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Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number-Specific Executive
Eric D Wilkey1, Courtney Pollack1, Gavin R Price1
1Vanderbilt University.
Child Development
|January 1, 2019
Summary
Developmental dyscalculia (DD) is linked to executive function, specifically when processing numerical information under challenging conditions. This executive function in a numerical context, not just magnitude perception, impacts math skills across all achievement levels.
Area of Science:
- Cognitive Psychology
- Developmental Neuroscience
- Educational Psychology
Background:
- Developmental dyscalculia (DD) is associated with deficits in numerical magnitude perception.
- Recent research suggests these deficits may arise from inhibitory control demands in nonsymbolic number comparison tasks with incongruent cues.
Purpose of the Study:
- To investigate the longitudinal relationship between magnitude perception (under varying congruency conditions), executive function, and mathematics achievement in children.
- To examine these relationships across different achievement groups and the full spectrum of mathematical ability.
Main Methods:
- Longitudinal study of 448 children aged 4 to 13.
- Assessed numerical magnitude perception with varying visual cue congruency.
- Measured executive function and mathematics achievement.
Main Results:
- Performance on incongruent trials during magnitude perception tasks was significantly related to mathematics achievement.
- Executive function within a numerical context, distinct from general executive function or magnitude perception alone, showed a relationship with DD and mathematics achievement.
- This relationship was observed across the entire range of mathematical achievement.
Conclusions:
- The findings suggest that executive function, particularly in numerical contexts, plays a crucial role in mathematics learning and developmental dyscalculia.
- Inhibitory control and executive functions related to processing incongruent numerical cues are key factors in understanding mathematics difficulties.
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