Domain-General Cognitive Skills in Children with Mathematical Difficulties and Dyscalculia: A Systematic Review of the Literature
Mathematical performance implies a series of numerical and mathematical skills (both innate and derived from formal training) as well as certain general cognitive abilities that, if inadequate, can have a cascading effect on mathematics learning. These latter skills were the focus of the present sys...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-02-01
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| Series: | Brain Sciences |
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| Online Access: | https://www.mdpi.com/2076-3425/12/2/239 |
| _version_ | 1827656444323823616 |
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| author | Francesca Agostini Pierluigi Zoccolotti Maria Casagrande |
| author_facet | Francesca Agostini Pierluigi Zoccolotti Maria Casagrande |
| author_sort | Francesca Agostini |
| collection | DOAJ |
| description | Mathematical performance implies a series of numerical and mathematical skills (both innate and derived from formal training) as well as certain general cognitive abilities that, if inadequate, can have a cascading effect on mathematics learning. These latter skills were the focus of the present systematic review. Method: The reviewing process was conducted according to the PRISMA statement. We included 46 studies comparing school-aged children’s performance with and without math difficulties in the following cognitive domains: processing speed, phonological awareness, short- and long-term memory, executive functions, and attention. Results: The results showed that some general cognitive domains were compromised in children with mathematical difficulties (i.e., executive functions, attention, and processing speed). Conclusions: These cognitive functions should be evaluated during the diagnostic process in order to better understand the child’s profile and propose individually tailored interventions. However, further studies should investigate the role of skills that have been poorly investigated to date (e.g., long-term memory and phonological awareness). |
| first_indexed | 2024-03-09T22:27:31Z |
| format | Article |
| id | doaj.art-f43f3232d223493cab7f63dd1cbdbcb0 |
| institution | Directory Open Access Journal |
| issn | 2076-3425 |
| language | English |
| last_indexed | 2024-03-09T22:27:31Z |
| publishDate | 2022-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Brain Sciences |
| spelling | doaj.art-f43f3232d223493cab7f63dd1cbdbcb02023-11-23T19:03:45ZengMDPI AGBrain Sciences2076-34252022-02-0112223910.3390/brainsci12020239Domain-General Cognitive Skills in Children with Mathematical Difficulties and Dyscalculia: A Systematic Review of the LiteratureFrancesca Agostini0Pierluigi Zoccolotti1Maria Casagrande2Department of Psychology, Sapienza University of Rome, 00185 Rome, ItalyDepartment of Psychology, Sapienza University of Rome, 00185 Rome, ItalyDepartment of Dynamic, Clinical Psychology and Health Studies, Sapienza University of Rome, 00185 Rome, ItalyMathematical performance implies a series of numerical and mathematical skills (both innate and derived from formal training) as well as certain general cognitive abilities that, if inadequate, can have a cascading effect on mathematics learning. These latter skills were the focus of the present systematic review. Method: The reviewing process was conducted according to the PRISMA statement. We included 46 studies comparing school-aged children’s performance with and without math difficulties in the following cognitive domains: processing speed, phonological awareness, short- and long-term memory, executive functions, and attention. Results: The results showed that some general cognitive domains were compromised in children with mathematical difficulties (i.e., executive functions, attention, and processing speed). Conclusions: These cognitive functions should be evaluated during the diagnostic process in order to better understand the child’s profile and propose individually tailored interventions. However, further studies should investigate the role of skills that have been poorly investigated to date (e.g., long-term memory and phonological awareness).https://www.mdpi.com/2076-3425/12/2/239mathematical learning disabilitiesdevelopmental dyscalculiamathematical difficultiesexecutive functionprocessing speedworking memory |
| spellingShingle | Francesca Agostini Pierluigi Zoccolotti Maria Casagrande Domain-General Cognitive Skills in Children with Mathematical Difficulties and Dyscalculia: A Systematic Review of the Literature Brain Sciences mathematical learning disabilities developmental dyscalculia mathematical difficulties executive function processing speed working memory |
| title | Domain-General Cognitive Skills in Children with Mathematical Difficulties and Dyscalculia: A Systematic Review of the Literature |
| title_full | Domain-General Cognitive Skills in Children with Mathematical Difficulties and Dyscalculia: A Systematic Review of the Literature |
| title_fullStr | Domain-General Cognitive Skills in Children with Mathematical Difficulties and Dyscalculia: A Systematic Review of the Literature |
| title_full_unstemmed | Domain-General Cognitive Skills in Children with Mathematical Difficulties and Dyscalculia: A Systematic Review of the Literature |
| title_short | Domain-General Cognitive Skills in Children with Mathematical Difficulties and Dyscalculia: A Systematic Review of the Literature |
| title_sort | domain general cognitive skills in children with mathematical difficulties and dyscalculia a systematic review of the literature |
| topic | mathematical learning disabilities developmental dyscalculia mathematical difficulties executive function processing speed working memory |
| url | https://www.mdpi.com/2076-3425/12/2/239 |
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