Interactive Specialisation Theory, typical numerical development and the case of dyscalculia

Abstract

Aim:Adults are typically highly fluent with numerical processing and arithmetical skills. However, these abilities follow a protracted developmental trajectory, which is associated with differential changes in underpinning neural networks. However, approximately three to six per cent of children suffer difficulties with core numerical abilities and meet criteria for developmental dyscalculia (DD) (von Aster & Shalev, 2007). Recent advances in developmental cognitive neuroscience have required the need to integrate data from a variety of fields. The aim of the current article is to use Interactive Specialisation Theory (IST) as a framework to examine the typical development of number processing, before considering whether IST can be applied to brain-behaviour developmental trajectories implicated in developmental dyscalculia.Method:The article uses the IST framework to review the brain-behaviour data related to typical numeracy development, before considering comparable data related to DD. Finally, an overview of interventions for DD, and how these correspond to IST will be provided.Findings:IST emphasises that that DD is not a case of delayed development of numerical skills, but represents a different developmental trajectory. IST has the potential to inform future investigative studies into DD, but also highlights ways that existing interventions may be maximised.Limitations:Whilst DD has comparable prevalence rates to other specific learning disorders and is associated with significant long-term sequelae, it is substantially under-funded and under-researched. As such further data is required on the developmental trajectories involved in arithmetical skills.Conclusions:IST provides a useful explanatory framework which has the potential to inform future investigative studies and ultimately facilitate the development of new interventions to attenuate the negative sequelae associated with developmental dyscalculia. However, further research is required before IST can inform the development of evidence-based interventions for DD.