title: Subtypes and comorbidity in mathematical learning disabilities: Multidimensional study of verbal and visual memory processes is key to understanding.
abstract: A large body of research suggests that mathematical learning disability (MLD) is related to working memory impairment. Here, I organize part of this literature through a meta-analysis of 36 studies with 665 MLD and 1049 control participants. I demonstrate that one subtype of MLD is associated with reading problems and weak verbal short-term and working memory. Another subtype of MLD does not have associated reading problems and is linked to weak visuospatial short-term and working memory. In order to better understand MLD we need to precisely define potentially modality-specific memory subprocesses and supporting executive functions, relevant for mathematical learning. This can be achieved by taking a multidimensional parametric approach systematically probing an extended network of cognitive functions. Rather than creating arbitrary subgroups and/or focus on a single factor, highly powered studies need to position individuals in a multidimensional parametric space. This will allow us to understand the multidimensional structure of cognitive functions and their relationship to mathematical performance.
authors.affiliation: University of Cambridge, Cambridge, United Kingdom. Electronic address: ds377@cam.ac.uk.
authors.forename: D
authors.initials: D
authors.lastname: Szűcs
mesh_terms: D000293:Adolescent; D000367:Age Factors; D002648:Child; D006801:Humans; D007859:Learning Disabilities / Q000145:classification / Q000503:physiopathology*; D008433:Mathematics; D008568:Memory / Q000502:physiology*; D015201:Meta-Analysis as Topic; D010775:Photic Stimulation; D011932:Reading; D014706:Verbal Learning / Q000502:physiology*; D014796:Visual Perception / Q000502:physiology
keywords: Developmental dyscalculia; Mathematical cognition; Mathematical development; Mathematical learning disability; Mathematics education; Meta-analysis; Working memory development