Arithmetic in developmental cognitive disabilities

Research in Developmental Disabilities - Tập 107 - Trang 103778 - 2020
Ann Dowker1
1University of Oxford, United Kingdom

Tài liệu tham khảo

Aagten-Murphy, 2015, Numerical estimation in children with autism, Autism Research, 8, 10.1002/aur.1482 Ansari, 2003, What makes counting count? Verbal and visuo-spatial contributions to typical and atypical number development, Journal of Experimental Child Psychology, 85, 50, 10.1016/S0022-0965(03)00026-2 Arvedson, 2002, Young children with specific language impairment and their numerical cognition, Journal of Speech, Language, and Hearing Research, 45, 970, 10.1044/1092-4388(2002/079) Assouline, 2012, Predicting the academic achievement of gifted students with autism spectrum disorder, Journal of Autism and Developmental Disorders, 42, 1781, 10.1007/s10803-011-1403-x Baron-Cohen, 2002, The extreme male brain theory of autism, Trends in Cognitive Sciences, 6, 248, 10.1016/S1364-6613(02)01904-6 Best, 2009, Executive functions after age 5: Changes and correlates, Developmental Review, 29, 180, 10.1016/j.dr.2009.05.002 Bishop, 2017, Why is it so hard to reach agreement on terminology? The case of developmental language disorder (DLD), International Journal of Language and Communication Disorders, 52, 671, 10.1111/1460-6984.12335 Bjork, 2013, Cognitive skills used to solve mathematical word problems and numerical operations: A study of 6-to 7-year-old children, Europaean Journal of Psychology of Education, 28, 1345, 10.1007/s10212-012-0169-7 Blair, 2007, Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten, Child Development, 78, 647, 10.1111/j.1467-8624.2007.01019.x Bull, 2001, Executive functioning as a predictor of children’s mathematics ability: Inhibition, switching, and working memory, Developmental Neuropsychology, 19, 273, 10.1207/S15326942DN1903_3 Bullen, 2020, A developmental study of mathematics in children with autism spectrum disorder, symptoms of attention deficit hyperactivity disorder, or typical development, Journal of Autism and Developmental Disorders, 10.1007/s10803-020-04500-9 Burgoyne, 2017, Pattern understanding: Relationships with arithmetic and reading development, Child Development Perspectives., 11, 239, 10.1111/cdep.12240 Burr, 2020, Confidence is key: Unlocking the relations between ADHD symptoms and math performance, Learning and Individual Differences, 77 Canu, 2017, History of ADHD traits related to general test and specific math anxiety in college students, Learning and Individual Differences, 58, 56, 10.1016/j.lindif.2017.07.008 Capano, 2008, Mathematical learning disorder in school-age children with attention-deficit hyperactivity disorder, Canadian Journal of Psychiatry/ Revue Canadienne de Psychiatrie, 53, 392, 10.1177/070674370805300609 Casey, 1992, Spatial ability as a predictor of mathematical achievement: The importance of sex and handedness patterns, Neuropsychologia, 30, 35, 10.1016/0028-3932(92)90012-B Chen, 2019, Quantitative analysis of heterogeneity in academic achievement of children with autism, Clinical Psychological Science, 7, 362, 10.1177/2167702618809353 Chiang, 2007, Mathematical ability of students with Asperger syndrome/ high-functioning autism: A review of literature, Autism, 11, 547, 10.1177/1362361307083259 Chow, 2018, Language domains differentially predict mathematics performance in young children, Early Childhood Research Quarterly, 46, 179, 10.1016/j.ecresq.2018.02.011 Cipora, 2016, Professional mathematicians differ from controls in their spatial-numerical associations, Psychological Research, 80, 710, 10.1007/s00426-015-0677-6 Claessen, 2013, Phonological processing skills in specific language impairment, International Journal of Speech-Language Pathology, 15, 471, 10.3109/17549507.2012.753110 Clark, 2013, Longitudinal associations between executive control and developing mathematical competence in preschool boys and girls, Child Development, 84, 662, 10.1111/j.1467-8624.2012.01854.x Clayton, 2015, Inhibition in dot comparison tasks, ZDM, 47, 759, 10.1007/s11858-014-0655-2 Cowan, 2005, Number skills and knowledge in children with specific language impairment, Journal of Educational Psychology, 97, 732, 10.1037/0022-0663.97.4.732 Cragg, 2014, Skills underlying mathematics: The role of executive function in the development of mathematics proficiency, Trends in Neuroscience and Education, 3, 63, 10.1016/j.tine.2013.12.001 Cragg, 2017, Direct and indirect influences of executive functions on mathematics achievement, Cognition, 162, 12, 10.1016/j.cognition.2017.01.014 De Smedt, 2010, Phonological processing and arithmetic fact retrieval: Evidence from developmental dyslexia, Neuropsychologia, 48, 3973, 10.1016/j.neuropsychologia.2010.10.018 De Smedt, 2009, Mathematical learning disabilities in children with 22Q11.2 deletion syndrome: A review, Developmental Disabilities Research Reviews, 15, 4, 10.1002/ddrr.44 De Smedt, 2010, How is phonological processing related to individual differences in children’s arithmetic skills?, Developmental Science, 13, 508, 10.1111/j.1467-7687.2009.00897.x Donlan, 1999, The importance of non-verbal skills in the acquisition of place-value knowledge: Evidence from normally-developing and language-impaired children, British Journal of Developmental Psychology, 17, 1, 10.1348/026151099165113 Donlan, 2007, The role of language in mathematical development: Evidence from children with specific language impairments, Cognition, 103, 23, 10.1016/j.cognition.2006.02.007 Dehaene, 1997 Donlan, 1998, Magnitude comparisons by children with specific language impairments: Evidence of unimpaired symbolic processing, International Journal of Language and Communication Disorders, 33, 149, 10.1080/136828298247802 Dowker, 2008, Individual differences in numerical abilities in preschoolers, Developmental Science, 11, 650, 10.1111/j.1467-7687.2008.00713.x Dowker, 2015, Individual differences in arithmetical abilities: The componential nature of arithmetic, 878 Dowker, 2019 Ellefson, 2020, Do executive functions mediate the link between socioeconomic status and numeracy skills? A cross-site comparison of Hong Kong and the United Kingdom, Journal of Experimental Child Psychology, 194, 10.1016/j.jecp.2019.104734 Fazio, 1994, The counting abilities of children with specific language impairment: A comparison of oral and gestural tasks, Journal of Speech and Hearing Research, 37 Fazio, 1996, Mathematical abilities of children with specific language impairment: A two-year follow-up, Journal of Speech and Hearing Research, 39, 839, 10.1044/jshr.3904.839 Fazio, 1999, Arithmetic calculation, short-term memory, and language performance in children with specific language impairment: A 5-year follow-up, Journal of Speech, Language, and Hearing Research, 42, 420, 10.1044/jslhr.4202.420 Friedman, 2018, Applied problem solving in children with ADHD: The mediating roles of working memory and mathematical calculation, Journal of Abnormal Child Psychology, 46, 491, 10.1007/s10802-017-0312-7 Fuhs, 2014, Longitudinal associations between executive functioning and academic skills across content areas, Developmental Psychology, 50, 1698, 10.1037/a0036633 Fyfe, 2019, Mathematical thinking in children with developmental language disorder: The roles of pattern skills and verbal working memory, Journal of Communication Disorders, 77, 17, 10.1016/j.jcomdis.2018.11.001 Gagnon, 2004, Quantification judgement in high functioning autism: Superior or different?, Journal of Autism and Developmental Disorders, 34, 679, 10.1007/s10803-004-5288-9 Ganor-Stern, 2018, ADHD and math - The differential effect on calculation and estimation, Acta Psychologica, 188, 55, 10.1016/j.actpsy.2018.05.013 Geary, 1999, Numerical and arithmetical cognition: Patterns of functions and deficits in children at risk for a learning disability, Journal of Experimental Child Psychology, 74, 213, 10.1006/jecp.1999.2515 Gross-Tsur, 1996, Developmental dyscalculia: Prevalence and demographic features, Developmental Medicine and Child Neurology, 38, 25, 10.1111/j.1469-8749.1996.tb15029.x Hanich, 2001, Performance across different areas of mathematical cognition in children with learning difficulties, Journal of Educational Psychology, 93, 615, 10.1037/0022-0663.93.3.615 Hart, 2010, Exploring how symptoms of attention-deficit/hyperactivity disorder are related to reading and mathematics performance: General genes, general environments, Psychological Science, 21, 1708, 10.1177/0956797610386617 Heavey, 2003, Arithmetical savants, 409 Hermelin, 1986, Spatial representations in mathematically and in artistically gifted children, British Journal of Educational Psychology, 56, 150, 10.1111/j.2044-8279.1986.tb02656.x Hermelin, 1991, Factors and primes: A specific numerical ability, Psychological Medicine, 20, 163, 10.1017/S0033291700013349 Iuculano, 2014, Brain organization underlying superior mathematical abilities in children with autism, Biological Psychiatry, 75, 223, 10.1016/j.biopsych.2013.06.018 Jones, 2009, Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment, Neuropsychology, 23, 718, 10.1037/a0016360 Jordan, 2010, Phonological awareness and mathematical difficulty: A longitudinal perspective, British Journal of Developmental Psychology, 28, 89, 10.1348/026151010X485197 Kim, 2016, Implications of visuospatial skills and executive functions for learning mathematics: Evidence from children with autism and Williams syndrome, AERA Open, 2, 1, 10.1177/2332858416675124 Kleemans, 2012, Naming speed as a clinical marker in predicting basic calculation skills in children with specific language impairment, Research in Developmental Disabilities, 33, 882, 10.1016/j.ridd.2011.12.007 Koponen, 2018, Cognitive predictors of counting skill, Journal of Numerical Cognition, 4, 410, 10.5964/jnc.v4i2.116 Koponen, 2020, Cognitive correlates of the covariance in reading and arithmetic fluency: importance of serial retrieval fluency, Child Development, 91, 1063, 10.1111/cdev.13287 Koponen, 2006, Basic numeracy in children with specific language impairment: Heterogeneity and connections to language, Journal of Speech, Language and Hearing Research, 49, 58, 10.1044/1092-4388(2006/005) Koponen, 2013, Counting and RAN: Predictors of arithmetic calculation and reading fluency, Journal of Educational Psychology, 105, 162, 10.1037/a0029285 Landerl, 2010, Comorbidity of learning disorders: Prevalence and familial transmission, Journal of Child Psychology and Psychiatry, 51, 287, 10.1111/j.1469-7610.2009.02164.x Macaruso, 1998, Cognitive neuropsychology and developmental dyscalculia, 201 Mayes, 2006, Frequency of reading, math, and writing disabilities in children with clinical disorders, Learning and Individual Differences, 16, 145, 10.1016/j.lindif.2005.07.004 Mazzocco, 2001, Math learning disability and math LD subtypes: Evidence from studies of Turner syndrome, fragile X syndrome, and neurofibromatosis type 1, Journal of Learning Disabilities, 34, 520, 10.1177/002221940103400605 McArthur, 2013, Phonological processing deficits in specific reading disability and specific language impairment: Same or different?, Journal of Research in Reading, 36, 280, 10.1111/j.1467-9817.2011.01503.x McGrath, 2020, The multiple deficit model: Progress, problems, and prospects, Scientific Studies of Reading, 24, 7, 10.1080/10888438.2019.1706180 Merkley, 2015, Of huge mice and tiny elephants: Exploring the relationship between inhibitory processes and preschool math skills, Frontiers in Psychology, 6, 685 Miles, 1993 1992 Miyake, 2000, The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis, Cognitive Psychology, 41, 49, 10.1006/cogp.1999.0734 Molko, 2004, Brain anatomy in Turner syndrome: Evidence for impaired social and spatial-numerical networks, Cerebral Cortex, 14, 840, 10.1093/cercor/bhh042 Moll, 2019, Understanding comorbidity of learning disorders: Task-dependent estimates of prevalence, Journal of Child Psychology and Psychiatry, 60, 286, 10.1111/jcpp.12965 Moll, 2015, Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls, Learning and Instruction, 38, 53, 10.1016/j.learninstruc.2015.03.004 Moss, 1999, Psychoeducational profile of the 22q11.2 microdeletion: A complex pattern, Journal of Pediatrics, 134, 193, 10.1016/S0022-3476(99)70415-4 Murphy, 2010, Mathematics learning disabilities in girls with fragile X or Turner syndrome during late elementary school, Journal of Learning Disabilities, 41, 29, 10.1177/0022219407311038 O’Hearn, 2007, Mathematical skill in individuals with Williams syndrome: Evidence from a standardized mathematics battery, Brain and Cognition, 64, 238, 10.1016/j.bandc.2007.03.005 Oner, 2019, Relationships between teacher-reported ADHD symptom profiles and academic achievement domains in a nonreferred convenience sample of first- to fourth-grade students, Psychiatry and Clinical Psychopharmacology, 29, 502, 10.1080/24750573.2018.1457488 Pennington, 2006, From single to multiple deficit models of developmental disorders, Cognition, 101, 385, 10.1016/j.cognition.2006.04.008 Pimperton, 2010, Understanding words, understanding numbers: An exploration of the mathematical profiles of poor comprehenders, British Journal of Educational Psychology, 80, 255, 10.1348/000709909X477251 Pritchard, 1989, Dyslexia and knowledge of number facts, Links, 14, 17 Rourke, 1993, Arithmetical disabilities specific and otherwise: A neuropsychological perspective, Journal of Learning Disabilities, 26, 214, 10.1177/002221949302600402 Rourke, 1997, Disabilities of arithmetic and mathematical reasoning perspectives from neurology and neuropsychology, Journal of Learning Disabilities, 30, 34, 10.1177/002221949703000103 Rourke, 1978, Neuropsychological significance of variations in patterns of academic performance: Verbal and visuo-spatial abilities, Journal of Abnormal Child Psychology, 6, 121, 10.1007/BF00915788 Salla, 2016, Childhood trajectories of inattention hyperactivity and academic achievement at 12 years, European Child and Adolescent Psychiatry, 25, 1195, 10.1007/s00787-016-0843-4 Sella, 2016, Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills, Journal of Experimental Psychology: Learning, Memory, and Cognition, 42, 1458 Shah, 1993, Why do autistic individuals show superior performance on the block design task?, Journal of Child Psychology and Psychiatry, 34, 1351, 10.1111/j.1469-7610.1993.tb02095.x Shalev, 1988, Developmental dyscalculia, Cortex, 24, 555, 10.1016/S0010-9452(88)80049-2 Simmons, 2012, Different components of working memory have different relationships with different mathematical skills, Journal of Experimental Child Psychology, 111, 139, 10.1016/j.jecp.2011.08.011 Simms, 2020, Understanding number line estimation in Williams syndrome and Down syndrome, Journal of Autism and Developmental Disorders, 50, 583, 10.1007/s10803-019-04268-7 Singer, 2019, Direct and indirect paths from linguistic skills to arithmetic school performance, Journal of Educational Psychology, 111, 434, 10.1037/edu0000290 Spanoudis, 2019, Specific language impairment and reading disability: Categorical distinction or continuum?, Journal of Learning Disabilities, 52, 3, 10.1177/0022219418775111 Steeves, 1983, Memory as a factor in computational efficiency of children with dyslexic children with high reasoning ability, Annals of Dyslexia, 33, 141, 10.1007/BF02648001 Titeca, 2017, Early numerical competencies in 4- and 5year-old children with autism spectrum disorder, Focus on Autism and Other Developmental Disabilities, 32, 279, 10.1177/1088357615588523 Traff, 2020, Kindergarten domain-specific and domain-general cognitive precursors of hierarchical mathematical development: A longitudinal study, Journal of Educational Psychology, 112, 93, 10.1037/edu0000369 Tymms, 2011, ADHD and academic attainment: Is there an advantage in impulsivity?, Learning and Individual Differences, 21, 753, 10.1016/j.lindif.2011.07.014 Van Garderen, 2016, Spatial visualization, visual imagery and mathematical problem solving of students with varying abilities, Journal of Learning Disabilities, 39, 496, 10.1177/00222194060390060201 Vanbinst, 2020, Cross-domain associations of key cognitive correlates of early reading and early arithmetic in 5-year-olds, Early Childhood Research Quarterly, 51, 144, 10.1016/j.ecresq.2019.10.009 Welsh, 2010, The development of cognitive skills and gains in academic school readiness for children from low-incomefamilies, Journal of Educational Psychology, 102, 43, 10.1037/a0016738 Whitby, 2009, Academic achievement profiles of children with high functioning autism and Asperger syndrome: A review of the literature, Education and Training in Developmental Disablities, 44, 551 Wiebe, 2011, The structure of executive function in 3-year-olds, Journal of Experimental Child Psychology, 108, 436, 10.1016/j.jecp.2010.08.008 Wilkey, 2020, Dyscalculia and typical math achievement are associated with individual differences in number-specific executive, Child Development, 91, 596, 10.1111/cdev.13194 Willcutt, 2010, Understanding the complex etiologies of developmental disorders: Behavioral and molecular genetic approaches, Journal of Developmental and Behavioral Pediatrics, 31, 533, 10.1097/DBP.0b013e3181ef42a1 Wong, 2015, (Dis)connections between specific language impairment and dyslexia in Chinese, Reading and Writing, 28, 699, 10.1007/s11145-015-9546-3