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...
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...

You might also read

Related Articles

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

Sort by
Same author

Bayesian Graphical Modeling with the Circular Drift Diffusion Model.

Computational brain & behavior·2026
Same author

Developmental divergence in voice-reward circuitry differentiates autistic from typically developing children and adolescents.

Proceedings of the National Academy of Sciences of the United States of America·2026
Same author

Glutamatergic signaling underlies brain structural organization for mathematical and reading abilities in children.

Nature communications·2026
Same author

Identifying distinct sources of whole number interference in children's decimal comparison: the role of numerical magnitude and inhibitory control.

Cognition·2026
Same author

Mathematical anxiety is associated with general rather than specific weakness in attention.

Frontiers in psychology·2026
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

Related Experiment Video

Updated: May 21, 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

Weak task-related modulation and stimulus representations during arithmetic problem solving in children with

Sarit Ashkenazi1, Miriam Rosenberg-Lee, Caitlin Tenison

  • 1Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, 401 Quarry Rd, Stanford, CA 94304-5719, USA. sarita1@stanford.edu

Developmental Cognitive Neuroscience
|June 12, 2012
PubMed
Summary

Children with developmental dyscalculia (DD) struggle with math due to under-activation and undifferentiated brain responses in key areas during arithmetic tasks. This impacts their ability to process simple and complex math problems differently.

More Related Videos

Modulating Cognition Using Transcranial Direct Current Stimulation of the Cerebellum
11:47

Modulating Cognition Using Transcranial Direct Current Stimulation of the Cerebellum

Published on: February 15, 2015

Event-related Potentials During Target-response Tasks to Study Cognitive Processes of Upper Limb Use in Children with Unilateral Cerebral Palsy
08:26

Event-related Potentials During Target-response Tasks to Study Cognitive Processes of Upper Limb Use in Children with Unilateral Cerebral Palsy

Published on: January 11, 2016

Related Experiment Videos

Last Updated: May 21, 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

Modulating Cognition Using Transcranial Direct Current Stimulation of the Cerebellum
11:47

Modulating Cognition Using Transcranial Direct Current Stimulation of the Cerebellum

Published on: February 15, 2015

Event-related Potentials During Target-response Tasks to Study Cognitive Processes of Upper Limb Use in Children with Unilateral Cerebral Palsy
08:26

Event-related Potentials During Target-response Tasks to Study Cognitive Processes of Upper Limb Use in Children with Unilateral Cerebral Palsy

Published on: January 11, 2016

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Cognitive Science

Background:

  • Developmental dyscalculia (DD) is a learning disability affecting mathematical skills in children.
  • Understanding the neural underpinnings of DD is crucial for targeted interventions.

Purpose of the Study:

  • To investigate arithmetic problem-solving deficits in young children with DD using fMRI.
  • To compare brain activity patterns between children with DD and typically developing (TD) children during arithmetic tasks.

Main Methods:

  • fMRI data analysis (univariate and multivariate) in 17 children with DD and 17 TD children (ages 7-9).
  • Participants performed simple and complex addition problems varying in arithmetic complexity.
  • Analysis focused on brain activation and representational similarity in response to task demands.

Main Results:

  • TD children showed significant brain response modulation with increasing arithmetic complexity; children with DD did not.
  • Children with DD exhibited reduced activation in parietal and prefrontal regions compared to TD children.
  • Multivariate analysis revealed less differentiated neural representations for simple vs. complex problems in children with DD.

Conclusions:

  • Children with DD show both reduced activation in key mathematical cognition areas and impaired neural differentiation between problem types.
  • These findings offer novel insights into the neural basis of developmental dyscalculia and arithmetic processing difficulties.