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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
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Impaired neural processing of transitive relations in children with math learning difficulty
Flora Schwartz1, Justine Epinat-Duclos1, Jessica Léone1
1Institut des Sciences Cognitives Marc Jeannerod, UMR 5304, Centre National de la Recherche Scientifique (CNRS) & Université de Lyon, 67 Boulevard Pinel, 69675 Bron cedex, France.
Neuroimage. Clinical
|November 4, 2018
Summary
Children with math learning difficulty (MLD) show impaired processing of transitive reasoning in the intraparietal sulcus (IPS). This deficit in understanding sequential relationships may contribute to challenges in math skills.
Area of Science:
- Neuroscience
- Developmental Psychology
- Cognitive Science
Background:
- Math learning difficulty (MLD) is prevalent in children and linked to intraparietal sulcus (IPS) impairments.
- The precise role of IPS deficits in MLD, beyond core numerical abilities, is not fully understood.
- The IPS is involved in non-numerical processes, including transitive reasoning, crucial for mathematical learning.
Purpose of the Study:
- To investigate the role of transitive reasoning processing in the IPS in children with MLD.
- To compare IPS activity during transitive reasoning between children with MLD and typically developing (TD) peers.
Main Methods:
- fMRI activity was measured in 8- to 12-year-old children with MLD and TD peers.
- Participants listened to stories containing transitive and non-transitive relations.
- Children answered comprehension questions assessing transitive inference accuracy.
Main Results:
- Typically developing children showed enhanced IPS activity for transitive compared to non-transitive relations.
- Children with MLD exhibited reduced and non-reliable differences in IPS activity between relation types.
- Children with MLD were less accurate in making transitive inferences than TD peers.
Conclusions:
- Deficits in online processing of transitive relations within the IPS may contribute to math learning difficulties.
- This suggests that non-numerical cognitive functions supported by the IPS are important for mathematical development.
- Targeting transitive reasoning skills could be a potential avenue for supporting children with MLD.
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