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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.
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Dyscalculia and the Calculating Brain.

Isabelle Rapin1

  • 1Saul R. Korey Department of Neurology, Albert Einstein College of Medicine, Bronx, New York; Department of Pediatrics, Albert Einstein College of Medicine, Bronx, New York; Rose F. Kennedy Center for Research on Intellectual and Developmental Disabilities, Albert Einstein College of Medicine, Bronx, New York.

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|August 13, 2016
PubMed
Summary
This summary is machine-generated.

Dyscalculia, a learning difficulty affecting 5% of children, often co-occurs with other disorders. Its neurological basis is complex and varies among individuals, unlike the innate ability to recognize small quantities.

Keywords:
dyscalculiafunctional magnetic brain imagingintraparietal sulcuslearning disabilitynumber linenumerosityremediationsubitizing

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Cognitive Science

Background:

  • Dyscalculia affects approximately 5% of school-age children, yet receives less research attention than dyslexia.
  • It frequently co-occurs with other developmental disorders, including dyslexia, ADHD, and anxiety.
  • Humans possess an innate, nonverbal approximate number system (subitizing) for recognizing small quantities.

Purpose of the Study:

  • To explore the cognitive and neural underpinnings of dyscalculia.
  • To differentiate the brain networks involved in approximate versus exact number processing.
  • To understand the developmental trajectory of number skills and their neural correlates.

Main Methods:

  • Review of existing literature on dyscalculia, number processing, and associated neurological mechanisms.
  • Comparison of the innate approximate number system with learned symbolic number representations.
  • Analysis of neuroimaging studies (fMRI) investigating brain activation during number tasks.

Main Results:

  • Calculation involves complex visual-spatial and visual-verbal networks, with less left lateralization than language.
  • Approximate number system (ANS) activation is more right-sided, while exact number processing is more left-sided.
  • Persistent widespread non-numerical brain activations are observed in some individuals with dyscalculia.

Conclusions:

  • Dyscalculia lacks a single, universal neurological cause or mechanism.
  • The development of exact number skills requires learning symbolic representations and understanding their properties.
  • Brain activation patterns during number tasks mature with increasing skill, but may remain atypical in dyscalculia.