Spatial Ability in Children with Mathematics Learning Disorder (MLD) and Its Impact on Executive Functions.

IF 1.6 4区心理学 Q3 PSYCHOLOGY

Developmental Neuropsychology Pub Date : 2021-04-01 Epub Date: 2021-04-26 DOI:10.1080/87565641.2021.1913165

Samira Yazdani, Solmaz Soluki, Ali Akbar Arjmandnia, Jalil Fathabadi, Saeid Hassanzadeh, Vahid Nejati

{"title":"Spatial Ability in Children with Mathematics Learning Disorder (MLD) and Its Impact on Executive Functions.","authors":"Samira Yazdani, Solmaz Soluki, Ali Akbar Arjmandnia, Jalil Fathabadi, Saeid Hassanzadeh, Vahid Nejati","doi":"10.1080/87565641.2021.1913165","DOIUrl":null,"url":null,"abstract":"<p><p>Mathematics Learning Disorder (MLD) has been found to be related to impairments in cognitive functions. Spatial ability (SA), which is made up of eight single but unified elements can be assumed to have a leading part in different areas of math skills. The first objective of this study was to explore differences in SA factors in 128 school children of third to sixth grade with and without MLD. The Flexibility of Closure, Closure Speed, Perceptual Speed, Visualization, Spatial Relation, Spatial Orientation, Spatial Temporal, and Wayfinding were measured through eight tasks. The second objective of the study was to explore the SA factors' ability to predict the performance of MLD participants in three executive functions. The results revealed that participants with MLD had poorer performance in all the SA tasks and it took longer to finish the visualization, spatial relation, and spatial orientation tasks compared to children with typical development (TD). Regression analysis indicated that some of the SA factors could predict working memory and cognitive flexibility, but they were unable to predict response inhibition. Regarding these results, applying SA factors in cognitive rehabilitation programs of children with MLD seems necessary.</p>","PeriodicalId":50586,"journal":{"name":"Developmental Neuropsychology","volume":"46 3","pages":"232-248"},"PeriodicalIF":1.6000,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/87565641.2021.1913165","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Developmental Neuropsychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/87565641.2021.1913165","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2021/4/26 0:00:00","PubModel":"Epub","JCR":"Q3","JCRName":"PSYCHOLOGY","Score":null,"Total":0}

引用次数: 2

Abstract

Mathematics Learning Disorder (MLD) has been found to be related to impairments in cognitive functions. Spatial ability (SA), which is made up of eight single but unified elements can be assumed to have a leading part in different areas of math skills. The first objective of this study was to explore differences in SA factors in 128 school children of third to sixth grade with and without MLD. The Flexibility of Closure, Closure Speed, Perceptual Speed, Visualization, Spatial Relation, Spatial Orientation, Spatial Temporal, and Wayfinding were measured through eight tasks. The second objective of the study was to explore the SA factors' ability to predict the performance of MLD participants in three executive functions. The results revealed that participants with MLD had poorer performance in all the SA tasks and it took longer to finish the visualization, spatial relation, and spatial orientation tasks compared to children with typical development (TD). Regression analysis indicated that some of the SA factors could predict working memory and cognitive flexibility, but they were unable to predict response inhibition. Regarding these results, applying SA factors in cognitive rehabilitation programs of children with MLD seems necessary.

查看原文本刊更多论文

数学学习障碍儿童空间能力及其对执行功能的影响。

数学学习障碍(MLD)与认知功能障碍有关。空间能力(SA)由8个单一但统一的元素组成，可以认为在数学技能的不同领域中占据主导地位。本研究的第一个目的是探讨128名患有和不患有MLD的三至六年级学童的SA因素差异。通过8个任务来测量关闭灵活性、关闭速度、感知速度、可视化、空间关系、空间方向、时空和寻路。本研究的第二个目的是探讨SA因素预测MLD参与者在三个执行功能中的表现的能力。结果表明，与典型发育儿童相比，典型发育儿童在所有情景认知任务中的表现都较差，完成可视化、空间关系和空间定向任务所需的时间更长。回归分析表明，部分SA因子能预测工作记忆和认知灵活性，但不能预测反应抑制。鉴于这些结果，将SA因素应用于MLD儿童的认知康复计划似乎是必要的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Developmental Neuropsychology 医学-心理学

CiteScore

2.80

自引率

6.70%

发文量

审稿时长

>12 weeks

期刊介绍： Devoted to exploring relationships between brain and behavior across the life span, Developmental Neuropsychology publishes scholarly papers on the appearance and development of behavioral functions, such as language, perception, and social, motivational and cognitive processes as they relate to brain functions and structures. Appropriate subjects include studies of changes in cognitive function—brain structure relationships across a time period, early cognitive behaviors in normal and brain-damaged children, plasticity and recovery of function after early brain damage, the development of complex cognitive and motor skills, and specific and nonspecific disturbances, such as learning disabilities, mental retardation, schizophrenia, stuttering, and developmental aphasia. In the gerontologic areas, relevant subjects include neuropsychological analyses of normal age-related changes in brain and behavioral functions, such as sensory, motor, cognitive, and adaptive abilities; studies of age-related diseases of the nervous system; and recovery of function in later life. Empirical studies, research reviews, case reports, critical commentaries, and book reviews are featured in each issue. By publishing both basic and clinical studies of the developing and aging brain, the journal encourages additional scholarly work that advances understanding of the field of lifespan developmental neuropsychology.