Articles tagged with Dyscalculia
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Researchers found those with dyslexia exhibited less implicit bias than those with no disability, while those with dyscalculia showed even less bias compared to both groups. This study provides new insights into the development of people with conditions like dyslexia and dyscalculia.
Judges and physicians hold vastly different opinions on appointing legal guardians for people with dementia. Cognitive and neuropsychiatric symptoms, such as memory impairment and impulsivity, are evaluated differently by medical and legal professionals. Research emphasizes the need for consistency in assessments to ensure equal treatm...
Researchers propose that understanding the connection between size and number is crucial for developing higher math abilities. This new approach could lead to improved diagnosis and treatment of dyscalculia in younger children.
A longitudinal study found that infants' spatial reasoning abilities measured as young as six months predict their math skills at four years of age. The researchers also discovered that individual differences in spatial aptitude are present earlier than previously thought, highlighting the potential for early intervention to improve ma...
Developmental psychologist Julia Jäkel argues that preterm children do not have an increased risk for dyscalculia. The study, published in The Journal of Pediatrics, suggests that current diagnostic criteria are insufficient to accurately assess mathematics skills in these children.
A new study reveals that children with dyscalculia face significant academic and psychological challenges due to their math-related learning disability. These children often experience a negative self-image, avoidance strategies, and poor performance in subjects where they excel, limiting their opportunities for higher education.
Researchers have found that preterm children are at an increased risk of general cognitive and math problems, particularly if born small-for-gestational-age. The study of 922 children aged 7-9 showed a significantly higher odds ratio for math impairment compared to term-born children.
A new study found that up to 10% of children have specific learning disabilities, and these co-occur more often than expected. Children with attention-deficit/hyperactivity disorder are particularly affected, with 33-45% also suffering from dyslexia and 11% from dyscalculia.
Children with SLDs frequently have co-occurring conditions and require specialized support. The study clarifies the causes of SLDs and provides guidance on tailoring education to meet individual needs.
A new study reveals that students struggling with math may have a neurocognitive disorder called dyscalculia, which affects roughly the same number of people as dyslexia. The research uses magnetic resonance imaging to map the neural network supporting arithmetic and discovers abnormalities in this network among learners with dyscalculia.
Research emphasizes strengthening simple number concepts through specially-designed teaching schemes supported by adaptive software, aiming to help learners build basic understanding of arithmetic and tackle math difficulties.
Researchers found that 9-month-old babies can recognize 'more than' or 'less than' relations across numbers, sizes, and durations of objects. This suggests that humans may be born with a generalized system of magnitude that helps them make predictions about the world from an early age.
Research by Daniel Ansari at the University of Western Ontario is exploring brain differences between children with math difficulties and those with both math and reading problems. Children with developmental dyscalculia show atypical activation patterns in the parietal cortex, which may lead to remediation tools to improve their lives.
A new study by UCL and the University of Melbourne found that Aboriginal children from restricted vocabularies could copy and perform number-related tasks. They were able to recognize and represent numerosities without relying on number words, suggesting an innate system for counting.
Researchers at UCL induce dyscalculia in normal subjects using TMS, finding a causal link between right parietal lobe malfunction and the math learning disorder. This breakthrough study has implications for diagnosis and treatment, potentially leading to earlier interventions and more effective remedial teaching.
Researchers identify specific brain function responsible for counting 'how many' versus 'how much', a major finding in understanding dyscalculia. The discovery could lead to better diagnosis and treatment of the learning disability, similar to recent breakthroughs in dyslexia.