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Related Experiment Video

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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
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Published on: August 28, 2021

Does attentional training improve numerical processing in developmental dyscalculia?

Sarit Ashkenazi1, Avishai Henik

  • 1Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA 94305-2004, USA. sarita1@stanford.edu

Neuropsychology
|November 16, 2011
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Summary
This summary is machine-generated.

Attentional training improved attention in individuals with developmental dyscalculia (DD) but did not enhance their numerical processing or arithmetic skills, suggesting different origins for these deficits.

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Area of Science:

  • Cognitive Neuroscience
  • Developmental Psychology
  • Educational Psychology

Background:

  • Individuals with developmental dyscalculia (DD) often exhibit attention deficits.
  • Understanding the relationship between attention and numerical processing in DD is crucial for targeted interventions.

Purpose of the Study:

  • To investigate the impact of attentional training on attention, basic numerical abilities, and arithmetic in individuals with DD.
  • To determine if improvements in attention generalize to numerical processing and arithmetic skills.

Main Methods:

  • A study involving nine university students with DD and nine matched controls.
  • Participants underwent attentional training using video games.

Main Results:

  • Attentional training modulated attention systems, reducing deficits in the DD group.
  • Reaction time in the subitizing range for enumeration tasks improved in the DD group.
  • Performance on addition problems improved in both DD and control groups.

Conclusions:

  • Attentional training effectively addresses most attentional deficits in individuals with DD.
  • Training did not improve arithmetic or basic numerical processing abnormalities in the DD group.
  • Deficits in attention and numerical processing in DD likely stem from distinct sources.