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269 > NC4 > Flashcards

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
Q

Bugden + Ansari (2016)

____ acuity reduced in MLD/DD

A

ANS

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26
Q

De Smedt + Gilmore, 2011

How are MLD/DD children when symbolic number processing?

A

Poor performance (slower RTs)

27
Q

De Smedt + Gilmore, 2011

What about non-symbolic number processing? (2)

A

Similar performance across DD/TD

DD still worse

28
Q

Size congruity effect –>

A

DD children need longer to access numerical magnitude info

29
Q

Geary et al., 1999

Transcoding

A

Reduced ability to name/write numbers when presented in another modality (transcoding)

30
Q

Children with MD are less accurate in identifying and ______ numbers

A

Transcoding

31
Q

If a child struggles to name a number read out loud to them, they struggle with

A

Number identification + transcoding

32
Q

Number line task –>

A

Worse performance in DD children

33
Q

DD children were worse at number fact retrieval than… (2)

A

Dyslexics

Control

34
Q

In terms of strategy use, DD children are more likely

A

To use immature strategies

35
Q

Geary (1990)

What strategies are DD children likely to use when solving problems

A

Finger counting

36
Q

Kaufmann et al., (2011)

Sometimes the use of fingers

A

Persists into adulthood

37
Q

Chan + Ho, 2010

When do children with DD move onto direct retrieval of learned strategy?

A

Significantly later than TD children

38
Q

Chan + Ho, 2010

Children with DD move later from counting on fingers to…

A

Direct retrieval of the learned strategy

39
Q

Place-value understanding

A

DD children have poor understanding

40
Q

Understanding, for example the ‘tens digit’ in a number means understanding

A

Place-value

41
Q

Lander 2013, Chan + Ho 2010

Place-value understanding

DD children display higher error rates when

A

Comparing large numbers in an INCOMPATIBLE condition

42
Q

Theories have been categorised into 2 groups:

A

Domain-specific theories

Domain-general théories

43
Q

Currently there is no agreement on the _________ of DD

A

Core cognitive deficit

44
Q

What evidence is there to suggest that both domain-specific and domain-general theories might be right?

A

Many DD children show impairments in BOTH functions (Cowan + Powell, 2014)

45
Q

Domain-specific theories believe the core deficit of DD is

A

Numerical

46
Q

Domain-general théories believe the core deficit of DD is

A

Non-numerical mechanisms (that are important for number processing)

47
Q

2 Domain-specific theories

A

ANS deficit

Symbolic number processing (access) deficit

48
Q

Domain-specific theory
ANS

Children with DD

A

Have impairment in the ANS (low number acuity, large weber fraction)

49
Q

Domain-specific theory
ANS

Having low number acuity can lead to a

A

Weak representation of number words

50
Q

Domain-specific theory
ANS

Methodological issue regarding this theory?

A

Not all studies find a relation

51
Q

Domain-specific theory
Symbolic number processing

Children with DD

A

Have difficulties accessing numerical magnitude info (symbolic)

52
Q

Domain-specific theory
Symbolic number processing

DD children have difficulties accessing symbolic magnitude info. This is shown by

A

Slow RTs in digit comparison tasks

53
Q

Two domain-general theories of DD

A

LTM

Working memory

54
Q

Working memory is subdivided into (3)

A

Verbal WM
Visuospatial sketchpad
Central executive

55
Q

Verbal working memory a.k.a

A

Phonological loop

56
Q

Domain-general theory
LTM

How might DD be affected by memory?

A

Difficulties memorising arithmetic facts

57
Q

Domain-general theory
LTM

Critical Evaluation (2)

A

Little evidence: DD children can encode/retrieve non-numerical content

58
Q

Visuo-spatial sketchpad is responsible for what kind of math problem?

A

Written arithmetic problems

59
Q

Verbal working memory (phonological loop) is responsible for what kind of math problem?

A

Number facts retrieval/holding in memory-partial results

60
Q

Strongest evidence for VS deficit or V WM deficit?

A

Visuospatial WM

61
Q

Domain-general theory

Out of verbal WM and visuospatial WM deficit theories, which has the weakest evidence?

A

Verbal WM

62
Q

Math problems

How is central executive involved? (3)

A

Complex procedures

Overlaps with inhibition/attention

63
Q

How might central executive be involved in WM-deficit DD theories?

A

Overlaps with inhibition and attention, which might be compromised in DD

269 (18 decks)

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