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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

487
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...
487

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Related Experiment Video

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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Persistent Differences in Brain Structure in Developmental Dyscalculia: A Longitudinal Morphometry Study.

Ursina McCaskey1,2, Michael von Aster1,2,3,4, Ruth O'Gorman1,2,5

  • 1Center for MR-Research, University Children's Hospital, Zurich, Switzerland.

Frontiers in Human Neuroscience
|August 9, 2020
PubMed
Summary
This summary is machine-generated.

Children with developmental dyscalculia (DD) show persistent deficits in number processing. This longitudinal study found that DD is associated with consistently reduced gray and white matter volumes in key brain areas from childhood to adolescence.

Keywords:
childrendevelopmentdevelopmental dyscalculiagray matterlongitudinalvoxel-based morphometrywhite matter

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Cognitive Science

Background:

  • Developmental dyscalculia (DD) is a learning disability impacting numerical skills.
  • Individuals with DD exhibit persistent deficits in number processing.
  • Previous research indicates structural brain differences in DD, including reduced gray matter in parietal and frontal regions, and white matter alterations in fasciculi.

Purpose of the Study:

  • To investigate the longitudinal developmental trajectory of gray and white matter in children with and without DD.
  • To determine if structural brain differences in DD persist over time.

Main Methods:

  • Longitudinal study design with data collected twice over 4 years.
  • Included 13 children with DD and 10 typically developing (TD) children (ages 8-10 at baseline).
  • Utilized voxel-based morphometry on T1-weighted MRI scans to assess gray and white matter volumes, alongside neuropsychological assessments of numerical abilities.

Main Results:

  • Children with DD demonstrated persistently reduced gray matter volumes in areas including the inferior parietal lobes (IPS, supramarginal gyri), precuneus, cuneus, occipital gyrus, temporal lobes, and insula.
  • Reduced white matter volumes were observed in the inferior longitudinal fasciculus (ILF), superior longitudinal fasciculus (SLF), inferior fronto-occipital fasciculus (IFOF), corticospinal tracts, and anterior thalamic radiation (ATR).
  • Behavioral assessments confirmed persistent numerical processing deficits in children with DD at both time points.

Conclusions:

  • Developmental dyscalculia is characterized by persistent deficits in number processing and enduring reductions in gray and white matter volumes within the numerical brain network.
  • The structural brain differences observed in DD, particularly in long association fibers and frontoparietal/temporal cortical regions, are stable from childhood into adolescence.
  • These findings underscore DD as a persistent neurodevelopmental disorder affecting mathematical learning.