Category Archives: Dyscalculia Overview

Weaker number sense accounts for impaired numerosity perception in dyscalculia: Behavioral and computational evidence

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Recent studies suggest that poor numerosity judgments might stem from stronger interference from non‐numerical visual information, in line with alternative accounts that highlight impairments in executive functions and visuospatial abilities in the etiology of dyscalculia. To resolve this debate, we used a psychophysical method designed to disentangle the contribution of numerical and non‐numerical features to explicit numerosity judgments in a dot comparison task and we assessed the relative saliency of numerosity in a spontaneous categorization task. Children with dyscalculia were compared to control children with average mathematical skills matched for age, IQ, and visuospatial memory. In the comparison task, the lower accuracy of dyscalculics compared to controls was linked to weaker encoding of numerosity, but not to the strength of non‐numerical biases. Similarly, in the spontaneous categorization task, children with dyscalculia showed a weaker number‐based categorization compared to the control group, with no evidence of a stronger influence of non‐numerical information on category choice. Simulations with a neurocomputational model of numerosity perception showed that the reduction of representational resources affected the progressive refinement of number acuity, with little effect on non‐numerical bias in numerosity judgments. Together, these results suggest that impaired numerosity perception in dyscalculia cannot be explained by increased interference from non‐numerical visual cues, thereby supporting the hypothesis of a core number sense deficit.

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How NLP, Hypnosis, and Time Line Therapy® Can Help You Overcome Dyscalculia

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For individuals dealing with dyscalculia, the experience can be discouraging, especially in educational environments where numeracy skills are essential. However, this ought not to be, at least not after the advent of powerful, holistic, therapeutic techniques such as Neuro-Linguistic Programming (NLP), Hypnosis, and Time Line Therapy® (TLT) that provide strategies for addressing diverse emotional and mental factors that can trigger and worsen the severity of dyscalculia.

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LEARNING DISORDER RELATED WITH MATH & MONEY

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How to you refer to someone with a learning “thing”

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In Australia, a broad range of terms are used when discussing children and young people with a specific learning disorder (SLD). However, little is known about how SLD-related terminology is perceived by adults with an SLD, parents of children with an SLD and the professionals who support them. The purpose of this study was to identify any SLD-related preferred terms and explore factors which may influence these preferences. Data were collected from 177 participants via an online survey which asked them to rate how much they liked each term from a provided list and why. Results showed that clear language preferences do exist amongst dyslexic adults, parents and professionals, with dyslexia/dysgraphia/dyscalculia, dyslexic/dysgraphic/dyscalculic, person with dyslexia/dysgraphia/ dyscalculia and challenges being the most liked terms whilst learning disability, learning disabled, impairment, deficit, weakness and person with a learning disability were amongst the least liked terms. A narrative synthesis revealed that participants’ language preferences are largely dependent on the context and intent of communication, generating six key themes. This research offers clear implications on how society embraces strengths and diversity, including language use, and the impact this can have on individuals with SLDs.

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Even in dyscalculia, rhythm is something that can be felt, not counted.

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The Journey of Larry Mullen Jr.
As a teenager, Larry Mullen Jr. founded U2 in 1976 without having a dream that one day it would be one of the biggest rock bands in history. As a drummer, his style has always been natural and groove-oriented, often centered around hard-hitting beats more than around elaborate time signatures. This style has been a defining feature of U2’s unique sound, with songs such as “Sunday Bloody Sunday” and “Where the Streets Have No Name” bearing witness to his forceful, military-inspired drum style.

Mullen’s ability to compensate for his dyscalculia has been a key to his success. As a substitute for math-based counting, he uses muscle memory, patterns, and hearing to maintain time and play intricate drum parts. This keeps him in rhythm in his playing despite his learning handicap.

Read the full article HERE