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Related Concept Videos

Learning Disabilities01:25

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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Piaget's Stage 2 of Cognitive Development01:14

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The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
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The hippocampus, a critical brain structure, plays an essential role in memory processing, particularly in the formation and retrieval of memory. This small, seahorse-shaped region is located within the medial temporal lobe, with one hippocampus in each brain hemisphere. Experimental studies involving lesions in the hippocampi of rats have demonstrated significant impairments in tasks such as object recognition and maze navigation, indicating the hippocampus involvement in both recognition and...
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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.
Conservation and Constancy of Quantity
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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Children With Dyscalculia Show Hippocampal Hyperactivity During Symbolic Number Perception.

Sertaç Üstün1,2,3, Nazife Ayyıldız2,3,4, Emre H Kale4

  • 1Department of Physiology, Ankara University School of Medicine, Ankara, Turkey.

Frontiers in Human Neuroscience
|August 6, 2021
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Summary

Children with dyscalculia, a learning disability in math, show distinct brain activity patterns. Their brains compensate for symbolic number processing deficits, supporting the access deficit hypothesis.

Keywords:
dyscalculiafunctional magnetic resonance imaginghippocampuslearning disabilitiesnumber sense

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Cognitive Science

Background:

  • Dyscalculia is a learning disability impacting arithmetic skills in children with normal intelligence.
  • Two main hypotheses explain dyscalculia: core deficit (quantity perception) and access deficit (symbol processing).

Purpose of the Study:

  • To investigate the neural underpinnings of symbolic and non-symbolic numerosity processing in children with and without dyscalculia using fMRI.
  • To differentiate between the core deficit and access deficit hypotheses for dyscalculia.

Main Methods:

  • Functional magnetic resonance imaging (fMRI) was used to examine brain activity in typically developing children (n=15) and children with dyscalculia (n=12).
  • Participants performed a quantity comparison task involving both non-symbolic (dot) and symbolic (number) conditions at varying difficulty levels.

Main Results:

  • Both groups activated similar brain regions for number processing, including the intraparietal sulcus (IPS) and dorsolateral prefrontal cortex (DLPFC).
  • Children with dyscalculia exhibited greater activation in the left orbitofrontal cortex, medial prefrontal cortex, and right anterior cingulate cortex.
  • Specifically for symbolic number processing, the dyscalculia group showed increased left hippocampus activation, suggesting enhanced compensatory mechanisms.

Conclusions:

  • Findings support the access deficit hypothesis, indicating that dyscalculia may stem from difficulties in processing numerical symbols rather than core quantity perception.
  • Increased activation in specific frontal and hippocampal regions in dyscalculic children suggests the use of executive and memory-based compensation strategies during symbolic tasks.