Testing theories of developmental dyscalculia. Dénes Szűcs with Amy Devine, Kinga Morsanyi, Fruzsina Soltész, Alison Nobes, Florence Gabriel
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1 Testing theories of developmental dyscalculia Dénes Szűcs with Amy Devine, Kinga Morsanyi, Fruzsina Soltész, Alison Nobes, Florence Gabriel University of Cambridge, UK Department of Psychology Centre for Neuroscience in Education
2 Developmental dyscalculia (DD) Affects about 6% of children/adults. Usually defined as a selective weakness of mathematics. Intelligence, reading and motivation to learn is normal Access to appropriate educational provision is normal. There is no generally accepted functional definition of DD. Single, multiple or heterogenous problem? Several potential representational problems Are there different subtypes of DD? Current research focuses on trying to understand the functional basis (causes) of DD. Review in Szucs & Goswami, 2013; Trends in Neuroscience and Education
3 One view is that DD is related to the domain specific impairment of the Simple number processing ability (number sense) of the brain Z Score Reduced gray matter volume in the IPS; intraparietal sulcus. Brain activity in this area has been shown to correlate with performance on simple number comparison. > Can DD be related to impaired ability in simple number processing in the IPS? (here: low birth-weight) children who showed deficits in solving numerical operations) Isaacs et al. 2001, Brain
4 Functional MRI data about the distance effect (functional marker) + Price et al Mussolin et al Accuracy DE differs Accuracy and RT DE is NOT different Kucian et al. 2006: no difference between DD and controls - Kovas et al. 2009: no difference, no ratio effect in IPS Kucian et al. 2011: no difference in IPS Davis et al. 2009: no IPS difference in approximate calculation Structural: Left / Right / Right + other regions > If there is IPS difference - what does it mean? Reviewed in Szűcs et al. 2013; Cortex; In Press
5 Non-symbolic dot comparison tasks: are they valid measures? Task: Compare which side has more dots Soltész, Szűcs & Szűcs, 2010; Behav Brain Funct
6 Are non-symbolic decision tasks valid measures at all? Szucs,, Gebuis et al 2013; Frontiers in Psych. 4:444
7 Behavioural and EEG distance effect in Developmental Dyscalculia Symbolic number comparison; compare to 5 N=7, all girls 120 trials for each number, 144 practice trials Soltész, Szűcs et al Neuroscience Letters
8 Structural MRI data in DD: extended brain differences rel. to controls Rykhlevskaia et al. 2009; reduced gray matter + white matter Reviewed in Szűcs et al. 2013; Cortex; In Press
9 Developmental dyscalculia (DD) It is highly likely that DD relates to weaknesses of various cognitive functions implemented by the extended brain network underlying mathematics: Memory Attention Cognitive control Inhibition of unwanted (mental) acts E.g. solving the following equation requires careful planning even for adults; minor mistakes lead to radically different results: ( (3 + 4) + (1-2) ) / 2 * 3 Our projects examine how the above cognitive functions Relate to DD And to math expertise in children in general Szűcs et al. 2013; Cortex; In Press
10 Large study on DD; Study phases 1,004 Year 3 and Year 4 children (526 boys and 478 girls) from 22 schools in Cambridgeshire, Hertfordshire and Essex in UK Phase 1 group screening tests Mathematics and reading: MALT + HGRT: UK standardized Groups of interest selected for individual assessment based on their performance in both domains Phase 2: N=115 stadardized test-based individual assessment Mathematics; reading: WIAT-II: Numerical Operations, Word Reading & Pseudoword Decoding IQ: WISC-III, Raven s Matrices ; WM: AWMA Socioeconomis status; ADHD: Barkeley scales Phase 3 custom tasks + experimental tasks Measuring automatic access to numerical information and inhibition Phase 4: EEG and MRI Szűcs et al. 2013; Cortex; In Press
11 Reading standardised score Distribution of math and reading scores: 1004 nine-year-old children (East of England, UK) % (55) 110 Female Male Maths standardised score Devine, Szűcs et al.; 2013; Learning and Instruction
12 Group test results Mathematics scores were positively correlated with reading scores (r =.626, p < 0.001) and this correlation remained when controlling for gender (r =.632, p < 0.001). Maths and reading performance normally distributed (p>.1 for both) Devine, Soltész, Nobes, Goswami, Szucs (2013) Learning and Instruction
13 Phase 3: Experimental investigations Speed of general cognitive functioning Spatial skills Behavioural control functions Attention Memory: visual/verbal STM/WM Inhibition of unwanted mental and motor acts Simple number processing Arithmetic Number knowledge Szűcs D et al Journal of Cognitive Neuroscience. Respond RIGHT Bryce, Szucs et al. 2011; NeuroImage Szűcs et al. 2013; Cortex; In Press
14 DD vs. Control sample: 12 vs. 12 children (Age: 110 vs. 109 months; p=0.5) Math Reading Szűcs et al. 2013; Cortex; In Press
15 DD children performed worse than control children in - visual STM - visual WM - inhibition = weak interference suppression in Stroop tasks Permutation statistics: 1 million random re-groupings into 2 groups of N=12 Bootstrap: 1 million bootstrap samples with replacement Szűcs et al. 2013; Cortex; In Press
16 Reasoning test 16 transitive inference problems with the following structures: 1. A>B, B>C A>C? (valid, easy structure) 2. A>B, C>A C>B? (valid, difficult structure) 3. A>B, B>C C>A? (invalid, easy structure) 4. A>B, C>A B>C? (invalid, difficult structure) 4 with believable conclusions (e.g., elephants are bigger than mice) 4 with unbelievable conclusions (e.g., rabbits are stronger than gorillas) 8 with neutral conclusions: 4 visual-spatial (e.g., the panda is behind the giraffe) 4 non-visual (e.g., Sarah is older than Anne) Morsanyi,, Szucs, 2013; Developmental Science
17 Results Morsanyi,, Szucs, 2013; Developmental Science
18 Modelling numerical competence (N=98; 9-year-olds) Szucs et al. Developmental Science, 2013
19 Modelling numerical competence (N=98; 9-year-olds) Szucs et al. Developmental Science, 2013
20 Modelling numerical competence (N=98; 9-year-olds) Szucs et al. Developmental Science, 2013
21 Modelling numerical competence (N=98; 9-year-olds) Szucs et al. Developmental Science, 2013
22 Emotional factors: Mathematics anxiety 433 children in the UK Devine, Szucs et al Behavioural and Brain functions
23 CONCLUSIONS Cognitive structure related to math in 9-year-old children: 1. The most robust impairment in DD is that of visuo-spatial shortterm memory and working memory 2. Inhibition function seems impaired as well 3. Logical reasoning skills are also impaired in DD and strongly relate to mathematical ability (when problems are visualizable). 4. Educational implications: - Interventions to improve mathematical skill may want to focus on enhancing abilities in the above domains / anxiety - However, further research is needed to establish the efficiency of such interventions. - Cross-cultural validity? Review in Szucs & Goswami, 2013; Trends in Neuroscience and Education
24 Denes Szucs Amy Devine Kinga Morsanyi Fruzsina Soltesz Alison Nobes Florence Gabriel
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