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Mathematical learning disabilities and attention deficit and/or hyperactivity disorder: A study of the cognitive
Valentín Iglesias-Sarmiento1, Manuel Deaño1, Sonia Alfonso1
1Department of Evolutionary Psychology, University of Vigo, Campus As Lagoas, 32004, Ourense, Spain.
Children with attention deficit/hyperactivity disorder (ADHD) and mathematical learning disabilities (MLD) have distinct cognitive profiles. Their arithmetic problem-solving abilities are linked to specific cognitive functions, aiding in understanding these learning challenges.
Area of Science:
- Cognitive psychology
- Educational psychology
- Neurodevelopmental disorders
Background:
- Cognitive functioning significantly impacts arithmetic problem solving.
- Understanding cognitive profiles in ADHD and MLD is crucial for targeted interventions.
Purpose of the Study:
- To investigate the role of cognitive functions in arithmetic problem solving.
- To identify unique cognitive profiles of children with ADHD and MLD.
Main Methods:
- A sample of 90 students (4th-6th grade) was divided into three groups: ADHD (n=30), MLD (n=30), and typically achieving controls (TA; n=30).
- Two assessment sessions evaluated Planning, Attention, Simultaneous, and Successive (PASS) processes and arithmetic problem-solving skills.
Main Results:
- The ADHD group demonstrated deficits in planning and attention compared to controls.
- Children with MLD showed impairments in planning, simultaneous, and successive processing relative to controls.
- Executive functions predicted arithmetic problem solving in the ADHD group, while simultaneous processing was the sole predictor in the MLD group.
Conclusions:
- Children with ADHD and MLD exhibit specific cognitive profiles.
- Cognitive functioning is a significant predictor of problem-solving performance in these groups.
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