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Theories of Dyscalculia and Maths Disorders - Coggle Diagram

- - - - counting errors
        
        Geary et al 1999: children with MDs often incorrectly accepted trials as correct (puppet counting in/correctly)
      - inaccurate calculations
      - slow number fact retrieval
        
        Landerl, Bevan, and Butterowrth 2004: dyscalculic children are impaired on number comparison but equal to HCs on size comparison
        
        Jordan et al 2003: children with dyscalculia showed impairments on calculation principles and forced retrieval of number facts
        
        impairment was greater on calculation principles with the presence of a comorbid reading difficulty
        
        impairment on forced retrieval of number facts was not impacted by comorbid reading disorders
      - use of immature strategies for calculation
        
        Geary 1990: children with dyscalculia have arithmetic skills comparable to younger children
        
        more likely to use count based strategies
        
        made more errors when counting
        
        less likely to retrieve answers from long term memory
  - - - Analog mental representation deficit: basic difficulties in representing numerosity and quantity
        
        impaired interplay between ANS and visual arabic number form
        
        predicts impairments in symbolic and nonsymbolic numerical tasks
      - Access deficits: difficulty mapping Arabic digits to quantities and numerosity representations
        
        Piazza et al 2010: dyscalculics show delayed development of Weber fraction relative to peers
        
        Rouselle and Noel 2007: children with dyscalculia perform similarly to HCs on non symbolic but are impaired on symbolic comparison tasks
        
        Noel and Rouselle 2011: younger children with dyscalculia more likely to show equivalent performance on nonsymbolic tasks but older children more likely to show deficits across both symbolic and nonsymbolic representation tasks
    - - Working Memory Deficits
        
        Menon 2016: visuo-spatial sketchpad abnormalities in children with maths difficulties
        
        Rotzer et al 2009: children with dyscalculia show decreased activity in the IPS, right insula, and inferior frontal gyrus during visuospatial working memory tasks
        
        Passolunghi and Siegel 2004: dyscalculic and HC participants did not differ on memory span for words or digits
      - Executive and Attentional Control Deficits
        
        Passolunghi and Siegel 2004: dyscalculic children performed worse on working memory tasks involving sentences and counting spans
        
        Szucs et al 2013: children with dyscalculia performed in the bottom 16% of visuospatial working memory ability
        
        Cragg and Gilmore's EF and Maths model: suggests that various elements of executive function map onto and are vital for components of math knowledge
        
        working memory maps to facts and procedures, shifting maps to procedures and concepts, inhibition maps directly to concepts and indirectly to facts and procedures
  - - - Alarcon et al 1997: high concordance rates of dyscalculia and maths disorders between MZ twins
      - Plomin and Kovacs 2005
        
        maths ability influenced by genes and non-shared environment
        
        many genes associated with maths ability are also involved with individual differences on reading and general cognitive ability
        
        no specific "genes for" maths or maths difficulties
    - - Acalculia: acquired deficit in number processing, typically following injury to the left parietal lobe
      - Isaacs et al 2001: lower grey matter density in the left intraparietal sulcus of dyscalculics vs HCs
      - Ashkenazi et al 2013: functional differences in the IPS and frontal gyrus in dyscalculics vs HCs during arithmetic and non/symbolic comparisons