5 Tips for Beating the Winter Studying Blues

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At this time of the year, with the shorter days and colder weather, studying can be more of a challenge. Whether your child is grappling with seasonal affective disorder or is just hitting a wall in the middle of the school year, there are ways to help. This list includes suggestions for maintaining focus, improving moods and beating those winter doldrums.

1. Seek Out Sunshine

When there’s less sunshine during the day, it’s especially important to take advantage when the sun is out. Look for opportunities for your child to get outside when the sun is shining. Unfortunately, there may be times when school, sports, clubs and other activities can keep your child indoors during the day. If that’s the case, suggest eating lunch outside or trying to sit near any available windows when studying.

 Read all about it HERE

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ADHD and Dyscalculia: Evidence for Independent Familial Transmission

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The familial relationship between dyscalculia and attention-deficit/hyperactivity disorder (ADHD) was assessed. We conducted a familial risk analysis using probands with and without ADHD of both genders and their first-degree relatives. Participants were assessed with structured diagnostic interviews and a cognitive test battery. We found elevated rates of ADHD in relatives of both ADHD proband groups, regardless of dyscalculia status, and elevated rates of dyscalculia in relatives of probands with dyscalculia, irrespective of ADHD status. There was no evidence for cosegregation or assortative mating. Our findings support the hypothesis that ADHD and dyscalculia are independently transmitted in families and are etiologically distinct. These results reinforce the current nosological approach to these disorders and underscore the need for separate identification and treatment strategies for children with both conditions.

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Developmental dyscalculia: prevalence and demographic features.

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Abstract

One hundred and forty-three 11-year-old children with development dyscalculia, from a cohort of 3029 students, were studied to determine demographic features and prevalence of this primary cognitive disorder. They were evaluated for gender, IQ, linguistic and perceptual skills, symptoms of attention-deficit hyperactivity disorder (ADHD), socio-economic status and associated learned disabilities. The IQs of the 140 children (75 girls and 65 boys) retained in the study group (three were excluded because of low IQs) ranged from 80 to 129 (mean 98.2, SD 9.9). 26 per cent of the children had symptoms of ADHD, and 17 per cent had dyslexia. Their socio-economic status was significantly lower than that of the rest of the cohort, and 42 per cent had first-degree relatives with learning disabilities. The prevalence of dyscalculia in the original cohort was 6.5 per cent, similar to that of dyslexia and ADHD. However, unlike these other learning disabilities, dyscalculia affected the two sexes in about the same proportions.

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Furniture math

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The mathematics surrounds our lives, a fact of life. Our children sometimes just do not experience such an important element of the mathematics. But the theories are born from practical experience. It may not be sitting in the classroom and imaginary situations, there should be the arithmetic and geometric knowledge in their heads szuszakolni, but the real work environment. dyscalculia of therapy for me an element of the child’s access to an active environment, and there tevékenykedtetés. A child whose environment is familiar, independently repeatable. Of course, this is not always possible, in which case such as this space for basic.

Read all about it HERE (original hungarian blogpost, translated with google translate)

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The Psychology of Dyscalculia

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Dyscalculia is defined as a specific learning difficultyaffecting a person’s ability to understand and/or manipulate numbers. Like dyslexia, dyscalculia can be caused by a visual perceptual deficit. Dyscalculia is often used to refer specifically to the inability to perform operations in math or arithmetic, but is defined by some educational professionals as a more fundamental inability to conceptualize numbers themselves as an abstract concept of comparative quantities. It is a lesser known disability, much like dyslexia anddyspraxia. In fact, it is considered by some to be a variation of dyslexia.

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