Advertisement

Inhibitory ability of children with developmental dyscalculia

  • Huaiying Zhang (张怀英)
  • Hanrong Wu (吴汉荣)
Article

Summary

Inhibitory ability of children with developmental dyscalculia (DD) was investigated to explore the cognitive mechanism underlying DD. According to the definition of developmental dyscalculia, 19 children with DD-only and 10 children with DD&RD (DD combined with reading disability) were selected step by step, children in two control groups were matched with children in case groups by gender and age, and the match ratio was 1:1. Psychological testing software named DMDX was used to measure inhibitory ability of the subjects. The differences of reaction time in number Stroop tasks and differences of accuracy in incongruent condition of color-word Stroop tasks and object inhibition tasks between DD-only children and their controls reached significant levels (P<0.05), and the differences of reaction time in number Stroop tasks between dyscalculic and normal children did not disappear after controlling the non-executive components. The difference of accuracy in color-word incongruent tasks between children with DD&RD and normal children reached significant levels (P<0.05). Children with DD-only confronted with general inhibitory deficits, while children with DD&RD confronted with word inhibitory deficits only.

Key words

developmental dyscalculia children DMDX software inhibitory ability 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    WHO. The ICD-10 classification of mental and behavioral disorders—clinical description and diagnostic guidelines. Geneva: WHO, 1992.Google Scholar
  2. 2.
    APA. Diagnostic and statistical manual of mental disorders. 4th edition. Washington DC: American Psychiatric Association, 1994.Google Scholar
  3. 3.
    Cohen Kadosh R, Walsh V. Dyscalculia. Current Biology, 2007,17(22):R946–R947CrossRefPubMedGoogle Scholar
  4. 4.
    Passolunghi MC, Siegel LS. Working memory and access to numerical information in children with disability in mathematics. J Exp Child Psychol, 2004,88(4):348–367CrossRefPubMedGoogle Scholar
  5. 5.
    Alloway TP. Working memory, but not IQ, predicts subsequent learning in children with learning difficulties. Eur J Psychol Assess, 2009,25(2):92–98CrossRefGoogle Scholar
  6. 6.
    Wang EG, Liu C. On working memory in children with mathematics disabilities. Adv Psychol Sci, 2005,13(1):39–47Google Scholar
  7. 7.
    Baddeley AD, Hitch GJ. Working memory. In Bower G. A. (Ed.), Recent advances in learning and motivation (Vol. 8, pp. 47–90). New York: Academic Press, 1974.Google Scholar
  8. 8.
    Baddeley AD. Is working memory still working? Eur Psychol, 2002,7(2):85–97CrossRefGoogle Scholar
  9. 9.
    Wen P, Zhang L, Li H, et al. Model of executive functioning as predictor of children’s mathematical ability. Xinli Fazhan Yu Jiaoyu (Chinese), 2007,3:13–18Google Scholar
  10. 10.
    Mazzocco MMM, Kover ST. A longitudinal assessment of executive function skills and their association with math performance. Child Neuropsychol, 2007,13(1):18–45CrossRefPubMedGoogle Scholar
  11. 11.
    Miyake A, Friedman NP, Emerson MJ, et al. The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cogn Psychology, 2000,41(1):49–100CrossRefGoogle Scholar
  12. 12.
    Bull R, Johnston RS, Roy JA. Exploring the roles of the visual-spatial sketch pad and central executive in children’s arithmetical skills: Views from cognition and developmental neuropsychology. Dev Neuropsychol, 1999, 15(3):421–442CrossRefGoogle Scholar
  13. 13.
    D’Amico A, Passolunghi MC. Naming speed and effortful and automatic inhibition in children with arithmetic learning disabilities. Learn Individ Differ, 2009,19(2):170–180CrossRefGoogle Scholar
  14. 14.
    Censabella S, Noel MP. The inhibition capacities of children with mathematical disabilities. Child Neuropsychol, 2008,14(1):1–20CrossRefPubMedGoogle Scholar
  15. 15.
    Willburger E, Fussenegger B, Moll K, et al. Naming speed in dyslexia and dyscalculia. Learn Individ Differ, 2008, 18(2):224–236CrossRefGoogle Scholar
  16. 16.
    van der Sluis S, de Jong PF, van der Leij A. Inhibition and shifting in children with learning deficits in arithmetic and reading. J Exp Child Psychol, 2004, 87(3):239–266CrossRefPubMedGoogle Scholar
  17. 17.
    Rourke BP, Conway JA. Disabilities of arithmetic and mathematical reasoning: Perspectives from neurology and neuropsychology. J Learn Disabil, 1997,30(1):34–46CrossRefPubMedGoogle Scholar
  18. 18.
    Jing J, Ryoko M, Hai Y, et al. The revision and appraisal of the pupil rating scale revised-screening for learning disabilities. Zhongguo Ertong Weisheng Zazhi (Chinese), 1998,6(3):197–200Google Scholar
  19. 19.
    Wu HR, Song RR, Yao B. Study on reliability and validity of dyslexia checklist for Chinese children. Zhongguo Xuexiao Weisheng Zazhi (Chinese), 2006,27(6):468–471Google Scholar
  20. 20.
    Wu HR, Li L, Johann H. Application of mathematics test to children at the elementary school level. Zhongguo Xuexiao Weisheng Zazhi (Chinese), 2003,24(4):331–333Google Scholar
  21. 21.
    Wu HR, Li L. Norm establishment for Chinese rating scale of pupil’s mathematical abilities. Zhongguo Linchuang Kangfu (Chinese), 2006,10(30):168–171Google Scholar
  22. 22.
    Wang D, Qian M. Guide book for the second revision of combined raven’s test for Chinese children (CRT-C2, Chinese). Tianjin: Tianjin Institute of Endocrinology, 1997.Google Scholar
  23. 23.
    van der Sluis S, de Jong PF, van der Leij A. Executive functioning in children, and its relations with reasoning, reading, and arithmetic. Intelligence, 2007,35(5):427–449CrossRefGoogle Scholar
  24. 24.
    Kaplan GB, Sengor NS, Gurvit H, et al. Modeling the Stroop effect: a connectionist approach. Neurocomputing, 2007,70(7–9):1414–1423CrossRefGoogle Scholar
  25. 25.
    Bull R, Scerif G. Executive functioning as a predictor of children’s mathematics ability: Inhibition, switching and working memory. Dev Neuropsychol, 2001,19(3):273–293CrossRefPubMedGoogle Scholar
  26. 26.
    Forster KI, Forster JC. DMDX: A window displays program with millisecond accuracy. Behav Res Methods, Instrum Comput, 2003,35(1):116–124CrossRefGoogle Scholar
  27. 27.
    Butterworth B. Developmental dyscalculia. In Campbell JID (Ed.). Handbook of Mathematical Cognition. New York: Psychology Press, 2005.Google Scholar
  28. 28.
    Desoete A, Gregoire J. Numerical competence in young children and in children with mathematics learning disabilities. Learn Individ Differ, 2006,16(4):351–367CrossRefGoogle Scholar
  29. 29.
    Landerl K, Bevan A, Butterworth B. Developmental dyscalculia and basic numerical capacities: a study of 8–9-year-old students. Cognition, 2004,93(2):99–125CrossRefPubMedGoogle Scholar
  30. 30.
    GrossTsur V, Manor O, Shalev RS. Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol, 1996,38(1):25–33CrossRefGoogle Scholar
  31. 31.
    Khng KH, Lee K. Inhibiting interference from prior knowledge: arithmetic intrusions in algebra word problem solving. Learn Individ Diff, 2009,19(2):262–268CrossRefGoogle Scholar

Copyright information

© Huazhong University of Science and Technology and Springer-Verlag Berlin Heidelberg 2011

Authors and Affiliations

  • Huaiying Zhang (张怀英)
    • 1
  • Hanrong Wu (吴汉荣)
    • 1
  1. 1.Department of Child and Adolescent Health, Maternity and Child Health Care, School of Public Health, Tongji Medical CollegeHuazhong University of Science and TechnologyWuhanChina

Personalised recommendations