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Sayı Algısı ve Diskalkulinin Nöral Temelleri

Yıl 2019, Cilt: 72 Sayı: 3, 254 - 261, 23.01.2020

Metehan Çiçek

Öz

Sayısal çoklukları anlayıp işlemleyebilme yeteneği, sayı algısı olarak tanımlanmaktadır. İnsanlarda doğumdan itibaren çoklukları yaklaşık olarak
ayırt etmeye yarayan temel bir sayı algısı olduğu gösterilmiştir. Yapılan hayvan çalışmalarında, benzer bir sayısal sezginin bazı hayvan türlerinde de
görüldüğü ortaya konulmuştur. Çekirdek sayı sistemi denen bu temel sayı algısı sistemi üzerine eğitim ile sembole erişim sistemi eklenmektedir. Bu
sistem, sayı kelimelerinin (iki, üç vb.) ve sayısal sembollerin (2,3 vb.) karşılık geldiği çokluklarla (••, ••• vb.) ilişkilendirilmesine ve işlemlenmesine olanak
sağlamaktadır. Kompleks matematik yetenekleri yine eğitimle birlikte bu sistemlerin üzerine kurulmaktadır. Matematik yeteneklerinin kazanımında
zorluk ile karakterize gelişimsel matematik öğrenme güçlüğü (diskalkuli), bir özgül öğrenme güçlüğüdür. Diskalkulinin nedenleri ile ilişkili ortaya
atılan iki temel teori bulunmaktadır. Teorilerden biri çoklukların temel olarak algılanmasında yaşanan güçlüğün diskalkuliye neden olduğunu ileri
sürerken; diğer teoriye göre sayısal sembollerin düzgün bir şekilde işlemlenememesi diskalkuliye yol açmaktadır. Diskalkulinin nöral temelleri tam
olarak açıklanamamış olmasına karşın, sayı algısı ile ilgili olduğu bilinen İPS başta olmak üzere frontoparyetal devrelerin diskalkuliklerde farklılaştığı
gösterilmiştir. Yapısal ve fonksiyonel görüntüleme çalışmaları da tutarlı olarak frontal ve paryetal bölgelerde değişimler göstermiş; bağlantısallık
çalışmaları da bu bölgeleri birbirine bağlayan yolaklarda farklılaşmalar ortaya koymuştur. Sunulan derleme çalışması, sayı algısı ve diskalkuli ile ilgili
teorik yaklaşımları ve yapılan nörogörüntüleme çalışmalarını bir araya getirerek sayı algısı ve diskalkulinin beyindeki temsiline ilişkin bütüncül bir
perspektif oluşturmayı amaçlamaktadır.

Anahtar Kelimeler

Bağlantısallık Diskalkuli Frontoparyetal Devre Matematik Yeteneği Sayı Algısı

Etik Beyan

-

Destekleyen Kurum

TÜBİTAK

Proje Numarası

214S069

Teşekkür

-

Kaynakça

  • 1. Shalev RS. Developmental Dyscalculia. J Child Neurol. 2004;19:765-771.
  • 2. Dehaene S. The Number Sense: How the Mind Creates Mathematics. New York, NY: Oxford University Press;1998.
  • 3. Boysen S, Capaldi EJ. The Development of Numerical Competence. The Development of Numerical Competence. Hillsdale, NJ, US: Routledge; 1992. 286 p.
  • 4. Dehaene S. Precis of The Number Sense. Mind Lang. 2001;16:16-36.
  • 5. Starkey P, Cooper R. Perception of numbers by human infants. Science (80- ). 1980;210:1033-1035.
  • 6. Bijeljac-Babic R, Bertoncini J, Mehler J. How Do 4-Day-Old Infants Categorize Multisyllabic Utterances? Dev Psychol. 1993;29:711-721.
  • 7. Xu F, Spelke ES. Large number discrimination in 6-month-old infants. Cognition. 2000;74:1-11.
  • 8. Lipton JS, Spelke ES. Origins of Number Sense: Large-number discrimination in Human Infants. Psychol Sci. 2003;14:396-401.
  • 9. Pica P, Lemer C, Izard V, Dehaene S. Exact and Approximate Arithmetic in an Amazonian Indigene Group. Science (80-). 2004;306:499-503.
  • 10. Halberda J, Feigenson L. Developmental Change in the Acuity of the “Number Sense”: The Approximate Number System in 3-, 4-, 5-, and 6-Year-Olds and Adults. Dev Psychol. 2008;44:1457-1465.
  • 11. Ansari D. Effects of development and enculturation on number representation in the brain. Nat Rev Neurosci. 2008;9:278-291.
  • 12. Nieder A, Dehaene S. Representation of Number in the Brain. Annu Rev Neurosci. 2009;32:185-208.
  • 13. Cantlon JF, Libertus ME, Pinel P, et al. The Neural Development of an Abstract Concept of Number. J Cogn Neurosci. 2009;21:2217-2229.
  • 14. Wilson AJ, Dehaene S. Number sense and developmental dyscalculia. In: Coch D, Dawson G, Fischer KW, editors. Human behavior, learning, and the developing brain: Atypical development. New York, NY: The Guilford Press; 2007. p. 212-238.
  • 15. Lyons IM, Bugden S, Zheng S, et al. Symbolic number skills predict growth in nonsymbolic number skills in kindergarteners. Dev Psychol. 2018;54:440- 457.
  • 16. Wilson AJ, Dehaene S. Number Sense and Developmental Dyscalculia. DMCN 2007;49:868-873.
  • 17. Feigenson L, Dehaene S, Spelke E. Core systems of number. Trends Cogn Sci. 2004;8:307-314.
  • 18. Odic D, Starr A. An Introduction to the Approximate Number System. Child Dev Perspect. 2018;12:223-229.
  • 19. Zhang J, Norman DA. A representational analysis of numeration systems. Cognition. 1995;57:271-295.
  • 20. von Aster MG, Shalev RS. Number development and developmental dyscalculia. Dev Med Child Neurol. 2007;49:868-873.
  • 21. Schneider M, Grabner RH, Paetsch J. Mental Number Line, Number Line Estimation, and Mathematical Achievement: Their Interrelations in Grades 5 and 6. J Educ Psychol. 2009;101:359-372.
  • 22. Moeller K, Willmes K, Klein E. A review on functional and structural brain connectivity in numerical cognition. Front Hum Neurosci. 2015;9:1-14.
  • 23. Lyons IM, Ansari D, Beilock SL. Qualitatively different coding of symbolic and nonsymbolic numbers in the human brain. Hum Brain Mapp. 2015;36:475- 488.
  • 24. Nieder A, Dehaene S. Representation of Number in the Brain. Annu Rev Neurosci. 2009;32:185-208.
  • 25. Gerstmann J. Syndrome of Fınger Agnosia, Disorientation for Right and Left, Agraphıa and Acalculıa. Arch Neurol Psychiatry. 1940;44:398.
  • 26. Cipolotti L, Butterworth B, Denes G. A specific deficit for numbers in a case of dense acalculia. Brain. 1991;114:2619-2637.
  • 27. Lemer C, Dehaene S, Spelke E, et al. Approximate quantities and exact number words: Dissociable systems. Neuropsychologia. 2003;41:1942- 1958.
  • 28. Dehaene S, Piazza M, Pinel P, et al. Three parietal circuits for number processing. Cogn Neuropsychol. 2003;20:487-506.
  • 29. Pinel P, Dehaene S, Rivière D, et al. Modulation of Parietal Activation by Semantic Distance in a Number Comparison Task. Neuroimage. 2001;14:1013-1026.
  • 30. Tang Y, Zhang W, Chen K, et al. Arithmetic processing in the brain shaped by cultures. Proc Natl Acad Sci. 2006;103:10775-10780.
  • 31. Polk TA, Reed CL, Keenan JM, et al. A dissociation between symbolic number knowledge and analogue magnitude information. Brain Cogn. 2001;47:545- 563.
  • 32. Kucian K, von Aster M. Developmental dyscalculia. Eur J Pediatr. 2015;174:1- 13.
  • 33. Matejko AA, Hutchison JE, Ansari D. Developmental specialization of the left intraparietal sulcus for symbolic ordinal processing. Cortex. 2019;114:41- 53.
  • 34. Ansari D, Garcia N, Lucas E, et al. Neural correlates of symbolic number processing in children and adults. NeuroReport Rapid Commun Neurosci Res. 2005;16:1769-1773.
  • 35. Rivera SM, Reiss AL, Eckert MA, et al. Developmental changes in mental arithmetic: Evidence for increased functional specialization in the left inferior parietal cortex. Cereb Cortex. 2005;15:1779-1790.
  • 36. A. Supramodal numerosity selectivity of neurons in primate prefrontal and posterior parietal cortices. Proc Natl Acad Sci. 2012;109:11860-11865.
  • 37. Nieder A, Miller EK. A parieto-frontal network for visual numerical information in the monkey. Proc Natl Acad Sci. 2004;101:7457-7462.
  • 38. Viswanathan P, Nieder A. Neuronal correlates of a visual “sense of number” in primate parietal and prefrontal cortices. Proc Natl Acad Sci. 2013;110:11187-11192.
  • 39. Proverbio AM, Bianco M, De Benedetto F. Distinct neural mechanisms for reading Arabic vs. verbal numbers: An ERP study. Eur J Neurosci. 2018.
  • 40. Shum J, Hermes D, Foster BL, et al. A Brain Area for Visual Numerals. J Neurosci. 2013;33:6709-6715.
  • 41. Amalric M, Dehaene S. Origins of the brain networks for advanced mathematics in expert mathematicians. Proc Natl Acad Sci. 2016;113:4909- 4917.
  • 42. Grotheer M, Ambrus GG, Kovács G. Causal evidence of the involvement the number form area in the visual detection of numbers and letters. Neuroimage. 2016;132:314-319.
  • 43. Nemmi F, Schel MA, Klingberg T. Connectivity of the Human Number Form Area Reveals Development of a Cortical Network for Mathematics. Front Hum Neurosci. 2018;12:465.
  • 44. Arsalidou M, Pawliw-Levac M, Sadeghi M, et al. Brain areas associated with numbers and calculations in children: Meta-analyses of fMRI studies. Dev Cogn Neurosci. 2018;30:239-250.
  • 45. Emerson RW, Cantlon JF. Early math achievement and functional connectivity in the fronto-parietal network. Dev Cogn Neurosci. 2012;2 Suppl 1:S139-151.
  • 46. Supekar K, Swigart AG, Tenison C, et al. Neural predictors of individual differences in response to math tutoring in primary-grade school children. Proc Natl Acad Sci. 2013;110:8230-8235.
  • 47. Qin S, Cho S, Chen T, et al. Hippocampal-neocortical functional reorganization underlies children’s cognitive development. Nat Neurosci. 2014;17:1263-1269.
  • 48. Peters L, De Smedt B. Arithmetic in the developing brain: A review of brain imaging studies. Dev Cogn Neurosci. 2018;30:265-279.
  • 49. De Smedt B, Peters L, Ghesquiere P. Neurobiological origins of mathematical learning disabilities or dyscalculia: A review of brain imaging data. In: Fritz A, Haase VG, Räsänen P, editors. International Handbook of Mathematical Learning Difficulties. Cham: Springer International Publishing; 2019. p.367-384.
  • 50. Matejko AA, Ansari D. Drawing connections between white matter and numerical and mathematical cognition: A literature review. Neurosci Biobehav Rev. 2015;48:35-52.
  • 51. Navas-Sánchez FJ, Alemán-Gómez Y, Sánchez-Gonzalez J, et al. White matter microstructure correlates of mathematical giftedness and intelligence quotient. Hum Brain Mapp. 2014;35:2619-2631.
  • 52. Cantlon JF, Davis SW, Libertus ME, et al. Inter-Parietal White Matter Development Predicts Numerical Performance in Young Children. Learn Individ Differ. 2011;21:672-680.
  • 53. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. Fifth Edit. Arlington. Washington, DC: AmericanPsychiatric Publishing; 2013. 991 p.
  • 54. WHO. International Statistical Classification of Diseases and Related Health problems (ICD-10). 2010.
  • 55. Parsons S, Bynner J. Does Numeracy Matter More. National Research and Developmental Centre for adult literacy and numeracy. London, 2005.
  • 56. Gross-Tsur V, Manor O, Shalev RS. Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol. 1996;38:25-33.
  • 57. Shalev RS, Auerbach J, Manor O, et al. Developmental dyscalculia: Prevalence and prognosis. Eur Child Adolesc Psychiatry. 2000;9(suppl. 2):58-64.
  • 58. Morsanyi K, van Bers BMCW, McCormack T, et al. The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. Br J Psychol. 2018;109:917-940.
  • 59. Rotzer S, Loenneker T, Kucian K, et al. Dysfunctional neural network of spatial working memory contributes to developmental dyscalculia. Neuropsychologia. 2009;47:2859-2865.
  • 60. Träff U, Olsson L, Östergren R, et al. Heterogeneity of developmental dyscalculia: Cases with different deficit profiles. Front Psychol. 2017;7:1- 15.
  • 61. Price G, Ansari D. Dyscalculia: Characteristics, Causes, and Treatments. Numeracy. 2013;6.
  • 62. Badian NA. Persistent arithmetic, reading, or arithmetic and reading disability. Ann Dyslexia. 1999;49:43.
  • 63. Lewis C, Hitch GJ, Walker P. The Prevalence of Specific Arithmetic Difficulties and Specific Reading Difficulties in 9- to 10-year-old Boys and Girls. J Child Psychol Psychiatry. 1994;35:283-292.
  • 64. Kaufmann L, von Aster M. The Diagnosis and Management of Dyscalculia. Dtsch Arztebl Int. 2012;109:767-777; quiz 778.
  • 65. Kosc L. Developmental Dyscalculia. J Learn Disabil. 1974;7:164-177.
  • 66. Shalev RS, Manor O, Kerem B, et al. Developmental Dyscalculia Is a Familial Learning Disability. J Learn Disabil. 2001;34:59-65.
  • 67. Oliver B, Harlaar N, Hayiou Thomas ME, et al. A Twin Study of Teacher- Reported Mathematics Performance and Low Performance in 7-Year-Olds. J Educ Psychol. 2004;96:504-517.
  • 68. Goswami U. Why theories about developmental dyslexia require developmental designs. Trends Cogn Sci. 2003;7:534-540.
  • 69. Landerl K, Bevan A, Butterworth B. Developmental dyscalculia and basic numerical capacities: A study of 8-9-year-old students. Cognition. 2004;93:99-125.
  • 70. Mussolin C, Mejias S, Noel MP. Symbolic and nonsymbolic number comparison in children with and without dyscalculia. Cognition. 2010;115:10-25.
  • 71. Rousselle L, Noel MP. Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing. Cognition. 2007;102:361-395.
  • 72. De Smedt B, Gilmore CK. Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties. J Exp Child Psychol. 2011;108:278-292.
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  • 74. Kucian K, Loenneker T, Dietrich T, et al. Impaired neural networks for approximate calculation in dyscalculic children: A functional MRI study.Behav Brain Funct. 2006;2:1-17.
  • 75. Kaufmann L, Vogel SE, Starke M, et al. Developmental dyscalculia: Compensatory mechanisms in left intraparietal regions in response to nonsymbolic magnitudes. Behav Brain Funct. 2009;5:1-6.
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Neural Foundations of Number Sense and Dyscalculia

Yıl 2019, Cilt: 72 Sayı: 3, 254 - 261, 23.01.2020

Metehan Çiçek

Öz

The ability to understand and process numerical quantities is called number sense. It has been showed that infants have a congenital ability which
allows them to discriminate quantities approximately. Animal studies revealed that certain animal species have a similar numerical ability. It is
known as the core number system and another system called symbolic representation system build on this foundation with education. Symbolic
representation system allows us to associate and process the numerical words and numerical symbols with their quantity. The complex arithmetical
ability builds on top of these two basic number system with education. The difficulty in the acquisition of mathematical skills is the definition
of dyscalculia. There are two main theories about the origin of dyscalculia. One of them suggests that defect of the basic numerical sense causes
dyscalculia while the other theory argues that problem with the processing of numerical symbols could cause dyscalculia. Even though the neural
foundations of dyscalculia is still unknown, it was shown that intraparietal sulcus being in the first place, frontoparietal networks were disrupted
in dyscalculia. Functional and anatomical studies were revealed consistent changes in frontal and parietal areas, connectivity studies revealed
differentiation in the pathways between these areas. The aim of this review is to put up an integrative perspective about the number sense and
dyscalculia with gathering theoretical approaches and neuroimaging studies.

Anahtar Kelimeler

Connectivity Dyscalculia Frontoparietal Network Mathematical Ability Number Sense

Etik Beyan

-

Destekleyen Kurum

-

Proje Numarası

214S069

Teşekkür

-

Kaynakça

  • 1. Shalev RS. Developmental Dyscalculia. J Child Neurol. 2004;19:765-771.
  • 2. Dehaene S. The Number Sense: How the Mind Creates Mathematics. New York, NY: Oxford University Press;1998.
  • 3. Boysen S, Capaldi EJ. The Development of Numerical Competence. The Development of Numerical Competence. Hillsdale, NJ, US: Routledge; 1992. 286 p.
  • 4. Dehaene S. Precis of The Number Sense. Mind Lang. 2001;16:16-36.
  • 5. Starkey P, Cooper R. Perception of numbers by human infants. Science (80- ). 1980;210:1033-1035.
  • 6. Bijeljac-Babic R, Bertoncini J, Mehler J. How Do 4-Day-Old Infants Categorize Multisyllabic Utterances? Dev Psychol. 1993;29:711-721.
  • 7. Xu F, Spelke ES. Large number discrimination in 6-month-old infants. Cognition. 2000;74:1-11.
  • 8. Lipton JS, Spelke ES. Origins of Number Sense: Large-number discrimination in Human Infants. Psychol Sci. 2003;14:396-401.
  • 9. Pica P, Lemer C, Izard V, Dehaene S. Exact and Approximate Arithmetic in an Amazonian Indigene Group. Science (80-). 2004;306:499-503.
  • 10. Halberda J, Feigenson L. Developmental Change in the Acuity of the “Number Sense”: The Approximate Number System in 3-, 4-, 5-, and 6-Year-Olds and Adults. Dev Psychol. 2008;44:1457-1465.
  • 11. Ansari D. Effects of development and enculturation on number representation in the brain. Nat Rev Neurosci. 2008;9:278-291.
  • 12. Nieder A, Dehaene S. Representation of Number in the Brain. Annu Rev Neurosci. 2009;32:185-208.
  • 13. Cantlon JF, Libertus ME, Pinel P, et al. The Neural Development of an Abstract Concept of Number. J Cogn Neurosci. 2009;21:2217-2229.
  • 14. Wilson AJ, Dehaene S. Number sense and developmental dyscalculia. In: Coch D, Dawson G, Fischer KW, editors. Human behavior, learning, and the developing brain: Atypical development. New York, NY: The Guilford Press; 2007. p. 212-238.
  • 15. Lyons IM, Bugden S, Zheng S, et al. Symbolic number skills predict growth in nonsymbolic number skills in kindergarteners. Dev Psychol. 2018;54:440- 457.
  • 16. Wilson AJ, Dehaene S. Number Sense and Developmental Dyscalculia. DMCN 2007;49:868-873.
  • 17. Feigenson L, Dehaene S, Spelke E. Core systems of number. Trends Cogn Sci. 2004;8:307-314.
  • 18. Odic D, Starr A. An Introduction to the Approximate Number System. Child Dev Perspect. 2018;12:223-229.
  • 19. Zhang J, Norman DA. A representational analysis of numeration systems. Cognition. 1995;57:271-295.
  • 20. von Aster MG, Shalev RS. Number development and developmental dyscalculia. Dev Med Child Neurol. 2007;49:868-873.
  • 21. Schneider M, Grabner RH, Paetsch J. Mental Number Line, Number Line Estimation, and Mathematical Achievement: Their Interrelations in Grades 5 and 6. J Educ Psychol. 2009;101:359-372.
  • 22. Moeller K, Willmes K, Klein E. A review on functional and structural brain connectivity in numerical cognition. Front Hum Neurosci. 2015;9:1-14.
  • 23. Lyons IM, Ansari D, Beilock SL. Qualitatively different coding of symbolic and nonsymbolic numbers in the human brain. Hum Brain Mapp. 2015;36:475- 488.
  • 24. Nieder A, Dehaene S. Representation of Number in the Brain. Annu Rev Neurosci. 2009;32:185-208.
  • 25. Gerstmann J. Syndrome of Fınger Agnosia, Disorientation for Right and Left, Agraphıa and Acalculıa. Arch Neurol Psychiatry. 1940;44:398.
  • 26. Cipolotti L, Butterworth B, Denes G. A specific deficit for numbers in a case of dense acalculia. Brain. 1991;114:2619-2637.
  • 27. Lemer C, Dehaene S, Spelke E, et al. Approximate quantities and exact number words: Dissociable systems. Neuropsychologia. 2003;41:1942- 1958.
  • 28. Dehaene S, Piazza M, Pinel P, et al. Three parietal circuits for number processing. Cogn Neuropsychol. 2003;20:487-506.
  • 29. Pinel P, Dehaene S, Rivière D, et al. Modulation of Parietal Activation by Semantic Distance in a Number Comparison Task. Neuroimage. 2001;14:1013-1026.
  • 30. Tang Y, Zhang W, Chen K, et al. Arithmetic processing in the brain shaped by cultures. Proc Natl Acad Sci. 2006;103:10775-10780.
  • 31. Polk TA, Reed CL, Keenan JM, et al. A dissociation between symbolic number knowledge and analogue magnitude information. Brain Cogn. 2001;47:545- 563.
  • 32. Kucian K, von Aster M. Developmental dyscalculia. Eur J Pediatr. 2015;174:1- 13.
  • 33. Matejko AA, Hutchison JE, Ansari D. Developmental specialization of the left intraparietal sulcus for symbolic ordinal processing. Cortex. 2019;114:41- 53.
  • 34. Ansari D, Garcia N, Lucas E, et al. Neural correlates of symbolic number processing in children and adults. NeuroReport Rapid Commun Neurosci Res. 2005;16:1769-1773.
  • 35. Rivera SM, Reiss AL, Eckert MA, et al. Developmental changes in mental arithmetic: Evidence for increased functional specialization in the left inferior parietal cortex. Cereb Cortex. 2005;15:1779-1790.
  • 36. A. Supramodal numerosity selectivity of neurons in primate prefrontal and posterior parietal cortices. Proc Natl Acad Sci. 2012;109:11860-11865.
  • 37. Nieder A, Miller EK. A parieto-frontal network for visual numerical information in the monkey. Proc Natl Acad Sci. 2004;101:7457-7462.
  • 38. Viswanathan P, Nieder A. Neuronal correlates of a visual “sense of number” in primate parietal and prefrontal cortices. Proc Natl Acad Sci. 2013;110:11187-11192.
  • 39. Proverbio AM, Bianco M, De Benedetto F. Distinct neural mechanisms for reading Arabic vs. verbal numbers: An ERP study. Eur J Neurosci. 2018.
  • 40. Shum J, Hermes D, Foster BL, et al. A Brain Area for Visual Numerals. J Neurosci. 2013;33:6709-6715.
  • 41. Amalric M, Dehaene S. Origins of the brain networks for advanced mathematics in expert mathematicians. Proc Natl Acad Sci. 2016;113:4909- 4917.
  • 42. Grotheer M, Ambrus GG, Kovács G. Causal evidence of the involvement the number form area in the visual detection of numbers and letters. Neuroimage. 2016;132:314-319.
  • 43. Nemmi F, Schel MA, Klingberg T. Connectivity of the Human Number Form Area Reveals Development of a Cortical Network for Mathematics. Front Hum Neurosci. 2018;12:465.
  • 44. Arsalidou M, Pawliw-Levac M, Sadeghi M, et al. Brain areas associated with numbers and calculations in children: Meta-analyses of fMRI studies. Dev Cogn Neurosci. 2018;30:239-250.
  • 45. Emerson RW, Cantlon JF. Early math achievement and functional connectivity in the fronto-parietal network. Dev Cogn Neurosci. 2012;2 Suppl 1:S139-151.
  • 46. Supekar K, Swigart AG, Tenison C, et al. Neural predictors of individual differences in response to math tutoring in primary-grade school children. Proc Natl Acad Sci. 2013;110:8230-8235.
  • 47. Qin S, Cho S, Chen T, et al. Hippocampal-neocortical functional reorganization underlies children’s cognitive development. Nat Neurosci. 2014;17:1263-1269.
  • 48. Peters L, De Smedt B. Arithmetic in the developing brain: A review of brain imaging studies. Dev Cogn Neurosci. 2018;30:265-279.
  • 49. De Smedt B, Peters L, Ghesquiere P. Neurobiological origins of mathematical learning disabilities or dyscalculia: A review of brain imaging data. In: Fritz A, Haase VG, Räsänen P, editors. International Handbook of Mathematical Learning Difficulties. Cham: Springer International Publishing; 2019. p.367-384.
  • 50. Matejko AA, Ansari D. Drawing connections between white matter and numerical and mathematical cognition: A literature review. Neurosci Biobehav Rev. 2015;48:35-52.
  • 51. Navas-Sánchez FJ, Alemán-Gómez Y, Sánchez-Gonzalez J, et al. White matter microstructure correlates of mathematical giftedness and intelligence quotient. Hum Brain Mapp. 2014;35:2619-2631.
  • 52. Cantlon JF, Davis SW, Libertus ME, et al. Inter-Parietal White Matter Development Predicts Numerical Performance in Young Children. Learn Individ Differ. 2011;21:672-680.
  • 53. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. Fifth Edit. Arlington. Washington, DC: AmericanPsychiatric Publishing; 2013. 991 p.
  • 54. WHO. International Statistical Classification of Diseases and Related Health problems (ICD-10). 2010.
  • 55. Parsons S, Bynner J. Does Numeracy Matter More. National Research and Developmental Centre for adult literacy and numeracy. London, 2005.
  • 56. Gross-Tsur V, Manor O, Shalev RS. Developmental dyscalculia: prevalence and demographic features. Dev Med Child Neurol. 1996;38:25-33.
  • 57. Shalev RS, Auerbach J, Manor O, et al. Developmental dyscalculia: Prevalence and prognosis. Eur Child Adolesc Psychiatry. 2000;9(suppl. 2):58-64.
  • 58. Morsanyi K, van Bers BMCW, McCormack T, et al. The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. Br J Psychol. 2018;109:917-940.
  • 59. Rotzer S, Loenneker T, Kucian K, et al. Dysfunctional neural network of spatial working memory contributes to developmental dyscalculia. Neuropsychologia. 2009;47:2859-2865.
  • 60. Träff U, Olsson L, Östergren R, et al. Heterogeneity of developmental dyscalculia: Cases with different deficit profiles. Front Psychol. 2017;7:1- 15.
  • 61. Price G, Ansari D. Dyscalculia: Characteristics, Causes, and Treatments. Numeracy. 2013;6.
  • 62. Badian NA. Persistent arithmetic, reading, or arithmetic and reading disability. Ann Dyslexia. 1999;49:43.
  • 63. Lewis C, Hitch GJ, Walker P. The Prevalence of Specific Arithmetic Difficulties and Specific Reading Difficulties in 9- to 10-year-old Boys and Girls. J Child Psychol Psychiatry. 1994;35:283-292.
  • 64. Kaufmann L, von Aster M. The Diagnosis and Management of Dyscalculia. Dtsch Arztebl Int. 2012;109:767-777; quiz 778.
  • 65. Kosc L. Developmental Dyscalculia. J Learn Disabil. 1974;7:164-177.
  • 66. Shalev RS, Manor O, Kerem B, et al. Developmental Dyscalculia Is a Familial Learning Disability. J Learn Disabil. 2001;34:59-65.
  • 67. Oliver B, Harlaar N, Hayiou Thomas ME, et al. A Twin Study of Teacher- Reported Mathematics Performance and Low Performance in 7-Year-Olds. J Educ Psychol. 2004;96:504-517.
  • 68. Goswami U. Why theories about developmental dyslexia require developmental designs. Trends Cogn Sci. 2003;7:534-540.
  • 69. Landerl K, Bevan A, Butterworth B. Developmental dyscalculia and basic numerical capacities: A study of 8-9-year-old students. Cognition. 2004;93:99-125.
  • 70. Mussolin C, Mejias S, Noel MP. Symbolic and nonsymbolic number comparison in children with and without dyscalculia. Cognition. 2010;115:10-25.
  • 71. Rousselle L, Noel MP. Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing. Cognition. 2007;102:361-395.
  • 72. De Smedt B, Gilmore CK. Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties. J Exp Child Psychol. 2011;108:278-292.
  • 73. Rykhlevskaia E. Neuroanatomical correlates of developmental dyscalculia: combined evidence from morphometry and tractography. Front Hum Neurosci. 2009;3:1-13.
  • 74. Kucian K, Loenneker T, Dietrich T, et al. Impaired neural networks for approximate calculation in dyscalculic children: A functional MRI study.Behav Brain Funct. 2006;2:1-17.
  • 75. Kaufmann L, Vogel SE, Starke M, et al. Developmental dyscalculia: Compensatory mechanisms in left intraparietal regions in response to nonsymbolic magnitudes. Behav Brain Funct. 2009;5:1-6.
  • 76. Kucian K, Ashkenazi SS, Hanggi J, et al. Developmental dyscalculia: a dysconnection syndrome? Brain Struct Funct. 2014;219:1721-1733.
  • 77. Rykhlevskaia E, Uddin LQ, Kondos L, et al. Neuroanatomical correlates of developmental dyscalculia: combined evidence from morphometry and tractography. Front Hum Neurosci. 2009;3:51.
  • 78. Kaufmann L, Wood G, Rubinsten O, et al. Meta-analyses of developmental fMRI studies investigating typical and atypical trajectories of number processing and calculation. Dev Neuropsychol. 2011;36:763-787.
  • 79. Rosenberg-Lee M, Ashkenazi S, Chen T, et al. Brain hyper-connectivity and operation-specific deficits during arithmetic problem solving in children with developmental dyscalculia. Dev Sci. 2015;18:351-372.
  • 80. Jolles D, Ashkenazi S, Kochalka J, et al. Parietal hyper-connectivity, aberrant brain organization, and circuit-based biomarkers in children with mathematical disabilities. Dev Sci. 2016;19:613-631.
Toplam 80 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Tıbbi Fizyoloji (Diğer)
Bölüm Makaleler
Yazarlar

Metehan Çiçek 0000-0002-4353-1683

Proje Numarası 214S069
Yayımlanma Tarihi 23 Ocak 2020
Yayımlandığı Sayı Yıl 2019 Cilt: 72 Sayı: 3

Kaynak Göster

APA Çiçek, M. (2020). Neural Foundations of Number Sense and Dyscalculia. Ankara Üniversitesi Tıp Fakültesi Mecmuası, 72(3), 254-261. https://doi.org/10.4274/atfm.galenos.2019.83584
AMA Çiçek M. Neural Foundations of Number Sense and Dyscalculia. Ankara Üniversitesi Tıp Fakültesi Mecmuası. Ocak 2020;72(3):254-261. doi:10.4274/atfm.galenos.2019.83584
Chicago Çiçek, Metehan. “Neural Foundations of Number Sense and Dyscalculia”. Ankara Üniversitesi Tıp Fakültesi Mecmuası 72, sy. 3 (Ocak 2020): 254-61. https://doi.org/10.4274/atfm.galenos.2019.83584.
EndNote Çiçek M (01 Ocak 2020) Neural Foundations of Number Sense and Dyscalculia. Ankara Üniversitesi Tıp Fakültesi Mecmuası 72 3 254–261.
IEEE M. Çiçek, “Neural Foundations of Number Sense and Dyscalculia”, Ankara Üniversitesi Tıp Fakültesi Mecmuası, c. 72, sy. 3, ss. 254–261, 2020, doi: 10.4274/atfm.galenos.2019.83584.
ISNAD Çiçek, Metehan. “Neural Foundations of Number Sense and Dyscalculia”. Ankara Üniversitesi Tıp Fakültesi Mecmuası 72/3 (Ocak 2020), 254-261. https://doi.org/10.4274/atfm.galenos.2019.83584.
JAMA Çiçek M. Neural Foundations of Number Sense and Dyscalculia. Ankara Üniversitesi Tıp Fakültesi Mecmuası. 2020;72:254–261.
MLA Çiçek, Metehan. “Neural Foundations of Number Sense and Dyscalculia”. Ankara Üniversitesi Tıp Fakültesi Mecmuası, c. 72, sy. 3, 2020, ss. 254-61, doi:10.4274/atfm.galenos.2019.83584.
Vancouver Çiçek M. Neural Foundations of Number Sense and Dyscalculia. Ankara Üniversitesi Tıp Fakültesi Mecmuası. 2020;72(3):254-61.
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