Neuropsychology of childhood arithmetic disorders.
The arithmetic learning disability literature was reviewed and critiqued. Due to the paucity of research in this area, few conclusions may be inferred. In general, the available research has provided tentative hypotheses about the nature of arithmetic disabilities. A variety of psychosocial variables notwithstanding, childhood arithmetic disability may directly result from cerebral dysfunction, poor motivation, and emotional/behavioral disturbance. However, further research is necessary in order to clarify the effects of maturation on arithmetic skills acquisition. Indeed, one approach to identification of the disorder would consider individual differences in neuropsychological development and performance affecting arithmetic achievement. It was concluded that a more comprehensive approach to investigating and diagnosing childhood arithmetic disability is needed. Reformulations and methods of study were articulated. Six related lines of research were outlined. A diagnostic rating scale was suggested which would account for type and severity of disorder. Diagnostic criteria were recommended based on the degree and definition of disability. Needs for remediation research were briefly explored.
Batchelor
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Neuropsychology Laboratory, Ball State University, Munice, IN 47303.
D000293:Adolescent; D002648:Child; D002675:Child, Preschool; D006801:Humans; D007859:Learning Disabilities / Q000503:physiopathology / Q000523:psychology*; D008433:Mathematics