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NC4 Flashcards

1
Q

Characteristics of MLD/DD

Math skills (3)

A
  1. Not unitary
  2. Large inter-individual diffs.
  3. Different trajectories
  4. Low performance on test
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2
Q

Characteristics of MLD/DD

MLD/DD is not unitary. What does this mean?

A

Might be excellent at one aspect of math but struggle with another

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3
Q

Characteristics of MLD/DD

“Large inter-individual differences” what does this mean?

A

Children of the same age will exhibit different characteristics of MLD/DD

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4
Q

Characteristics of MLD/DD

“Different trajectories in different children.”

What was the method?

A

4 assessments over 2 years (5-7 y/os)

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5
Q

Characteristics of MLD/DD

“Different trajectories in different children.” (Jordan et al., 2009)

What was found?

A

Linear/quadratic/sigmoidal + flat trajectories

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6
Q

Characteristics of MLD/DD

“Different trajectories in different children.”

What is the exclusion criteria? (3)

A

Low performance must not be explained by bad education/neurology/psychiatry

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7
Q

Severe math difficulties, i.e.

A

DD (Development Dyscalculia)

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8
Q

How many children are estimated to have DD?

A

3%-10%

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9
Q

Less severe mathematical difficulties might affect

A

Education/occupational outcomes

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10
Q

__% of children have MLD (mathematical learning disorder)

A

25

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11
Q

Which term is used to describe the more severe math difficulty conditions?

A

DD

Developmental Dyscalculia

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12
Q

Dyscalculia is a ______ condition, and different ______ have been proposed

A

Heterogenous

Subtypes

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13
Q

Have the subtypes of DD received empirical validation?

A

No

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14
Q

Comorbidity of DD

A

Between 1/2 and 2/3 of DD children have an additional learning disorder

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15
Q

Moll et al., 2015

Between 1/2 and 2/3 of DD children….

A

Suffer from additional learning disorder

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16
Q

4 disorders associated with DD

A

Reading difficulties
ADHD
Language delay
Motor deficits

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17
Q

Reduced ______ in MLD/DD

A

Subitizing

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18
Q

Moeller et al., 2009
Subitizing in MLD/DD

Findings (3)

A
  1. Reduced 1-3 subitizing
  2. Increased fixations
  3. Evidence of counting
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19
Q

Why might children with MLD/DD have counting difficulties?

A
  1. Delay in acquisition of principles

2. Slower in counting/reciting

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20
Q

Geary et al., 1999

Counting errors

Findings (1)

A

Children with DD reported PSEUDO ERRORS as INCORRECT and REAL ERRORS as CORRECT

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21
Q

PSEUDO ERROR

A

E.g. counting right-to-left

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22
Q

REAL ERROR

A

Double counting

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23
Q

Bugden + Ansari (2016)

ANS acuity reduced in MLD/DD, especially…

A

If the stimuli was incongruent

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24
Q

Incongruent stimuli is an example of

A

A confounding perceptual cue

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25
Bugden + Ansari (2016) ____ acuity reduced in MLD/DD
ANS
26
De Smedt + Gilmore, 2011 How are MLD/DD children when symbolic number processing?
Poor performance (slower RTs)
27
De Smedt + Gilmore, 2011 What about non-symbolic number processing? (2)
Similar performance across DD/TD | DD still worse
28
Size congruity effect -->
DD children need longer to access numerical magnitude info
29
Geary et al., 1999 | Transcoding
Reduced ability to name/write numbers when presented in another modality (transcoding)
30
Children with MD are less accurate in identifying and ______ numbers
Transcoding
31
If a child struggles to name a number read out loud to them, they struggle with
Number identification + transcoding
32
Number line task -->
Worse performance in DD children
33
DD children were worse at number fact retrieval than... (2)
Dyslexics | Control
34
In terms of strategy use, DD children are more likely
To use immature strategies
35
Geary (1990) What strategies are DD children likely to use when solving problems
Finger counting
36
Kaufmann et al., (2011) Sometimes the use of fingers
Persists into adulthood
37
Chan + Ho, 2010 When do children with DD move onto direct retrieval of learned strategy?
Significantly later than TD children
38
Chan + Ho, 2010 Children with DD move later from counting on fingers to...
Direct retrieval of the learned strategy
39
Place-value understanding
DD children have poor understanding
40
Understanding, for example the 'tens digit' in a number means understanding
Place-value
41
Lander 2013, Chan + Ho 2010 Place-value understanding DD children display higher error rates when
Comparing large numbers in an INCOMPATIBLE condition
42
Theories have been categorised into 2 groups:
Domain-specific theories Domain-general théories
43
Currently there is no agreement on the _________ of DD
Core cognitive deficit
44
What evidence is there to suggest that both domain-specific and domain-general theories might be right?
Many DD children show impairments in BOTH functions (Cowan + Powell, 2014)
45
Domain-specific theories believe the core deficit of DD is
Numerical
46
Domain-general théories believe the core deficit of DD is
Non-numerical mechanisms (that are important for number processing)
47
2 Domain-specific theories
ANS deficit Symbolic number processing (access) deficit
48
Domain-specific theory ANS Children with DD
Have impairment in the ANS (low number acuity, large weber fraction)
49
Domain-specific theory ANS Having low number acuity can lead to a
Weak representation of number words
50
Domain-specific theory ANS Methodological issue regarding this theory?
Not all studies find a relation
51
Domain-specific theory Symbolic number processing Children with DD
Have difficulties accessing numerical magnitude info (symbolic)
52
Domain-specific theory Symbolic number processing DD children have difficulties accessing symbolic magnitude info. This is shown by
Slow RTs in digit comparison tasks
53
Two domain-general theories of DD
LTM | Working memory
54
Working memory is subdivided into (3)
Verbal WM Visuospatial sketchpad Central executive
55
Verbal working memory a.k.a
Phonological loop
56
Domain-general theory LTM How might DD be affected by memory?
Difficulties memorising arithmetic facts
57
Domain-general theory LTM Critical Evaluation (2)
Little evidence: DD children can encode/retrieve non-numerical content
58
Visuo-spatial sketchpad is responsible for what kind of math problem?
Written arithmetic problems
59
Verbal working memory (phonological loop) is responsible for what kind of math problem?
Number facts retrieval/holding in memory-partial results
60
Strongest evidence for VS deficit or V WM deficit?
Visuospatial WM
61
Domain-general theory Out of verbal WM and visuospatial WM deficit theories, which has the weakest evidence?
Verbal WM
62
Math problems How is central executive involved? (3)
Complex procedures | Overlaps with inhibition/attention
63
How might central executive be involved in WM-deficit DD theories?
Overlaps with inhibition and attention, which might be compromised in DD

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