Understanding Mathematical Learning Disorder in Regard to Executive and Cerebellar Functioning: a Failure of Procedural Consolidation

Springer Science and Business Media LLC - Tập 8 - Trang 116-122 - 2022
Paul Beljan1, Kathleen D. Bree2, Justin M. Gardner1,3, Sarah C. Bald4, Andrew S. Davis5
1Beljan Psychological Services, Scottsdale, USA
2Banner Health, University of Arizona College of Medicine, Phoenix, USA
3Rochester Institute of Technology, Rochester, USA
4NEST Psychological, Phoenix, USA
5Department of Educational Psychology, Ball State University, Muncie, USA

Tóm tắt

A burgeoning body of literature in pediatric neuropsychological assessment suggests executive functioning is the foundation of many procedural learning skills as mediated by cerebellar processing. Given the neuropsychological necessity of intact procedural learning ability for efficient academic learning, the accurate identification of what we have termed “procedural consolidation deficit” (PCD) may be an underpinning of mathematical learning disorder (MLD). Thus, one aim of the present study was to perform an exploratory correlational analysis between performance on pediatric neuropsychological tasks of procedural learning and a classification of MLD. The second aim was to utilize regression analysis of measures of procedural learning for predicting a clinically useful classification of MLD. Results revealed a significant correlation between performance on tasks of procedural learning and a classification of MLD. The follow-up regression model yielded the most predictive variables in identifying individuals with MLD, which included: (a) WISC-V Coding; (b) first administration of Trail Making Test Part B; (c) slope across five serial administrations of Trail Making Test Part B. The model was highly significant and had a classification accuracy for MLD of 87.4%. Results suggest performance on procedural learning tasks significantly predict a classification of MLD. Theoretical and clinical implications are discussed.

Tài liệu tham khảo

Adornetti, I. (2016). On the phylogenesis of executive functions and their connection with language evolution. Frontiers in Psychology, 7, 1426. https://doi.org/10.3389/fpsyg.2016.01426

Ashkenazi, S., Black, J. M., Abrams, D. A., Hoeft, F., & Menon, V. (2013). Neurobiological underpinnings of math and reading learning disabilities. Journal of Learning Disabilities, 46(6), 549–569. https://doi.org/10.1177/0022219413483174

Blythe, S. (2009). Attention balance and coordination: The A.B.C. of learning success. Wiley-Blackwell.

Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: From brain to education. Science, 332(6033), 1049–1053. https://doi.org/10.1126/science.1201536

Chidekel, D., & Budding, D. (2010). Procedural deficits in learning disorders: A view beneath the verbal-nonverbal dichotomy. The Educational Therapist, 31(1), 8–12.

Christensen, A., Giese, M., Sultan, F., Mueller, O., Goericke, S., Ilg, W., & Timmann, D. (2014). An intact action-perception coupling depends on the integrity of the cerebellum. The Journal of Neuroscience, 34(19), 6707–6716. https://doi.org/10.1523/JNEUROSCI.3276-13.2014

DuPaul, G., Gormley, M., & Laracy, S. (2013). Comorbidity of LD and ADHD: Implications of DSM-5 for assessment and treatment. Journal of Learning Disabilities, 46(1), 43–51. https://doi.org/10.1177/0022219412464351

Evans, T., & Ullman, M. (2016). An extension of the procedural deficit hypothesis from developmental language disorder to mathematical disability. Frontiers in Psychology, 7(1318), 1–9. https://doi.org/10.3389/fpsyg.2016.01318

Feifer, S. (2017). The neuropsychology of mathematics. The School Neuropsych Press, LLC.

Feifer, S., & De Fina, P. (2002). The neuropsychology of written language disorder. The School Neuropsych Press, LLC.

Feifer, S., & De Fina, P. (2005). The neuropsychology of mathematics: Diagnosis and intervention. School Neuropsych Press, LLC.

Fuchs, L., & Fuchs, D. (2003). Enhancing the mathematical problem solving of students with mathematics disabilities. In Handbook of learning disabilities (pp. 306–322). The Guilford Press.

Gabay, Y., Schiff, R., & Vakil, E. (2012). Dissociation between the procedural learning of letter names and motor sequences in developmental dyslexia. Neuropsychologia, 50, 2435–2441. https://doi.org/10.1016/j.neuropsychologia.2012.06.014

Gilmore, C., Keeble, S., Richardson, S., & Cragg, L. (2017). The interaction of procedural skill, conceptual understanding and working memory in early mathematics achievement. Journal of Numerical Cognition, 3(2), 400–416. https://doi.org/10.5964/jnc.v3i2.51

Gonzalez, R., Jacobus, J., Amatya, A., Quartana, P., Vassileva, J., & Martin, E. (2008). Deficits in complex motor functions, despite no evidence of procedural learning deficits, among HIV+ individuals with history of substance dependence. Neuropsychology, 22(6), 776–786. https://doi.org/10.1037/a0013404

Grafton, S., Mazziotta, J., Presty, S., Friston, K., Frackowiak, S., & Phelps, M. (1992). Functional anatomy of human procedural learning determined with regional cerebral blood flow and PET. The Journal of Neuroscience, 12(7), 2542–2548. https://doi.org/10.1523/JNEUROSCI.12-07-02542.1992

Korkman, M., Kirk, U., & Kemp, S. (2007). NEPSY-II (2nd ed.). Harcourt Assessment.

Koziol, L., & Lutz, J. (2013). From movement to thought: The development of executive function. Applied Neuropsychology: Child, 2(2), 104–115. https://doi.org/10.1080/21622965.2013.748386

Koziol, L., Budding, D., Andreasen, N., D’Arrigo, S., Bulgheroni, S., Imamizu, H., Ito, M., Manto, M., Marvel, C., Parker, K., Pezzulo, G., Ramnani, N., Riva, D., Schmahmann, J., Vendervert, L., & Yamazaki, T. (2013). Consensus paper: The cerebellum’s role in movement and cognition. Cerebellum, 13(1), 151–177. https://doi.org/10.1007/s12311-013-511-x

Koziol, L., Barker, L., Joyce, A., & Hrin, S. (2014a). Structure and function of large-scale brain systems. Applied Neuropsychology: Child, 3(4), 236–244. https://doi.org/10.1080/21622965.2014.946797

Koziol, L., Barker, L., Joyce, A., & Hrin, S. (2014b). The small-world organization of large-scale brain systems and relationships with subcortical structures. Applied Neuropsychology: Child, 3(4), 245–252. https://doi.org/10.1080/21622965.2014.946803

Koziol, L., Beljan, P., Bree, K., Mather, J., & Barker, L. (2016). Large-scale brain systems and neuropsychological testing: An effort to move forward. Springer International Publishing.

Kuntsi, J., Eley, T., Taylor, A., Hughes, C., Asherson, P., Caspi, A., & Moffitt, T. (2004). Co-occurrence of ADHD and low IQ has genetic origins. American Journal of Medical Genetics Part B: Neuropsychiatric Genetics, 124(1), 41–47. https://doi.org/10.1002/ajmg.b.20076

Lum, J., Ullman, M., & Conti-Ramsden, G. (2013). Procedural learning is impaired in dyslexia: Evidence from a meta-analysis of serial reaction time studies. Research in Developmental Disabilities, 34, 3460–3476. https://doi.org/10.1016/j.ridd.2013.07.017

Maner, J., & Menzel, A. (2012). Evolutionary social psychology. In W.I. Editor, T.H., Editor & S.J. Editor (Eds.), Handbook of psychology, Second Edition. https://doi.org/10.1002/9781118133880.hop205023

Miller, C., Sanchez, J., & Hynd, G. (2003). Neurological correlates of reading disabilities. In Handbook of learning disabilities (pp. 242–255). The Gilford Press.

Molinari, M., Leggio, M., Solida, A., Ciorra, R., Misciagna, S., Silveri, M., & Petrosini. (1997). Cerebellum and procedural learning: Evidence from focal cerebellar lesions. Brain, 120, 1753–1762. https://doi.org/10.1093/brain/120.10.1753

Nicolson, R., & Fawcett, A. (2007). Procedural learning difficulties: Reuniting the developmental disorders? Trends in Neurosciences, 30(4), 135–141. https://doi.org/10.1016/j.tins.2007.02.003

Nicolson, R., & Fawcett, A. (2019). Development of dyslexia: The delayed neural commitment framework. Frontiers in Behavioral Neuroscience, 13(112), 1–16. https://doi.org/10.3389/fnbeh.2019.00112

Njiokiktjien, C. (2010). Developmental dyspraxias: Assessment and differential diagnosis. In D. Riva & C. Njiokiktjien (Eds.), Brain lesion localization and developmental functions (pp. 157–186). John Libbey Eurotext.

Rubinsten, O., & Henik, A. (2005). Automatic activation of internal magnitudes: A study of developmental dyscalculia. Neuropsychology, 19(5), 641–648. https://doi.org/10.1037/0894-4105.19.5.641

Spreen, O., & Strauss, E. (1998). A compendium of neuropsychological tests: Administration, norms and commentary (2nd ed.). Oxford University Press.

Uittenhove, K., Thevenot, C., & Barrouillet, P. (2016). Fast automated counting procedures in addition problem solving: When are they used and why are they mistaken for retrieval? Cognition, 146, 289–303. https://doi.org/10.1016/j.cognition.2015.10.008

Wadsworth, S., DeFries, J., Willcutt, E., Penningston, B., & Olson, R. (2015). The Colorado longitudinal twin study of reading difficulties and ADHD: Etiologies of comorbidity and stability. Twin Research and Human Genetics, 18(6), 755–761. https://doi.org/10.1017/thg.2015.66

Wang, H., Marinus, E., Nickels, L., & Castles, A. (2014). Tracking orthographic learning in children with different profiles of reading difficulty. Frontiers in Human Neuroscience, 8(468), 1–14. https://doi.org/10.3389/fnhum.2014.00468

Wechsler, D. (2009). Wechsler individual achievement test-Third edition. PsychCorp.

Wechsler, D. (2014). WISC-V: Technical and interpretive manual. Pearson.