Week 4: Reading

Question 1

What is the main argument that this paper makes about the neuro-cognitive underpinnings of dyscalculia? (Fias et al., 2013)

Answer 1

number processing is subserved by multiple brain regions is an important first step, but in itself it leaves the functional specification of cognitive subcomponents unexplained.

working memory performance measures have been shown to correlate with math performance

- prevalence rates vary considerably from study to study, it is clear that dyscaculia has a high comorbidity with other learning and developmental disabilities [45] including dyslexia [5], ADHD, and dyspraxia.

inferior frontal gyrus, anterior cingulate gyrus, insula and cerebellum are also systematically related to numerical problem solving tasks.

Question 2

What does it mean that dyscalculia is a heterogeneous condition, and how does the paper explain the heterogeneity of dyscalculia?

Answer 2

Its a varied condition

number processing and mathematical problem solving is built on multiple neurocognitive components that are implemented by distinct and overlapping brain systems.

comorbidities observed in DD and mathematical learning disability are a natural consequence of such a multicomponent system.

are likely no easy answers to a question as complex as the nature and origins of dyscalculia.

Question 3

Haberstroh (2019) Key cognitive problems of dyscalculia?

Answer 3

• Severe, persistent difficulty performing arithmetical calculations leads to marked impairment in school, at work, and in everyday life and elevates the risk of comorbid mental disorders
  • need much more time than persons without dyscalculia to solve problems

impaired performance in visuospatial working memory and surpression of distracting stimuli

Question 4

Haberstroh et al., 2019, What are the key recommendations for designing interventions?

Answer 4

○ Individual
○ At least 45 minute duration
○ Depends on context, e.g. if any comorbid symptoms
indication for continued treatment should be reevaluated at least once a year, with disorder-specific follow-up examinations carried out by independent specialists (i.e. not the person conducting therapy)

mathematical abilities should be reinforced through the application of standardized, disorder-specific interventions whose efficacy has been scientifically demonstrated

should only be applied if they are appropriate in the context of the individual treatment plan. If the patient, for example, simultaneously suffers from an attention deficit that makes it impossible for him or her to follow a standardized program, then that program cannot be used.