A5000827187- Cognitive and developmental aspects of mathematical skills
- Genetics and Neurodevelopmental Disorders
- Reading and Literacy Development
- Mathematics Education and Teaching Techniques
- Autism Spectrum Disorder Research
- Genetic and Clinical Aspects of Sex Determination and Chromosomal Abnormalities
- Congenital heart defects research
- Children's Physical and Motor Development
- School Choice and Performance
- Education Methods and Practices
- Early Childhood Education and Development
- Williams Syndrome Research
- Child Development and Digital Technology
- Neuroscience, Education and Cognitive Function
- Education, Achievement, and Giftedness
- Mathematics Education and Pedagogy
- Genomic variations and chromosomal abnormalities
- Parental Involvement in Education
- Attention Deficit Hyperactivity Disorder
- Family and Disability Support Research
- Language Development and Disorders
- Child and Animal Learning Development
- Sexual Differentiation and Disorders
- Gender Studies in Language
- Neurofibromatosis and Schwannoma Cases
University of Minnesota
2015-2024
University of Minnesota System
2013-2019
Simons Foundation
2016
Heising-Simons Foundation
2016
Minnesota Department of Education
2015
Johns Hopkins University
2003-2013
Kennedy Krieger Institute
2002-2012
Johns Hopkins Medicine
1995-2009
Virginia Commonwealth University Medical Center
2001
Genetics and IVF Institute
2001
Many children have significant mathematical learning disabilities (MLD, or dyscalculia) despite adequate schooling. The current study hypothesizes that MLD partly results from a deficiency in the Approximate Number System (ANS) supports nonverbal numerical representations across species and throughout development. In this of 71 ninth graders, it is shown students with significantly poorer ANS precision than all other mathematics achievement groups (low, typically, high achieving), as...
The Approximate Number System (ANS) is a primitive mental system of nonverbal representations that supports an intuitive sense number in human adults, children, infants, and other animal species. numerical approximations produced by the ANS are characteristically imprecise and, humans, this precision gradually improves from infancy to adulthood. Throughout development, wide ranging individual differences evident within age groups. These have been linked formal mathematics outcomes, based on...
Researchers of mathematics learning disability (MLD) commonly use cutoff scores to determine which participants have MLD. Some researchers apply more restrictive cutoffs than others (e.g., performance below the 10th vs. 35th percentile). Different may lead groups children that differ in their profile math and related skills, including reading, visual—spatial, working memory skills. The present study assesses characteristics with MLD based on varying definitions either percentile ( n = 22) or...
The linear relations between math anxiety and cognition have been frequently studied. However, the performance on complex cognitive tasks repeatedly demonstrated to follow a curvilinear fashion. In current studies, we aimed address lack of attention given possibility such interplay emotion in math-learning literature by exploring among anxiety, motivation, cognition. two samples—young adolescent twins adult college students—results showed inverted-U participants with high intrinsic...
The present study was designed to examine both concurrent and predictive associations between scores on a measure of executive function (EF) skills, the Contingency Naming Test (CNT), during early school-age years. A secondary aim association EF skills mathematics performance. We administered tests ability, CNT, 178 children at ages 6 7, 8 9, 10 11 From CNT we obtained measures response fluency/efficiency, working memory, inhibition. results demonstrate main effects age all EF, as...
The aim of the present study was to address how effectively predict mathematics learning disability (MLD). Specifically, we addressed whether cognitive data obtained during kindergarten can which children will have MLD in third grade, an abbreviated test battery could be as effective a standard psychoeducational assessment at predicting MLD, and corresponded literature on characteristics. Participants were 226 who enrolled 4-year prospective longitudinal kindergarten. We administered...
Fragile X (fra(X)) males with a standardized IQ score of 70 or higher represent high functioning (HF) nonretarded fra(X) male group. This group, which does not include nonpenetrant males, has received little research attention to date. Of 221 who had been evaluated through The Children's Hospital in Denver since 1981 and completed cognitive developmental testing, 29 (13%) were by the above definition. We found that HF on whole lower cytogenetic younger than retarded but there was no...
Developed in concert with the Learning Disabilities Association of America (LDA), this White Paper regarding specific learning disabilities identification and intervention represents expert consensus 58 accomplished scholars education, psychology, medicine, law. Survey responses empirical evidence suggest that five conclusions are warranted: 1) The SLD definition should be maintained statutory requirements procedures strengthened; 2) neither ability-achievement discrepancy analysis nor...
We examined whether posterior vermis size is smaller in individuals with fragile X syndrome (fra X) than control subjects and this decreased associated cognitive performance. Cognitive behavioral dysfunctions have been identified fra X; however, underlying neuropathogenic mechanisms remain unclear. MRI was used to investigate the fossa 32 males X, 28 other causes of disability (CD), 38 normal development (ND) as well 37 females 53 female subjects. Among neurocognitive correlates were...
Many middle-school students struggle with decimals and fractions, even if they do not have a mathematical learning disability (MLD). In the present longitudinal study, we examined whether children MLD weaker rational number knowledge than whose difficulty numbers occurs in absence of MLD. We found that failed to accurately name decimals, correctly rank order and/or identify equivalent ratios (e.g. 0.5 = 1/2); also 'identified' incorrect equivalents 0.05 0.50). Children low math achievement...
OPINION article Front. Psychol., 21 August 2013Sec. Developmental Psychology Volume 4 - 2013 | https://doi.org/10.3389/fpsyg.2013.00516
Do individual differences in the brain mechanisms for arithmetic underlie variability high school mathematical competence? Using functional magnetic resonance imaging, we correlated responses to single digit calculation with standard scores on Preliminary Scholastic Aptitude Test (PSAT) math subtest seniors. PSAT scores, while controlling Critical Reading positively activation left supramarginal gyrus and bilateral anterior cingulate cortex, regions known be engaged during fact retrieval. At...
The specificity of the neurocognitive profile among women with fragile X gene, in relation to cytogenetic expression, was examined 22 > or = 2% 35 0% obligate carriers, and 60 controls. Measures were obtained for intellectual ability; achievement; verbal, nonverbal, memory, executive functions. Findings show that no group consistently demonstrated global deficits nonverbal memory domains. In contrast, even when controlling effects IQ, expressing exhibited (1) on measures function, (2)...
The present study examined whether indicators of math learning disability are observed m 5- and 6-year-olds with neurofibromatosis type 1 (NF1) in to 6-year-old girls Turner syndrome or fragile X syndrome. Data from 14 syndrome, 9 11 children NF1 were compared data control participants matched on age, sex, IQ score, grade level. results indicate that significantly more likely have specific difficulties relative their group, a larger effect size demonstrated by the group Young had...
Thirty girls with Turner syndrome (TuS) were compared 30 individually age-matched controls on volumetric brain measures derived from magnetic resonance imaging and of psychological functioning. As expected, TuS performed more poorly visual-spatial intellectual relative to controls, rated by their parents as having significant problems in attention social behaviors. Although no group differences overall cerebral or subcortical volumes observed, the regional distribution gray white matter...
Background Turner syndrome (TS) results from the loss of part or all one X chromosome in females. It can result short stature, various dysmorphic findings, and difficulties with psychosocial adjustment. Girls TS have previously been found to exhibit increased levels hyperactivity inattention. However, no studies assessed whether individuals meet strict (DSM-IV) criteria for attention-deficit/hyperactivity disorder (ADHD). Objective We looked at prevalence ADHD girls evaluated contribution...
Poor fact retrieval is a frequently reported characteristic of children with mathematical learning disability (MLD). To better understand the nature and specificity poor in MLD, present study, we examined eighth graders' accuracy on timed addition multiplication problems varying levels difficulty. We compared performance 16 deficient math achievement (MLD), 19 below average (but not deficient) (LA), 100 typically achieving (TA) children. Children all three groups made errors. Errors by LA...
Drawing on Bandura's triadic reciprocal causation model, perceived classroom environment and three intrapersonal factors (mathematics self-efficacy, maths interest academic self-concept) were considered as predictors of test performance in two correlated mathematics assessments: a public examination (GCSE) an on-line test, both taken by UK pupils at age 16 (n = 6689). Intrapersonal significantly associated with scores, even when the alternative score was into account. Classroom did not...