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

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...
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.
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...
Tip-of-the-Tongue Phenomenon01:10

Tip-of-the-Tongue Phenomenon

The tip-of-the-tongue (TOT) phenomenon is a cognitive experience characterized by a temporary inability to retrieve specific information from memory despite having a strong feeling of knowing the information. Although individuals cannot access the target word or detail, they frequently recall related elements, such as its initial letter, syllable count, or context. This partial retrieval often causes frustration, as one might recognize a familiar face or know that a name starts with a specific...

You might also read

Related Articles

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

Sort by
Same author

"You're the child I never wanted": an interpretative phenomenological analysis about the invisible struggle of families in crisis raising a child with persistent and severe regulatory problems.

BMC psychology·2026
Same author

Assessing peripheral oxytocin and cortisol levels and epigenetic variations of oxytocin receptor and glucocorticoid receptor genes in school-aged preterm-born children.

Progress in neurobiology·2026
Same author

The bilingual math dilemma - Language switching costs in declarative and procedural arithmetic knowledge.

Cognition·2026
Same author

Experience-dependent cortical plasticity in response to formal schooling: Effects on networks for reading and mathematics.

Developmental cognitive neuroscience·2026
Same author

Subclinical but significant: A multi-informant comparative study on early socio-emotional difficulties in preterm preschoolers.

Child and adolescent psychiatry and mental health·2026
Same author

The role of the oxytocinergic system in oral microbiome composition in children with autism: evidence from a randomized controlled trial of intranasal oxytocin.

Translational psychiatry·2026

Related Experiment Video

Updated: Jun 7, 2026

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

Phonological processing and arithmetic fact retrieval: evidence from developmental dyslexia.

Bert De Smedt1, Bart Boets

  • 1Centre for Parenting, Child Welfare & Disabilities, Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium. Bert.DeSmedt@ped.kuleuven.be

Neuropsychologia
|October 23, 2010
PubMed
Summary
This summary is machine-generated.

Individuals with developmental dyslexia struggle with retrieving math facts from memory. This difficulty is linked to their phonological processing deficits, especially in multiplication.

More Related Videos

Advancing Dyslexia Assessment in Children Through Computerized Testing
09:00

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Related Experiment Videos

Last Updated: Jun 7, 2026

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

Advancing Dyslexia Assessment in Children Through Computerized Testing
09:00

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Area of Science:

  • Cognitive Psychology
  • Developmental Neuroscience
  • Educational Psychology

Background:

  • The triple-code model and neuroimaging data suggest a link between phonological processing and arithmetic fact retrieval.
  • Individuals with phonological processing deficits, like developmental dyslexia, are hypothesized to have arithmetic retrieval difficulties.

Purpose of the Study:

  • To investigate the relationship between phonological processing and arithmetic fact retrieval in adults with developmental dyslexia.
  • To examine strategy use in single-digit multiplication and subtraction in relation to phonological abilities.

Main Methods:

  • Compared 25 adults with developmental dyslexia to 25 matched controls.
  • Assessed phonological processing skills (including phonological awareness).
  • Analyzed strategy use and efficiency in single-digit multiplication and subtraction.

Main Results:

  • Individuals with dyslexia retrieved fewer arithmetic facts and were less efficient.
  • Dyslexia group exhibited deficits in phonological processing.
  • Phonological processing, particularly phonological awareness, correlated with arithmetic fact retrieval, especially for multiplication.

Conclusions:

  • Phonological processing is crucial for efficient arithmetic fact retrieval, particularly in multiplication.
  • Findings support the link between phonological deficits and mathematical difficulties in dyslexia.
  • Results suggest future neuroimaging research on the neural overlap between phonological processing and multiplication fact retrieval.