
Department of Special Education, University of Jeddah, Jeddah, Saudi Arabia.
Background: Learning disabilities, categorized as neurodevelopmental disorders, profoundly impact the cognitive development of young children. These disabilities affect text comprehension, reading, writing and problem-solving abilities. Specific learning disabilities (SLDs), most notably dyslexia and dysgraphia, can significantly hinder students' academic achievement.
View Article and Find Full Text PDFCogn Process
December 2024
State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, No. 19 Xinjiekou Outer Street, Haidian District, Beijing, 100875, People's Republic of China.
Developmental dyscalculia (DD) is a specific mathematics learning disorder, characterized by the atypical development of number sense, arithmetic calculation, and atypical development of brain structures and brain activations in core brain regions for number processing. The current study examined the intervention effect of a 2-month abacus training on DD students. Results showed that compared with the non-trained control group, the DD students with abacus training showed higher scores in number sense, calculation, and sustained attention abilities.
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