Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Stereotype Threat and Self-fulfilling Prophecies02:09

Stereotype Threat and Self-fulfilling Prophecies

When we hold a stereotype about a person, we have expectations that he or she will fulfill that stereotype. A self-fulfilling prophecy is an expectation held by a person that alters his or her behavior in a way that tends to make it true. When we hold stereotypes about a person, we tend to treat the person according to our expectations. This treatment can influence the person to act according to our stereotypic expectations, thus confirming our stereotypic beliefs. Research by Rosenthal and...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

Piaget's Theory of Cognitive Development from Childhood into Adulthood

Jean Piaget's theory of cognitive development emphasizes the role of thinking in a child's learning process, suggesting that children are naturally curious about their environment. His approach to development is discontinuous, proposing that cognitive abilities progress through distinct stages, each with unique characteristics. Central to Piaget's theory is schemata—mental structures that allow individuals to understand and interpret the world.
Schemata: Building Blocks of Knowledge
Schemata...
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Attention and social problems are uniquely associated with academic achievement beyond overall psychopathology: multicohort replication in 3,800 participants.

Journal of child psychology and psychiatry, and allied disciplines·2026
Same author

Early Identification of Children at Risk for Long-Term Difficulties with Mathematics Learning and Innumeracy in Adolescence.

Journal of pediatric neuropsychology·2026
Same author

Biological and cultural influences on the expression of sex differences: Commentary on Costello et al. (2026).

The American psychologist·2026
Same author

Parental mathematics anxiety predicts children's cardinal number word and numeral knowledge at preschool entry.

Journal of experimental child psychology·2025
Same author

Complexity of parental number talk predicts preschoolers' gains in cardinal knowledge.

Scientific reports·2025
Same author

Neurodevelopmental commonalities in cognitive control networks for mathematics and reading in meta-analysis of 3308 participants.

Nature communications·2025

Related Experiment Video

Updated: Jun 13, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

An evolutionary perspective on learning disability in mathematics.

David C Geary1

  • 1Department of Psychological Sciences, University of Missouri at Columbia, MO 65211-2500, USA. gearyd@missouri.edu

Developmental Neuropsychology
|July 27, 2007
PubMed
Summary
This summary is machine-generated.

Mathematical learning disability (MLD) may stem from issues in core cognitive systems supporting basic math skills or in systems that adapt these skills for complex learning. Understanding these distinctions aids in identifying MLD origins.

More Related Videos

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
10:58

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

Related Experiment Videos

Last Updated: Jun 13, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
10:58

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

Area of Science:

  • Cognitive Neuroscience
  • Developmental Psychology
  • Educational Psychology

Background:

  • Distinguishes between biologically-primary (evolved) and biologically-secondary (culturally-learned) cognitive systems.
  • Proposes a framework for understanding mathematical learning disability (MLD) based on this distinction.

Purpose of the Study:

  • To explore the origins of MLD by differentiating between primary and secondary cognitive systems.
  • To identify specific brain and cognitive deficits associated with different forms of MLD.

Main Methods:

  • Utilizes a theoretical model distinguishing primary and secondary cognitive functions.
  • Analyzes deficits in brain regions and cognitive systems supporting mathematical competencies.

Main Results:

  • MLD can arise from impairments in biologically-primary systems (e.g., visuospatial memory, intraparietal sulcus).
  • MLD can also result from deficits in biologically-secondary systems (e.g., central executive, prefrontal cortex).

Conclusions:

  • Different forms of MLD are linked to distinct neural and cognitive system impairments.
  • This model provides a framework for understanding the heterogeneity of MLD.