Abstract
Math difficulties (MD) manifest across various domain-specific and domain-general abilities. However, the existing cognitive profile of MD is incomplete and thus not applicable in typical settings such as schools or clinics. So far, no review has applied inclusion criteria according to DSM or ICD, summarized domain-specific abilities or examined the validity of response time scores for MD identification. Based upon stringent clinical criteria, the current meta-analysis included 34 studies which compared cognitive performances of a group with MD (n = 680) and a group without MD (n = 1565). Criteria according to DSM and ICD were applied to identify MD (percentile rank ≤ 16, age range 8–12 years, no comorbidities/low IQ). Effect sizes for 22 abilities were estimated and separated by their level and type of scoring (AC = accuracy, RT = response time). A cognitive profile of MD was identified, characterized by distinct weaknesses in: (a) computation (calculation [AC], fact retrieval [AC]), (b) number sense (quantity processing [AC], quantity-number linking [RT], numerical relations [AC]), and (c) visual-spatial short-term storage [AC]. No particular strength was found. Severity of MD, group differences in reading performance and IQ did not significantly moderate the results. Further analyses revealed that (a) effects are larger when dealing with numbers or number words than with quantities, (b) MD is not accompanied by any weakness in abilities typically assigned to reading, and (c) weaknesses in visual-spatial short-term storage emphasize the notion that number and space are interlinked. The need for high-quality studies investigating domain-general abilities is discussed.
Highlights
About 3–6% of all children experience severe difficulties in mathematics despite having normal intelligence and access to adequate education (Shalev, 2007; Moll et al, 2014; Fortes et al, 2016)
The total math difficulties (MD) sample consisted of 680 unique people (43.6% male) with a mean age of 117.3 months and the total typically developing group (TD) sample covered 1565 unique people (48.4% male) with a mean age of 117.5 months
A cognitive profile of MD based on criteria given by DSM and ICD was found, which is characterized by significant weaknesses in the in the following abilities: High-level abilities mathematics (AC − time constraints were involved (TC), AC + TC, and response time (RT) + TC), shortterm working memory (AC − TC); medium-level abilities computation (AC + TC), number sense (AC − TC, AC + TC, and RT + TC), visual-spatial short-term storage (AC − TC), working memory capacity (AC − TC); and low-level abilities fact retrieval (AC + TC), quantity processing (AC + TC), quantity-number linking (RT + TC), and numerical relations (AC − TC)
Summary
About 3–6% of all children experience severe difficulties in mathematics despite having normal intelligence and access to adequate education (Shalev, 2007; Moll et al, 2014; Fortes et al, 2016). If not identified and treated at an early stage, math difficulties (MD) can persistently affect academic functioning (Shalev et al, 2005; Morgan et al, 2009) and increase the risk of mental health problems (Willcutt et al, 2013; Endlich et al, 2014; Devine et al, 2018). Given these possible consequences, it is essential to identify MD correctly (Ritchie and Bates, 2013; Lewis and Fisher, 2016). DSM-5 or ICD-10 (soon ICD-11) is used for this kind of MD identification Both offer only a short description of cognitive abilities which are affected by MD. A valid cognitive profile of MD based on clinical criteria in accordance with DSM or ICD is still missing (Geary, 2010; Pham and Riviere, 2015; Träff et al, 2017)
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