Processing abilities associated with math skills in adult learning disability.
This study evaluated college adults (N = 138) referred for learning problems using a Cattell-Horn-Carroll based intelligence measure (Woodcock Johnson-Revised: WJ-R) and spatial and executive function neuropsychological measures to determine processing abilities underlying math skills. Auditory and visual perceptual (WJ-R Ga and Gv), long- and short-memory (WJ-R Glr and Gsm), crystallized and fluid intellectual (WJ-R Gc and Gf), and spatial and executive function (Judgment of Line Orientation [JLO] and Category Test) measures differentiated those with and without math deficits. Multiple regression revealed selective processing abilities (Gf, JLO, and Category) predicting about 16% of the variance in math skills after variance associated with general intelligence (also about 16%) was removed. Cluster analysis found evidence for a selective spatial deficit group, a selective executive function deficit group and a double deficit (spatial and executive function) group. Results were discussed in relation to a double deficit hypothesis associated with developmental dyscalculia.
Osmon
David C
DC
Department of Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA.
Smerz
Jessica M
JM
Braun
Michelle M
MM
Plambeck
Elizabeth
E
D000293:Adolescent; D000328:Adult; D000704:Analysis of Variance; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000503:physiopathology*; D008297:Male; D008433:Mathematics; D008606:Mental Processes / Q000502:physiology*; D008875:Middle Aged; D009483:Neuropsychological Tests / Q000706:statistics & numerical data