Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability.
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.
Geary
David C
DC
Department of Psychological Sciences, University of Missouri-Columbia 65211-2500, USA. GearyD@Missouri.edu
Hoard
Mary K
MK
Byrd-Craven
Jennifer
J
Nugent
Lara
L
Numtee
Chattavee
C
D002648:Child; D002675:Child, Preschool; D003210:Concept Formation; D004522:Educational Status; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis / Q000523:psychology*; D008137:Longitudinal Studies; D008297:Male; D008433:Mathematics; D008570:Memory, Short-Term; D011340:Problem Solving; D011930:Reaction Time