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Related Concept Videos

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Learning Disabilities

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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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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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An arithmetic sequence is a structured arrangement of numbers where each term is derived by adding a constant value, known as the common difference, to the previous term. This consistent pattern allows for the efficient computation of any term within the sequence as well as the cumulative sum of multiple terms. The formula for finding the nth term of an arithmetic sequence is:Here, aₙ represents the nth term of the sequence, a is the first term, d is the common difference, and n is the...
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Piaget's Stage 3 of Cognitive Development01:17

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During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
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The arithmetic mean is the most commonly used measure of the central tendency of a data set. It is defined as the sum of all the elements constituting the data set, divided by the total number of elements. It is sometimes loosely referred to as the “average.”
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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Arithmetic in developmental cognitive disabilities.

Ann Dowker1

  • 1University of Oxford, United Kingdom.

Research in Developmental Disabilities
|October 9, 2020
PubMed
Summary
This summary is machine-generated.

Children with developmental disorders like dyslexia, ADHD, and autism often struggle with arithmetic. While some autistic children show strengths, most experience mathematical difficulties due to cognitive factors.

Keywords:
ArithmeticAttention deficit hyperactivity disorderAutismChildrenDevelopmental language disorderDyslexiaIndividual differencesMathematical difficultiesSpecific learning difficulties

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Area of Science:

  • Developmental Psychology
  • Neuroscience
  • Special Education

Background:

  • Children with developmental cognitive disabilities frequently exhibit arithmetical weaknesses.
  • Specific learning difficulties often co-occur, suggesting shared underlying factors.
  • Research highlights the prevalence of mathematical challenges in conditions such as dyslexia, developmental language disorder, ADHD, and autism.

Purpose of the Study:

  • To review and discuss research on arithmetical abilities in children with specific developmental cognitive disabilities.
  • To explore the relationship between mathematical skills and conditions including dyslexia, DLD, ADHD, and autism.
  • To examine the cognitive factors influencing arithmetic performance in these populations.

Main Methods:

  • Literature review and synthesis of existing research findings.
  • Analysis of studies focusing on arithmetic in children with dyslexia, developmental language disorder, ADHD, and autism.
  • Discussion of findings in the context of cognitive influences and developmental models.

Main Results:

  • Arithmetical weaknesses are more common in children with dyslexia, DLD, ADHD, and autism compared to control groups.
  • While autism can be associated with arithmetic strengths, weaknesses are more prevalent.
  • Factors such as language comprehension, memory (verbal, spatial, long-term), phonological awareness, and executive functions significantly influence arithmetic skills.

Conclusions:

  • Mathematical difficulties are a common characteristic of several developmental disorders.
  • The overlap between mathematical and other learning difficulties may stem from shared genetic factors and cognitive underpinnings.
  • Cognitive factors like working memory and executive functions play a crucial role in arithmetic proficiency across these conditions.