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Related Experiment Videos

Processing abilities associated with math skills in adult learning disability.

David C Osmon1, Jessica M Smerz, Michelle M Braun

  • 1Department of Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA.

Journal of Clinical and Experimental Neuropsychology
|February 2, 2006
PubMed
Summary

Specific cognitive processing abilities, including fluid intelligence and executive functions, significantly predict math skills in college adults with learning problems. Identifying these deficits aids in understanding developmental dyscalculia.

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Area of Science:

  • Neuropsychology
  • Cognitive Psychology
  • Educational Psychology

Background:

  • Learning problems in college adults often stem from underlying cognitive deficits.
  • Understanding specific processing abilities is crucial for diagnosing and addressing math difficulties.
  • The Cattell-Horn-Carroll (CHC) theory provides a framework for assessing cognitive abilities.

Purpose of the Study:

  • To identify specific cognitive processing abilities that underlie math skills in college adults with learning problems.
  • To investigate the predictive power of fluid intelligence, spatial reasoning, and executive functions on math performance.
  • To explore the existence of distinct cognitive deficit profiles in individuals with math deficits.

Main Methods:

  • Evaluated 138 college adults referred for learning problems.

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  • Utilized the Woodcock-Johnson-Revised (WJ-R) for CHC-based intelligence measures.
  • Administered spatial (Judgment of Line Orientation) and executive function (Category Test) neuropsychological measures.

    • Main Results:

    • Measures of auditory/visual perception, memory, crystallized/fluid intelligence, spatial, and executive functions differentiated individuals with and without math deficits.
    • Fluid intelligence (Gf), spatial (JLO), and executive function (Category Test) selectively predicted math skills, accounting for 16% of variance after general intelligence.
    • Cluster analysis identified distinct groups: selective spatial deficit, selective executive function deficit, and double deficit (spatial and executive function).

    Conclusions:

    • Selective processing deficits in fluid intelligence, spatial reasoning, and executive functions are associated with math deficits.
    • Findings support a 'double deficit' hypothesis in developmental dyscalculia, involving both spatial and executive function impairments.
    • These results have implications for targeted interventions for college students with learning disabilities in mathematics.