Work

Cognitive Mechanisms Underlying Achievement Deficits in Children With Mathematical Learning Disability

Year: 2007

Type: article

Abstract: Using strict and lenient mathematics achievement cutoff scores to define a learning disability, respective groups of children who are math disabled (MLD, n=15) and low achieving (LA, n=44) were identified. These groups and a group of typically achieving (TA, n=46) children were administered a battery of mathematical cognition, working memory, and speed of processing measures (M=6 years). The children with MLD showed deficits across all math cognition tasks, many of which were partially or fully mediated by working memory or speed of processing. Compared with the TA group, the LA children were less fluent in processing numerical information and knew fewer addition facts. Implications for defining MLD and identifying underlying cognitive deficits are discussed.

Source: Child Development

DOI: 10.1111/j.1467-8624.2007.01069.x

Authors: David C Geary, Mary K Hoard, Jennifer Byrd-Craven, Lara Nugent, Chattavee Numtee

Institution: University of Missouri

Language: English

Topic: Cognitive and developmental aspects of mathematical skills

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: green

Funder: Eunice Kennedy Shriver National Institute of Child Health and Human Development