Teleneuropsychology intervention in phonological awareness for children with specific learning disorder with reading and mathematical difficulties.

Specific learning disorder (SLD) is a neurodevelopmental disorder that affects 5-15% of school-aged children worldwide. Often, difficulties in reading (SLD-RD) and mathematics (SLD-MD) occur together. Deficits in phonological awareness (PA) have been identified as the common factor between the two difficulties. Intervention in PA has been shown to be effective in SLD-RD; however, it is not clear whether it is also effective in SLD-MD. Neuropsychological intervention is usually conducted face-to-face, but when the patient is in a remote location or during extraordinary situations such as the COVID-19 pandemic, tele neuropsychology (TeleNP) may be a suitable alternative. The objective of this study was to evaluate the efficacy of a telerehabilitation program for PA to improve math skills in children with SLD-RD/SLD-MD. The study had an N-of-1 SCED design, and included six children aged 10-12 years with SLD-RD/SLD-MD. After four baseline measurements with an arithmetic verification paradigm, they were treated with TeleNP-PA. The effect on each participant was evaluated using visual analysis and the reliable change index. After the intervention, all participants showed improvement in arithmetic tasks, suggesting that the PA intervention had a positive influence on these skills.

Diverse mathematical knowledge among indigenous Amazonians.

We investigate number and arithmetic learning among a Bolivian indigenous people, the Tsimane', for whom formal schooling is comparatively recent in history and variable in both extent and consistency. We first present a large-scale meta-analysis on child number development involving over 800 Tsimane' children. The results emphasize the impact of formal schooling: Children are only found to be full counters when they have attended school, suggesting the importance of cultural support for early mathematics. We then test especially remote Tsimane' communities and document the development of specialized arithmetical knowledge in the absence of direct formal education. Specifically, we describe individuals who succeed on arithmetic problems involving the number five-which has a distinct role in the local economy-even though they do not succeed on some lower numbers. Some of these participants can perform multiplication with fives at greater accuracy than addition by one. These results highlight the importance of cultural factors in early mathematics and suggest that psychological theories of number where quantities are derived from lower numbers via repeated addition (e.g., a successor function) are unlikely to explain the diversity of human mathematical ability.

Dificultad en Aritmética en niños con alta inteligencia: ¿efecto de la ansiedad matemática? / Dificuldade em aritmética em crianças com alta inteligência: efeito da ansiedade matemática? / Highly intelligent children with difficulty in arithmetic: an effect of math anxiety?

Ansiedade matemática (AM) é um conjunto de crenças, sintomas físicos e emocionais que algumas pessoas experimentam ao lidar com problemas matemáticos. O estudo objetivou investigar o efeito da AM no desempenho aritmético de crianças com alta inteligência. Participaram do estudo 52 crianças com desempenho inferior no subteste aritmética do TDE e classificação "acima da média" ou "intelectualmente superior" nas Matrizes de Raven. Os resultados demonstraram correlação forte entre inteligência e TDE aritmética (r = 0,82; p < 0,000); e correlações moderadas entre TDE aritmética e QAM-A (r = 0,32; p = 0,02) e QAM-B (r = 0,35; p = 0,01). A análise de regressão linear múltipla demonstrou uma predição de 8% da subescala QAM-A e de 11 % da QAM-B como preditores do desempenho aritmético. A ansiedade matemática interfere no desempenho em aritmética, mesmo em crianças com a inteligência fluída acima do esperado, sugerindo um importante efeito dos mecanismos emocionais.

Ansiedad matemática (AM) es un conjunto de creencias, síntomas físicos y emocionales que algunas personas experimentan al lidiar con problemas matemáticos. El estudio tuvo por objetivo investigar el efecto de la AM en el rendimiento aritmético de niños con alta inteligencia. Participaron del estudio 52 niños con rendimiento inferior en la subprueba aritmética del TDE y clasificación "superior de la media" o "intelectualmente superior" en las Matrices de Raven. Los resultados apuntan fuerte correlación entre inteligencia y TDE aritmética (r = 0,82; p < 0,000); y correlaciones moderadas entre TDE aritmética y QAM-A (r = 0,32; p = 0,02) y QAM-B (r = 0,35; p = 0,01). El análisis de regresión linear múltiple demostró una predicción del 8% de la subescala QAM-A y del 11 % de la QAM-B como predictores del rendimiento aritmético. La ansiedad matemática interfiere en el rendimiento en aritmética, incluso en niños con la inteligencia fluida superior al esperado, sugiriendo un importante efecto de los mecanismos emocionales.

Mathematical anxiety (MA) is a set of beliefs, physical and emotional symptoms that some people experience when dealing with mathematical problems. The study aimed to investigate the effect of MA on the arithmetic performance of children with high intelligence. Fifty-two children with lower performance on the STP arithmetic subtest and classification "above average" or "intellectually superior" in the Raven Matrices participated in the study. The results showed a strong correlation between intelligence and arithmetic EDT (r = 0.82; p < 0.000); and moderate correlations between arithmetic DET and MAQ (r = 0.32; p = 0.02) and MAQ-B (r = 0.35; p = 0.01). Multiple linear regression analysis showed an 8% prediction of the MAQ-A subscale and 11% of the MAQ-B as predictors of arithmetic performance. Mathematical anxiety interferes with arithmetic performance, even in children with higher than expected fluid intelligence, suggesting an important effect of emotional mechanisms.

Counting Salem Numbers of Arithmetic Hyperbolic 3-Orbifolds.

It is known that the lengths of closed geodesics of an arithmetic hyperbolic orbifold are related to Salem numbers. We initiate a quantitative study of this phenomenon. We show that any non-compact arithmetic 3-dimensional orbifold defines c Q 1 / 2 + O ( Q 1 / 4 ) square-rootable Salem numbers of degree 4 which are less than or equal to Q. This quantity can be compared to the total number of such Salem numbers, which is shown to be asymptotic to 4 3 Q 3 / 2 + O ( Q ) . Assuming the gap conjecture of Marklof, we can extend these results to compact arithmetic 3-orbifolds. As an application, we obtain lower bounds for the strong exponential growth of mean multiplicities in the geodesic spectrum of non-compact even dimensional arithmetic orbifolds. Previously, such lower bounds had only been obtained in dimensions 2 and 3.

Performance Evaluation of Bundle Adjustment with Population Based Optimization Algorithms Applied to Panoramic Image Stitching.

The image stitching process is based on the alignment and composition of multiple images that represent parts of a 3D scene. The automatic construction of panoramas from multiple digital images is a technique of great importance, finding applications in different areas such as remote sensing and inspection and maintenance in many work environments. In traditional automatic image stitching, image alignment is generally performed by the Levenberg-Marquardt numerical-based method. Although these traditional approaches only present minor flaws in the final reconstruction, the final result is not appropriate for industrial grade applications. To improve the final stitching quality, this work uses a RGBD robot capable of precise image positing. To optimize the final adjustment, this paper proposes the use of bio-inspired algorithms such as Bat Algorithm, Grey Wolf Optimizer, Arithmetic Optimization Algorithm, Salp Swarm Algorithm and Particle Swarm Optimization in order verify the efficiency and competitiveness of metaheuristics against the classical Levenberg-Marquardt method. The obtained results showed that metaheuristcs have found better solutions than the traditional approach.

Development of language and arithmetic skills: risk and protective factors. Comparative cross-sectional study

ABSTRACT BACKGROUND: In a literate society, linguistic/arithmetic performance is highly valued. Based on defined risk factors, strategies for promotion of better performance can be developed. OBJECTIVE: To ascertain the risk and protective factors relating to development of language and arithmetic. DESIGN AND SETTING: Observational comparative cross-sectional study at a public elementary school in Ribeirão Preto (SP), Brazil. METHODS: A total of 66 children (41% females) attending first to fifth grades participated in this study. They were divided into two groups: G1, children classified as presenting language or arithmetic deficits; G2, average performance. Language (oral and written) and arithmetic skills were assessed through standardized tests. Variables relating to social skills, home environment resources and behavioral problems were assessed through standardized scales. Data on other variables (pre, peri and postnatal complications, maternal variables and others) were collected through interviews. The logistic regression technique with LASSO was used (α = 0.05). RESULTS: Teenage pregnancy and consumption of psychoactive substances during pregnancy or complications during pregnancy were risk factors for performance regarding arithmetic and language. Higher schooling level for the mother was a protective factor in the development of arithmetic and language. Being female and having a history of otitis were risk factors for language. Altered social skills (responsibility and civility) and complaints of inattention were risk factor for arithmetic. Adequate linguistic development was a protective factor for the development of arithmetic. CONCLUSION: The risk/protective factors included variables relating to the gestational period, mother's age when pregnant, mother's schooling, social skills, behavior and development issues.

Treinar a correspondência entre diferentes formas de apresentar problemas melhora o desempenho matemático / Entrenar la correspondencia entre diferentes formas de presentar problemas mejora el rendimiento matemático / Training the Correspondence Between Different Ways of Presenting Problems Improves Mathematical Performance

Avaliações nacionais e internacionais demonstram que estudantes brasileiros do ensino fundamental têm apre-sentado dificuldades no aprendizado do comportamento de resolver problemas aritméticos. O objetivo deste estudo foi investigar, a partir de um delineamento de linha de base múltipla (LBM) entre participantes, o efeito da formação de classes de equivalência entre diferentes formas de apresentação de problemas envolvendo di-ferentes posições da incógnita e estruturas semânticas dos problemas escritos sobre o desempenho na resolução de problemas de adição e subtração. Participaram seis estudantes entre o quarto e o quinto ano do ensino fundamental de uma escola pública, sendo que cinco finalizaram o estudo. Todos apresentaram comportamen-tos de leitura e escrita suficientes para a participação na pesquisa, dificuldades na resolução de problemas aditivos e nenhum indício de ansiedade matemática ou problemas significativos em comportamentos de estudo nesta disciplina. P1, P2 e P3 foram expostos ao treino de discriminações condicionais a problemas de adição, enquanto P4 e P5 a problemas de subtração. Os testes de desempenho, que compuseram pré-testes e pós-tes-tes, envolviam problemas de adição e subtração. Após a formação das classes de equivalência, verificou-se que P1, P2 e P3 apresentaram ganhos médios de desem-penho de 22,34% (DP = 14.62), e P4 e P5 de 19,84% (DP = 11.22). Esses resultados sugerem a eficácia do procedimento. Recomenda-se que estudos futuros usem o delineamento de LBM com sondas para reduzir repetições dos testes, elaborem estratégias para ampliar engajamento dos participantes e investiguem como adaptar este procedimento para contextos aplicados

Las evaluaciones nacionales e internacionales demuestran que estudiantes brasileños de la escuela primaria tienen dificultades para aprender el comportamiento de resolución de problemas aritméticos. El objetivo de este estudio fue investigar, a partir de un diseño de línea base múltiple (LBM) entre los participantes, el efecto de la formación de clases de equivalencia entre diferentes formas de presentación de problemas involucrando diferentes posiciones del elemento desconocido y estructuras semánticas de problemas escritos sobre el desempeño en la resolución de problemas de suma y resta. Participaron seis estudiantes entre cuarto y quinto año de primaria de una escuela pública, y cinco completaron el estudio. Todos mostraron habilidades suficientes de lectura y escritura para participar de la investigación, dificultades para resolver problemas aditivos y ninguna evidencia de ansiedad matemática o problemas significativos de estudio en esta disciplina. P1, P2 y P3 fueron expuestos al entrenamiento de discriminación condicional a problemas de suma, mientras que P4 y P5, a problemas de resta. Las pruebas de rendimiento, que incluían pretests y postests, consistieron en problemas de suma y resta. Después de la formación de clases de equivalencia, P1, P2 y P3 presentaron ganancias promedio de desempeño de 22.34% (DE = 14.62), y P4 y P5 de 19.84% (DE = 11.22). Estos resultados sugieren la efectividad del procedimiento. Se recomienda que estudios futuros utilicen el diseño de LBM con sondeo para reducir las repeticiones de pruebas, diseñar estrategias para aumentar el interés de los participantes e investigar cómo adaptar este procedimiento a los contextos aplicados

National and international assessments demonstrate that Brazilian elementary school students have difficulties learning the behavior of solving arithmetic problems. This study aimed to investigate, using a multiple-baseline design (MBL) for participants, the effect of the formation of equivalence classes between different forms of pro- blem presentation involving different positions of the unknown element and different semantic structures of the written problems on the performance in solving addi-tion and subtraction problems. Six students in the fourth or fifth year of a public elementary school participated, and five completed the study. They all showed sufficient reading and writing behavior for participating in the re-search, difficulties in solving additive problems, and no evidence of math anxiety or significant problems in study behaviors in this discipline. P1, P2, and P3 were exposed to the conditional discrimination training to addition problems, while P4 and P5 to subtraction problems. The performance tests, which were composed of pre-tests and post-tests, involved problems of addition and subtraction. After the formation of equivalence classes, we found that P1, P2, and P3 presented average performance gains of 22.34% (SD = 14.62), and P4 and P5 of 19.84% (SD = 11.22). These results suggest the effectiveness of the pro-cedure. We recommend that future studies use the MBL design with probes to reduce test repetitions, devise strategies to increase participant engagement, and inves-tigate how to adapt this procedure to applied contexts

Some Remarks about Entropy of Digital Filtered Signals.

The finite numerical resolution of digital number representation has an impact on the properties of filters. Much effort has been done to develop efficient digital filters investigating the effects in the frequency response. However, it seems that there is less attention to the influence in the entropy by digital filtered signals due to the finite precision. To contribute in such a direction, this manuscript presents some remarks about the entropy of filtered signals. Three types of filters are investigated: Butterworth, Chebyshev, and elliptic. Using a boundary technique, the parameters of the filters are evaluated according to the word length of 16 or 32 bits. It has been shown that filtered signals have their entropy increased even if the filters are linear. A significant positive correlation (p < 0.05) was observed between order and Shannon entropy of the filtered signal using the elliptic filter. Comparing to signal-to-noise ratio, entropy seems more efficient at detecting the increasing of noise in a filtered signal. Such knowledge can be used as an additional condition for designing digital filters.

A Note on the Reproducibility of Chaos Simulation.

An evergreen scientific feature is the ability for scientific works to be reproduced. Since chaotic systems are so hard to understand analytically, numerical simulations assume a key role in their investigation. Such simulations have been considered as reproducible in many works. However, few studies have focused on the effects of the finite precision of computers on the simulation reproducibility of chaotic systems; moreover, code sharing and details on how to reproduce simulation results are not present in many investigations. In this work, a case study of reproducibility is presented in the simulation of a chaotic jerk circuit, using the software LTspice. We also employ the OSF platform to share the project associated with this paper. Tests performed with LTspice XVII on four different computers show the difficulties of simulation reproducibility by this software. We compare these results with experimental data using a normalised root mean square error in order to identify the computer with the highest prediction horizon. We also calculate the entropy of the signals to check differences among computer simulations and the practical experiment. The methodology developed is efficient in identifying the computer with better performance, which allows applying it to other cases in the literature. This investigation is fully described and available on the OSF platform.

Respuesta autonómica cardiovascular al estrés mental inducido por la prueba de cálculo aritmético / Autonomic cardiovascular response to mental stress induced by the arithmetic computation test

Introducción: El estrés mental agudo, así como los estados de ansiedad inducidos para influenciar la reactividad psicofisiológica en jóvenes sanos, aportan cambios en los patrones nerviosos que pueden ser medidos mediante la variabilidad de la frecuencia cardiaca. Objetivo: Determinar las diferencias en los parámetros lineales del balance autonómico cardiovascular en individuos jóvenes en estado basal y durante la prueba de cálculo aritmético. Métodos: Se realizó un estudio cuasi-experimental, sin grupo control de tipo antes y después, en el Laboratorio de Ciencias Básicas Biomédicas de la Universidad de Ciencias Médicas de Santiago de Cuba. Población y muestra de 10 sujetos. Se registró el trazado electrocardiográfico (5 min) durante el reposo y luego durante la prueba de cálculo aritmético. Resultados: Existieron diferencias significativas entre ambos estados en las variables frecuencia cardiaca (p = 0,005); mínima (p = 0,007); máxima (p = 0,005); intervalo RR (p = 0,005); stress index (p = 0,028); índice simpático (p = 0,005); bajas frecuencias (p = 0,005); relación LF/HF (p = 0,005); RMSSD (p = 0,007); NN50 (p = 0,008); pNN50 (p = 0,005); índice parasimpático (p = 0,005) y altas frecuencias (p = 0,005). El estrés mental provocó una disminución parasimpática y un predominio simpático uniforme en todos los sujetos participantes en el estudio. Conclusiones: Durante el estrés mental inducido por la prueba de cálculo aritmético la dinámica lineal de la respuesta autonómica cardiovascular experimenta un aumento en la actividad simpática y una disminución del tono parasimpático, traduciendo una respuesta adaptativa en la regulación de la función cardiovascular por el sistema nervioso autónomo(AU)

Introduction: Acute mental stress and states of anxiety induced to influence psychophysiological reactivity in healthy young people, result in changes in nervous patterns which may be measured in terms of heart rate variability. Objective: Determine the differences in linear parameters for autonomic cardiovascular balance in young individuals at baseline and during the arithmetic computation test. Methods: A non-observational quasi-experimental before-after study without a control group was conducted at the Basic Biomedical Sciences Laboratory of the University of Medical Sciences of Santiago de Cuba. The study population and sample was 10 subjects. The electrocardiographic tracing (5 min) was recorded at rest and then during the arithmetic computation test. Results: Significant differences were found between the two states as to the variables heart rate (p = 0.005), minimum (p = 0.007), maximum (p = 0.005), RR interval (p = 0.005), stress index (p = 0.028), sympathetic index (p = 0.005), low frequencies (p = 0.005), LF/HF ratio (p = 0.005), RMSSD (p = 0.007), NN50 (p = 0.008), pNN50 (p = 0.005), parasympathetic index (p = 0.005) and high frequencies (p = 0.005). Mental stress caused a parasympathetic reduction and uniform sympathetic predominance in all the subjects participating in the study. Conclusions: During the mental stress induced by the arithmetic computation test, the linear dynamic of the autonomic cardiovascular response experiences an increase in sympathetic activity and a reduction in parasympathetic tone, displaying an adaptive response in cardiovascular function regulation by the autonomous nervous system(AU)

Combining neuropsychological tests to improve the assessment of arithmetic difficulties in children with ADHD / Combinando testes neuropsicológicos para melhorar a avaliação de dificuldades aritméticas em crianças com TDAH

Abstract Objective: To compare the ways of evaluating arithmetic skills in Brazilian children with ADHD by combining three validated neuropsychological tests and determining whether they are sensitive to the methylphenidate treatment. Methods: Forty-two children (9‒12 years old) participated in the present study: 20 were children with ADHD (DSM-IV) and 22 were age-matched controls. A classification criterion was used for each test separately and one, for their combination to detect the presence of arithmetic difficulties at two time points: baseline (time 1); and when children with ADHD were taking 0.3‒0.5 mg/kg of methylphenidate (time 2). The study also assessed children's subtraction performance, combining parts of these tests. Results: Separately, the tests were only sensitive to differences between groups without medication. However, by combining the three neuropsychological tests, we observed a difference and detected a reduction in arithmetic difficulties associated with the methylphenidate treatment. The same effects were found in subtraction exercises, which require a borrowing procedure. Conclusions: The present study detected arithmetic difficulties in Brazilian children with ADHD and the effects of methylphenidate. Given this improvement in sensitivity, combining tests could be a promising alternative when working with limited samples.

Resumo Objetivo: Comparar as formas de avaliar as habilidades aritméticas em crianças brasileiras com TDAH, combinando três testes neuropsicológicos validados, e verificar se são sensíveis ao tratamento com metilfenidato. Métodos: Quarenta e duas crianças (9‒12 anos) participaram deste estudo: 20 eram crianças com TDAH (DSM-IV) e 22 eram controles pareados por idade. Usamos um critério de classificação para cada teste separadamente e outro para a combinação entre eles, visando detectar a presença de dificuldades aritméticas em dois momentos: início (tempo 1) e quando as crianças com TDAH estavam tomando 0,3‒0,5 mg/kg de metilfenidato (tempo 2). O estudo também avaliou o desempenho dessas crianças em operações de subtração, combinando partes desses testes. Resultados: Separadamente, os testes foram sensíveis apenas às diferenças entre os grupos sem medicação. Entretanto, ao combinar os três testes neuropsicológicos, foi possível observar uma diferença e detectar uma redução das dificuldades aritméticas associadas ao tratamento com metilfenidato. Os mesmos efeitos foram encontrados em exercícios de subtração que exigem o procedimento de empréstimo. Conclusões: O estudo foi capaz de detectar dificuldades aritméticas em crianças brasileiras com TDAH e os efeitos do metilfenidato. Dada essa melhora na sensibilidade, combinar testes poderia ser uma alternativa promissora ao trabalhar com amostras limitadas.

Relação entre memória de trabalho e habilidade matemática em crianças entre 8 e 9 anos / Working memory and mathematical ability in children aged 8 to 9 years old

Memória de trabalho, também chamada de memória operacional, refere-se à memória que utiliza de seus componentes - alça fonológica, esboço visuoespacial, buffer episódico e executivo central - para manutenção temporária de informações para execução de processos mentais. Investigou-se a relação entre esses componentes da memória e a aritmética, por meio de testes realizados em crianças de 8 e 9 anos da mesma série e instituição escolar. Os resultados indicaram correlação positiva entre os testes de aritmética e as tarefas que avaliavam o esboço visuoespacial e na habilidade de manipulação da informação (dígitos inversos), levando a concluir a importância das funções executivas para o desempenho em matemática.

Working memory refers to the memory that uses its components - phonological loop, visuospatial sketchpad, episodic buffer and central executive - for temporary maintenance of information for performing mental processes. We investigated the relation between its components and arithmetic abilities through tests conducted on children aged 8 and 9 years in the same grade and school institution. The results showed positive correlation between tests of arithmetic and tasks that assessed visuospatial sketchpad and the manipulation of information (indirect digit span), leading to the conclusion the importance of executive functions for mathematical performance.

Neuropsychological and educational profile of children with dyscalculia and dyslexia: a comparative study / Perfil neuropsicológico e escolar de crianças com discalculia e dislexia: estudo comparativo / Perfil neuropsicológico y educativo de los niños con discalculia y dislexia: estudio comparativo

This paper aims to compare the neuropsychological and educational profiles of Brazilian children with dyscalculia (n = 8), dyslexia (n = 13) and without learning disabilities (n = 12). The neuropsychological profile was composed of: (a) intelligence - assessed by the Wechsler Intelligence Scale for Children (WISC-III); (b) attention - WISC-III Coding and Symbol Search subtests; (c) executive functions - Digit Span (backward order) and WISC-III Arithmetic subtests, Pseudoword Repetition Test for Brazilian Children, Stroop Test and Wisconsin Card Sorting Test; (d) memory - WISC-III Digit Span subtest (forward order) and Rey Complex Figures. The educational profile was composed of reading, writing and mathematics, assessed by the Academic Performance Test and the Arithmetic Test. It was found that the groups with dyscalculia and dyslexia did not differentiate in any of the neuropsychological abilities, only in the reading and writing abilities. Neuropsychological variables that could explain these results were discussed. (AU)

Objetivou-se comparar os perfis neuropsicológico e escolar de crianças brasileiras com discalculia (n = 8), dislexia (n = 13) e sem dificuldades escolares (n = 12). O perfil neuropsicológico foi composto por: (a) inteligência: avaliada pela Escala de Inteligência Wechsler para Crianças (WISC-III); (b) atenção: subtestes Códigos e Procurar Símbolos da WISC-III; (c) funções executivas: subtestes Dígitos (ordem inversa) e Aritmética da WISC-III, Teste de Repetição de Pseudopalavras para Crianças Brasileiras, Teste de Stroop e Teste Wisconsin de Classificação de Cartas; (d) memória: subteste Dígitos (ordem direta) da WISC-III e Figuras Complexas de Rey. O perfil escolar foi composto por leitura, escrita e matemática, avaliado pelo Teste de Desempenho Escolar e pela Prova de Aritmética. Verificou-se que os grupos com discalculia e com dislexia não se diferenciaram em nenhuma das habilidades neuropsicológicas, somente nas habilidades escolares de leitura e escrita. Variáveis neuropsicológicas que pudessem explicar esses desempenhos intergrupos foram discutidas. (AU)

El objetivo de este trabajo fue comparar los perfiles neuropsicológicos y escolares de niños brasileños con Discalculia (n = 8), Dislexia (n = 13) y niños sin dificultades escolares (n = 12). El perfil neuropsicológico fue compuesto por: (a) inteligencia: evaluada por Escala de Inteligencia Wechsler para Niños (WISC-III); (b) atención: subtests Códigos y Búsqueda de Símbolos de la WISC-III; (c) funciones ejecutivas: subtests Dígitos (orden inverso) y Aritmética de la WISC-III, Test de Repetición de Pseudopalabras para Niños Brasileños, Test de Stroop y Test Wisconsin de Clasificación de Cartas; (d) memoria: subtest Dígitos (orden directo) de la WISC-III y Figuras Complejas de Rey. El perfil escolar fue compuesto por lectura, escritura y matemática, evaluado por el Test de Desempeño Escolar y por la Prueba de Aritmética. Se verificó que los grupos con Discalculia y con Dislexia no se diferenciaron en ninguna de las habilidades neuropsicológicas, sólo en las habilidades escolares de lectura y escritura. Fueron discutidas variables neuropsicológicas que pueden explicar esos desempeños intergrupales. (AU)

Prediction of arithmetic competence: role of cognitive abilities, socioeconomic variables and the perception of the teacher in Early Childhood Education / Predição da competência aritmética: papel das habilidades cognitivas, variáveis socioeconômicas e percepção do professor na Educação infantil / Predicción de la competencia aritmética: papel de las habilidades cognitivas, variables socioeconómicas y percepción del profesor en la Educación infantil

The study investigated, in a longitudinal cohort, predictive models of arithmetic competence (AC) in the 1st year from language and executive functions assessed at preschool age. A total of 71 children were evaluated in oral language skills, preliminary writing abilities and executive functions. In the 1st year, the children were also evaluated in AC. Parents provided information on the socioeconomic level and teachers indicated children with difficulties. Language, oral (phonological awareness and vocabulary) and preliminary writing (knowledge of letters, reading and writing of words) abilities, together with indications of difficulty by the teacher in the ECE, were able to explain a mean of 62% of the variability in AC in the 1st year. The findings reveal predictive variables for the performance in arithmetic in the initial stage of Elementary Education, which can assist in early identification and the design of preventive intervention models.

O estudo investigou, em um recorte longitudinal, modelos preditivos da competência aritmética (CA) no 1º ano a partir de habilidades de linguagem e funções executivas avaliadas em idade pré-escolar. Participaram 71 crianças que foram avaliadas em habilidades de linguagem oral, habilidades preliminares de escrita e funções executivas. No 1º ano, as crianças foram também avaliadas em CA. Pais proveram informações sobre nível socioeconômico e professores indicaram crianças com dificuldades no curso da EI. Habilidades de linguagem, oral (consciência fonológica e vocabulário) e preliminares de escrita (conhecimento de letras, leitura e escrita de palavras), juntamente com indicação de dificuldade pelo professor na EI, foram capazes de explicar média de 62% da variabilidade em CA no 1º ano. Os achados revelam variáveis preditoras do desempenho em aritmética em etapa inicial do Ensino Fundamental e estendem seu impacto para a identificação precoce e delineamento de modelos preventivos de intervenção.

El estudio investigó, en un recorte longitudinal, modelos predictivos de la competencia aritmética (CA) en el primer año a partir de habilidades de lenguaje y funciones ejecutivas evaluadas en edad preescolar. Participaron 71 niños que fueron evaluados en habilidades de lengua oral, habilidades preliminares de escritura y funciones ejecutivas. En el primer año, los niños también se evaluaron en CA. Los padres proporcionaron información sobre NSE y los profesores indicaron a los niños con dificultades en el curso de la EI. Las habilidades de lenguaje, oral (conciencia fonológica y vocabulario) y preliminares de escritura (conocimiento de letras, lectura y escritura de palabras), junto con indicación de dificultad por el profesor en la EI, fueron capaces de explicar media del 62% de la variabilidad en CA en 1er año. Los hallazgos revelan variables predictoras del desempeño en aritmética en etapa inicial de la Enseñanza Fundamental y expiden su impacto para la identificación precoz y delineamiento de modelos preventivos de intervención.

Resolución de Problemas aritméticos en niños y niñas: incidencia de la habilidad matemática y la comprensión de texto / Arithmetic problem solving in children: the incidence of mathematical skills and text comprehension

La resolución de problemas aritméticos es una actividad cognitiva compleja, de particular dificultad para niños y niñas, que implica poder identificar los componentes relevantes, las relaciones entre ellos y poder llevar a cabo los cómputos necesarios. Distintos estudios han buscado las variables predictoras de esta capacidad, centrándose en uno de dos aspectos: la competencia matemática del niño/a o su comprensión de texto. El propósito del presente trabajo consistió en estudiar si la incidencia de uno u otro sobre la resolución de problemas en niños y niñas de 4 y 5 años se modifica por la inclusión simultánea de ambos en un modelo de ecuaciones estructurales. A su vez, existe amplia evidencia que sugiere que habilidades de dominio general, como la memoria de trabajo, influyen significativamente sobre la capacidad matemática y de comprensión de texto de los sujetos. Por este motivo, se estudió, adicionalmente, la presencia de un efecto indirecto de la memoria de trabajo verbal y visoespacial y del conocimiento previo sobre la resolución de problemas aritméticos, mediado por las otras dos habilidades. Los resultados obtenidos sugieren que, a esta edad, solo la habilidad matemática tiene un efecto directo significativo sobre la resolución de problemas, y la memoria de trabajo, tanto visual como verbal, un efecto indirecto. Asimismo, se observó que ambos componentes de la memoria de trabajo se vinculan con la capacidad matemática, pero sólo la verbal con la comprensión de texto. Por otro lado, el conocimiento previo sólo parece vincularse con la comprensión

The resolution of arithmetic word problems is a complex cognitive activity which requires the subject to identify the relevant elements, the relationships between them and to be able to carry out the necessary computations. Different studies have searched for predictive variables of this capacity, focusing on one of two aspects: the child's mathematical competence or his or her text comprehension. The purpose of the present work was to study if the incidence of one or the other on the resolution of arithmetic problems in children of 4 and 5 years of age is modified by the simultaneous inclusion of both in a structural equation model (SEM). Additionally, there is ample evidence to suggest that general domain abilities, such as working memory, significantly influence the subject's mathematical and comprehension capacity. That is why we also studied the presence of an indirect effect of verbal and visuospatial working memory, as well as the child's previous knowledge, on the resolution of arithmetic problems, mediated by the other two skills. The results suggest that, at this age, only mathematical ability has a significant direct effect on the resolution of problems, and that working memory, both visual and verbal, have an indirect effect over it. Likewise, both components of working memory are linked with mathematical ability, but only verbal working memory with text comprehension. On the other hand, prior knowledge seems to be associated with text comprehension

Autocontrol y desempeño escolar en lengua y matemática / Self-control and school achievement in language and mathematics

Se ha destacado que uno de los aspectos más relevantes para el desempeño académico (DA) de los niños es el AC (autocontrol), definido como la capacidad para modular la cognición, la emoción y el comportamiento. El objetivo de este trabajo es analizar las relaciones entre el AC en el dominio escolar e interpersonal informado por el/la niño/a, sus familiares y docentes; las calificaciones escolares en matemática y prácticas del lenguaje y el desempeño en tareas estandarizadas de comprensión lectora y cálculo aritmético, en 69 niños/as de entre 8 y 12 años de edad. Sólo se encontraron asociaciones entre el AC escolar reportado por el/la docente y el desempeño en la prueba estandarizada de cálculo aritmético. El AC se asoció a las calificaciones académicas en prácticas del lenguaje sólo en 5° grado. Se discuten posibles explicaciones de los resultados y direcciones futuras

It has been highlighted that one of the most relevant aspects related to children's performance in school is self-control, defined as the ability to modulate cognition, emotion and behavior. In this article we analyzed the relationships between self-control in the interpersonal and schoolwork domain reported by the child, their parents and teachers and academic achievement in terms of report card grades in mathematics and language and performance in standardized tasks of reading comprehension and arithmetic calculation, in 69 children between 8 and 12 years of age. We found associations between the self-control in schoolwork domain reported by the teacher and performance in the standardized arithmetic calculation task. Self-control was associated with report card grades in language learning. Possible explanations for this pattern of results and future directions are discussed

The Open Algorithm Based on Numbers (ABN) Method: An Effective Instructional Approach to Domain-Specific Precursors of Arithmetic Development.

This article presents the results of a comparative study regarding the impact and contribution of two instructional approaches to formal and informal mathematical reasoning with two groups of Spanish students, aged four and five. Data indicated that for both age groups, children under the ABN method [Open Algorithm Based on Numbers (ABN)] (n = 147) achieved better results than the group under the CBC approach (Closed Algorithms Based on Ciphers) (n = 82), which is the widespread approach in Spanish schools to teach formal and informal mathematical reasoning. Furthermore, the comparative analyses showed that the effect is higher in the group of students who received more instruction on skills considered domain-specific predictors of later arithmetic performance. Statistically significant differences were found in 9 of the 10 dimensions evaluated by TEMA-3 (p < 0.01), as well as on estimation tasks in the number-line for the 5-year-old-group. However, the 4-year-old group only presented significant results in calculation and concepts tasks about informal mathematical reasoning. We discuss that these differences arise by differential exposure to specific number-sense tasks, since the groups proved to be equivalent in terms of receptive vocabulary, processing speed, and working memory. The educational consequences of these results were also analyzed.

Resolution of Arithmetic Problems, Processing Speed and Working Memory in Children / Resolução de Problemas Aritméticos, Velocidade de Processamento e Memória de Trabalho em Crianças / Resolución de Problemas Aritméticos, Velocidad de Procesamiento y Memoria de Trabajo en Niños Resumen

Abstract This study sought to characterize the performance of children in an arithmetic word problem test regarding choice of strategy, type of operation and age. It also analyzed possible links between the resolution of addition and subtraction problems, processing speed and working memory. Four tests were administered with 233 children of 4, 5 and 6 years of age from Buenos Aires, Argentina: (a) an arithmetic word problem test, (b) the Corsi block tapping test, (c) a digit span test, and (d) a reaction time task. Results showed a significant increase in precision when solving arithmetic word problems between ages 4 and 6. While 4-year-old children relied mainly on visual aids to solve the problems, 5 and 6-year-olds incorporated finger counting and mental calculation as efficient strategies. Arithmetic scores were associated with both verbal and visuospatial working memory scores. While only the visuospatial component predicted accuracy in the children that depended on visual aids or finger counting, both components of working memory predicted the performance of the children that primarily used mental calculation.

Resumo A presente pesquisa procurou estudar o desempenho das crianças na resolução de problemas aritméticos ao analisar à estratégia, o tipo de operação e a idade. Também se analisou possíveis relações entre a resolução de adições e subtrações, a velocidade de processamento e a memória de trabalho. Quatro testes foram administrados a 233 crianças de 4, 5 e 6 anos: (a) Um de problema aritmético, (b) A tarefa de blocos de Corsi, (c) A retenção de dígitos, (d) Uma tarefa de tempo de reação. Os resultados mostraram um aumento significativo na precisão para resolver problemas de aritmética entre 4 e 6 anos. Aos 4 anos a estratégia mais eficaz foi o uso dos recursos visuais, e aos 5 e 6 anos foram mais eficazes a contagem com os dedos e o cálculo mental. As pontuações nos problemas aritméticos associaram-se com a capacidade de memória de trabalho verbal e viso-espacial. No caso das crianças que usaram recursos visuais ou a contagem com os dedos para resolver operações, o componente da memória de trabalho que significativamente previu o seu desempenho foi o viso-espacial. Enquanto as crianças que fizeram uso do cálculo mental, os dois componentes da memória de trabalho previram o seu desempenho.

Resumen El presente estudio buscó caracterizar el desempeño de niños en problemas aritméticos teniendo en cuenta la estrategia utilizada, el tipo de operación y la edad. Se analizó, además, los posibles vínculos entre la resolución de operaciones, la velocidad de procesamiento y la memoria de trabajo. Se administraron cuatro pruebas a 233 niños de 4, 5 y 6 años de edad de Buenos Aires, Argentina: (a) problemas aritméticos, (b) bloques de Corsi, (c) span de dígitos, (d) tiempos de reacción. Se observó un aumento en la precisión en problemas aritméticos entre los 4 y los 6 años. Los niños de 4 años recurrieron principalmente a ayudas visuales, mientras que los niños de 5 y 6 años utilizaron mayormente el conteo de dedos y el cálculo mental. Los puntajes en problemas aritméticos se asociaron con los obtenidos para los componentes verbal y viso-espacial de la memoria de trabajo. En el caso de los niños que dependían de ayudas visuales o conteo con dedos para resolver las operaciones el componente que predijo de forma significativa su rendimiento fue el viso-espacial, mientras que ambos componentes de la memoria de trabajo predijeron el rendimiento de aquellos niños que utilizaban principalmente el cálculo mental.

Reliability and Validity of Nonsymbolic and Symbolic Comparison Tasks in School-Aged Children.

Basic numerical processing has been regularly assessed using numerical nonsymbolic and symbolic comparison tasks. It has been assumed that these tasks index similar underlying processes. However, the evidence concerning the reliability and convergent validity across different versions of these tasks is inconclusive. We explored the reliability and convergent validity between two numerical comparison tasks (nonsymbolic vs. symbolic) in school-aged children. The relations between performance in both tasks and mental arithmetic were described and a developmental trajectories' analysis was also conducted. The influence of verbal and visuospatial working memory processes and age was controlled for in the analyses. Results show significant reliability (p < .001) between Block 1 and 2 for nonsymbolic task (global adjusted RT (adjRT): r = .78, global efficiency measures (EMs): r = .74) and, for symbolic task (adjRT: r = .86, EMs: r = .86). Also, significant convergent validity between tasks (p < .001) for both adjRT (r = .71) and EMs (r = .70) were found after controlling for working memory and age. Finally, it was found the relationship between nonsymbolic and symbolic efficiencies varies across the sample's age range. Overall, these findings suggest both tasks index the same underlying cognitive architecture and are appropriate to explore the Approximate Number System (ANS) characteristics. The evidence supports the central role of ANS in arithmetic efficiency and suggests there are differences across the age range assessed, concerning the extent to which efficiency in nonsymbolic and symbolic tasks reflects ANS acuity.

Perfil de niños con déficits en la cognición numérica / Profile of Children with Deficits in Numerical Cognition

Resumen La presente investigación tuvo como objetivo caracterizar el perfil neurocognitivo de niños en relación con las habilidades cuantitativas, intelectuales, de memoria operativa y sus aspectos emocionales. La muestra fue de 42 niños de edad escolar de 8 a 10 años, divididos en dos grupos: con dificultades en aritmética (CDA = 21) y sin dificultades en aritmética (SDA = 21), que fueron evaluados a través de pruebas cognitivas y escalas de comportamiento, que analizaron variables como: rendimiento escolar, razonamiento abstracto, memoria operativa, cognición numérica, ansiedad y estrés. El perfil de los niños CDA se caracterizó por dificultades en el rendimiento escolar de forma general. Se encontraron síntomas de estrés compatibles con fases de alerta y resistencia, baja capacidad de memoria operativa y de cognición numérica, específicamente de procesamiento numérico y cálculo.

Abstract This study aimed to characterize the neurocognitive profile of children regarding quantitative, intellectual, and mnemonic skills; and their emotional state. The sample consisted of 42 school children 8-10 years old, divided into two groups: those with difficulties in arithmetic (CDA = 21) and without difficulties in arithmetic (SDA = 21). The children were evaluated through cognitive tests and behaviour scales, which analysed variables such as scholar achievement, abstract reasoning, working memory, numerical cognition, anxiety and stress. The profile of CDA children was characterized by global difficulties in schooling achievement. Also they had stress symptoms compatible with alert and resistance phases, low capacity in working memory and numerical cognition, specifically for numerical processing and calculation.