Hostname: page-component-78c5997874-g7gxr Total loading time: 0 Render date: 2024-11-05T15:54:41.116Z Has data issue: false hasContentIssue false
  • English
  • Français

Arithmetic skills and their cognitive correlates in children with acquired and congenital brain disorder

Published online by Cambridge University Press:  04 May 2005

LAUREN K. AYR ,
KEITH OWEN YEATES  and
BENEDICTA G. ENRILE
LAUREN K. AYR
Affiliation:
Department of Psychology, The Ohio State University, Ohio Center for Biobehavioral Health, Columbus Children's Research Institute, Columbus, Ohio
KEITH OWEN YEATES
Affiliation:
Department of Pediatrics, The Ohio State University, Ohio Center for Biobehavioral Health, Columbus Children's Research Institute, Columbus, Ohio
BENEDICTA G. ENRILE
Affiliation:
Department of Pediatrics, The Ohio State University, Ohio Section of Behavioral and Developmental Pediatrics, Children's Hospital, Columbus, Ohio
Get access Rights & Permissions [Opens in a new window]

Abstract

Arithmetic skills and their cognitive correlates were studied in 24 children with myelomeningocele and shunted hydrocephalus (MM), 27 children with severe traumatic brain injuries (TBI), and 26 children with orthopedic injuries (OI). Their average age was 11.56 years (SD = 2.36). They completed the WRAT–3 Arithmetic subtest and a subtraction task consisting of 20 problems of varying difficulty, as well as measures of working memory, declarative memory, processing speed, planning skills, and visuospatial abilities. The MM group performed more poorly on the WRAT–3 Arithmetic subtest and the subtraction task than the other two groups, which did not differ from each other on either measure. The groups did not differ in the number of math fact errors or visual-spatial errors on the subtraction task, but the MM group made more procedural errors than the OI group. The five cognitive abilities explained substantial variance in performance on both arithmetic tests; processing speed, working memory, declarative memory, and planning accounted for unique variance. Exploratory analyses showed that the cognitive correlates of arithmetic skills varied across groups and ages. Congenital and acquired brain disorders are associated with distinct patterns of arithmetic skills, which are related to specific cognitive abilities. (JINS, 2005, 11, 249–262.)

Keywords

ArithmeticChildrenBrain disorder
Type
Research Article
Information
Journal of the International Neuropsychological Society , Volume 11 , Issue 3 , May 2005 , pp. 249 - 262
Copyright
© 2005 The International Neuropsychological Society

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Aiken, L.S. & West, S.G. (1991). Multiple regression: Testing and interpreting interactions. Thousand Oaks, California: Sage Publications, Inc.
Ashcraft, M.H., Yamashita, T.S., & Aram, D.M. (1992). Mathematics performance in left and right brain-lesioned children and adolescents. Brain and Cognition, 19, 208–252.CrossRefGoogle Scholar
Baddeley, A.D. & Hitch, G.J. (1994). Developments in the concept of working memory. Neuropsychology, 8, 485–493.CrossRefGoogle Scholar
Badian, N.A. (1983). Dyscalculia and nonverbal disorders of learning. In H.R. Myklebust (Ed.), Progress in learning disabilities (pp. 235–263). New York: Grune & Stratton.
Barnes, M.A., Pengelly, S., Dennis, M., Wilkinson, M., Rogers, T., & Faulkner, H. (2002). Mathematics skills in good readers with hydrocephalus. Journal of the International Neuropsychological Society, 8, 72–82.CrossRefGoogle Scholar
Brookshire, B.L., Fletcher, J.M., Bohan, T.P., Landry, S.H., Davidson, K.C., & Francis, D.J. (1995). Verbal and nonverbal skills discrepancies in children with hydrocephalus: A five year longitudinal follow-up. Journal of Pediatric Psychology, 20, 785–800.CrossRefGoogle Scholar
Bull, R. & Johnston, R.S. (1997). Children's arithmetical difficulties: Contributions from processing speed, item identification, and short-term memory. Journal of Experimental Child Psychology, 65, 1–24.CrossRefGoogle Scholar
Bull, R., Johnston, R.S., & Roy, J.A. (1999). Exploring the roles of the visual-spatial sketch pad and the central executive in children's arithmetical skills: Views from cognitive and developmental neuropsychology. Developmental Neuropsychology, 15, 421–442.CrossRefGoogle Scholar
Bull, R. & Scerif, G. (2001). Executive functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory. Developmental Neuropsychology, 19, 273–293.CrossRefGoogle Scholar
Chadwick, O., Rutter, M., Shaffer, D., & Shrout, P.E. (1981). A prospective study of children with head injuries: Specific cognitive difficulties. Journal of Clinical Neuropsychology, 3, 101–120.CrossRefGoogle Scholar
Cirino, P.T., Morris, M.K., & Morris, R.D. (2002). Neuropsychological concomitants of calculation skills in college students referred for learning difficulties. Developmental Neuropsychology, 21, 201–218.CrossRefGoogle Scholar
Cohen, M.J. (1997). Children's memory scale. San Antonio, Texas: The Psychological Corporation.
Dennis, M. & Barnes, M. (2002). Math and numeracy in young adults with spina bifida and hydrocephalus. Developmental Neuropsychology, 21, 141–155.CrossRefGoogle Scholar
Donders, J. (1997). A short form of the WISC–III for clinical use. Psychological Assessment, 9, 15–20.CrossRefGoogle Scholar
Espy, K.A., McDiarmid, M.M., Cwik, M.F., Stalets, M.M., Hamby, A., & Senn, T.F. (2004). The contribution of executive functions to emergent mathematic skills in preschool children. Developmental Neuropsychology, 26, 465–486.CrossRefGoogle Scholar
Ewing-Cobbs, L., Levin, H.S., & Fletcher, J.M. (1998). Neuropsychological sequelae after pediatric traumatic brain injury: Advances since 1985. In M. Ylvisaker (Ed.), Traumatic brain injury rehabilitation: Children and adolescents (pp. 11–26). Boston, Massachusetts: Butterworth-Heinemann.
Garnett, K. & Fleischner, J. (1987). Mathematical disabilities. Pediatric Annals, 16, 159–176.CrossRefGoogle Scholar
Geary, D.C. (1990). A componential analysis of an early learning deficit in mathematics. Journal of Experimental Child Psychology, 49, 363–383.CrossRefGoogle Scholar
Geary, D.C. (1993). Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological Bulletin, 114, 345–362.CrossRefGoogle Scholar
Geary, D.C. (1994). Children's mathematical development: Research and practical applications. Washington, DC: American Psychological Association.
Geary, D.C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37, 4–15.CrossRefGoogle Scholar
Geary, D.C., Bow-Thomas, C.C., & Yao, Y. (1992). Counting knowledge and skill in cognitive addition: A comparison of normal and mathematically disabled children. Journal of Experimental Child Psychology, 54, 372–391.CrossRefGoogle Scholar
Geary, D.C. & Brown, S.C. (1992). Cognitive addition: Strategy choice and speed-of-processing differences in gifted, normal, and mathematically disabled children. Developmental Psychology, 27, 398–406.Google Scholar
Geary, D.C., Brown, S.C., & Samaranayake, V.A. (1991). Cognitive addition: A short longitudinal study of strategy choice and speed-of-processing differences in normal and mathematically disabled children. Developmental Psychology, 27, 787–797.CrossRefGoogle Scholar
Ginsburg, H.P. (1997). Mathematics learning disabilities: A view from developmental psychology. Journal of Learning Disabilities, 30, 20–33.CrossRefGoogle Scholar
Graham, S. & Harris, K.R. (1996). Addressing problems in attention, memory and executive functioning: An example from self-regulated strategy development. In G.R. Lyon & N.A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 349–365). Baltimore, Maryland: Paul H. Brookes Publishing Co.
Hartje, W. (1987). The effect of spatial disorders on arithmetical skills. In G. Deloche & X. Seron (Eds.), Mathematical disabilities: A cognitive neuropsychological perspective (pp. 121–135). Hillsdale, New Jersey: Earlbaum.
Hécaen, H., Angelergues, R., & Houillier, S. (1961). Les variétés cliniques des acalculies au cours des lésions rétrolandiques: Approche statistique du problème. Revue Neurologique, 105, 85–103.Google Scholar
Jaffe, K.M., Fay, G.C., Polissar, N.L., Martin, K.M., Shurtleff, H., Rivara, J.B., & Winn, H.R. (1992). Severity of pediatric traumatic brain injury and early neurobehavioral outcome: A cohort study. Archives of Physical Medicine and Rehabilitation, 73, 540–547.Google Scholar
Jordan, N.C. & Montani, T.O. (1997). Cognitive arithmetic and problem solving: A comparison of children with specific and general mathematics difficulties. Journal of Learning Disabilities, 30, 624–634.CrossRefGoogle Scholar
Knights, R.M., Ivan, L.P., Ventureyra, E.C.G., Bentivoglio, C., Stoddart, C., Winogron, W., & Bawden, H.N. (1991). The effects of head injury in children on neuropsychological and behavioral functioning. Brain Injury, 5, 339–351.CrossRefGoogle Scholar
Kaemingk, K.L., Carey, M.E., Moore, I.M., Herzer, M., & Hutter, J.J. (2004). Math weaknesses in survivors of acute lymphoblastic leukemia compared to healthy children. Child Neuropsychology, 10, 14–23.Google Scholar
Kosc, L. (1974). Developmental dyscalculia. Journal of Learning Disabilities, 7, 165–177.CrossRefGoogle Scholar
Krikorian, R., Bartok, J., & Gay, N. (1994). Tower of London procedure: A standard method and developmental data. Journal of Clinical and Experimental Neuropsychology, 16, 840–850.CrossRefGoogle Scholar
Levin, H.S. & Eisenberg, H.M. (1979). Neuropsychological impairment after closed head injury in children and adolescents. Journal of Pediatric Psychology, 4, 389–402.CrossRefGoogle Scholar
Levin, H.S., Fletcher, J.M., Kufera, J.A., Harward, H., Lilly, M.A., Mendelsohn, D., Bruce, D., & Eisenberg, H.M. (1996). Dimensions of cognition measured by the Tower of London and other cognitive tasks in head-injured children and adolescents. Developmental Neuropsychology, 12, 17–34.CrossRefGoogle Scholar
McClean, J.F. & Hitch, G.J. (1999). Working memory impairments in children with specific arithmetic learning difficulties. Journal of Experimental Child Psychology, 74, 240–260.CrossRefGoogle Scholar
McCloskey, M., Aliminosa, D., & Sokol, S.M. (1991). Facts, rules, and procedures in normal calculation: Evidence from multiple single-patient studies of impaired arithmetic fact retrieval. Brain and Cognition, 17, 154–203.CrossRefGoogle Scholar
McCloskey, M., Caramazza, A., & Basili, A.G. (1985). Cognitive mechanisms in number processing and calculation: Evidence from dyscalculia. Brain and Cognition, 4, 171–196.CrossRefGoogle Scholar
Passolunghi, M.C. & Siegel, L.S. (2001). Short-term memory, working memory, and inhibitory control in children with difficulties in arithmetic problem solving. Journal of Experimental Child Psychology, 80, 44–57.CrossRefGoogle Scholar
Pennington, B.F. (1997). Dimensions of executive function in normal and abnormal development. In N.A. Krasnegor, G.R. Lyon, & P.S. Goldman-Rakic (Eds.), Development of prefrontal cortex: Evolution, neurobiology, and behavior (pp. 265–281). Baltimore, Maryland: Paul H. Brookes Publishing.
Pennington, B.F., Bennetto, L., McAleer, O., & Roberts, R.J., Jr. (1996). Executive functions and working memory: Theoretical and measurement issues. In G.R. Lyon & N.A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 327–348). Baltimore, Maryland: Paul H. Brookes Publishing Co.
Reynolds, C.R. (1997). Forward and backward memory span should not be combined for clinical analysis. Archives of Clinical Neuropsychology, 12, 29–40.CrossRefGoogle Scholar
Riccio, C.A., Cohen, M.J., Hall, J., & Ross, C.M. (1997). The third and fourth factors of the WISC–III: What they don't measure. Journal of Psychoeducational Assessment, 15, 27–39.CrossRefGoogle Scholar
Rourke, B.P. & Conway, J.A. (1997). Disabilities of arithmetic and mathematical reasoning: Perspectives from neurology and neuropsychology. Journal of Learning Disabilities, 30, 34–46.CrossRefGoogle Scholar
Rourke, B.P. & Finlayson, M.A.J. (1978). Neuropsychological significance of variations in patterns of academic performance: Verbal and visual-spatial abilities. Journal of Abnormal Child Psychology, 6, 121–133.CrossRefGoogle Scholar
Rovet, J., Szekely, C., & Hockenberry, M.-N. (1994). Specific arithmetic calculation deficits in children with Turner syndrome. Journal of Clinical and Experimental Neuropsychology, 16, 820–839.CrossRefGoogle Scholar
Sikora, D.M., Haley, P., Edwards, J., & Butler, R.W. (2002). Tower of London test performance in children with poor arithmetic skills. Developmental Neuropsychology, 21, 243–254.CrossRefGoogle Scholar
Snow, J. (1992). Mental flexibility and planning skills in children and adolescents with learning disabilities. Journal of Learning Disabilities, 25, 265–270.CrossRefGoogle Scholar
Spiers, P.A. (1987). Acalculia revisited: Current issues. In G. Deloche & X. Seron (Eds.), Mathematical disabilities: A cognitive neuropsychological analysis (pp. 1–27). Hillsdale, New Jersey: Lawrence Erlbaum.
Taylor, H.G., Yeates, K.O., Wade, S.L., Drotar, D., Stancin, T., & Minich, N. (2002). A prospective study of short- and long-term outcomes after traumatic brain injury in children: Behavior and achievement. Neuropsychology, 16, 15–27.CrossRefGoogle Scholar
Temple, C.M. (1989). Digit dyslexia: A category-specific disorder in development dyscalculia. Cognitive Neuropsychology, 6, 95–110.CrossRefGoogle Scholar
Temple, C.M. (1991). Procedural dyscalculia and number fact dyscalculia: Double dissociation in developmental dyscalculia. Cognitive Neuropsychology, 8, 155–176.CrossRefGoogle Scholar
Temple, C.M. (1997). Developmental cognitive neuropsychology. United Kingdom: Psychology Press.
Temple, C.M. & Marriott, A.J. (1998). Arithmetical ability and disability in Turner's syndrome: A cognitive neuropsychological analysis. Developmental Neuropsychology, 14, 47–67.CrossRefGoogle Scholar
VanLehn, K. (1982). Bugs are not enough: Empirical studies of bugs, impasses, and repairs in procedural skills. Journal of Mathematical Behavior, 3, 3–71.Google Scholar
Wechsler, D. (1991). Wechsler Intelligence Scale for Children–Third Edition. San Antonio, Texas: Psychological Corporation.
Wilkinson, G.S. (1993). The Wide Range Achievement Test. Wilmington, Delaware: Wide Range, Inc.
Woodcock, R.W. & Johnson, M.B. (1989). Woodcock-Johnson Psycho-Educational Battery–Revised. Chicago, Illinois: Riverside.
Yeates, K.O. (2000). Closed head injury. In K.O. Yeates, M.D. Ris, & H.G. Taylor (Eds.), Pediatric neuropsychology: Research, theory, and practice (pp. 92–116). New York: Guilford Publications, Inc.