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No evidence for a core deficit in developmental dyscalculia or mathematical learning disabilities / I. C. MAMMARELLA in Journal of Child Psychology and Psychiatry, 62-6 (June 2021)
[article]
Titre : No evidence for a core deficit in developmental dyscalculia or mathematical learning disabilities Type de document : Texte imprimé et/ou numérique Auteurs : I. C. MAMMARELLA, Auteur ; E. TOFFALINI, Auteur ; S. CAVIOLA, Auteur ; L. COLLING, Auteur ; D. SZ?CS, Auteur Article en page(s) : p.704-714 Langues : Anglais (eng) Mots-clés : Bayes Theorem Child Dyscalculia/diagnosis Humans Learning Disabilities/diagnosis/epidemiology Mathematics Index. décimale : PER Périodiques Résumé : BACKGROUND: Two hypotheses were tested regarding the characteristics of children with mathematical learning disabilities (MLD): (a) that children with MLD would have a 'core deficit' in basic number processing skills; and (b) that children with MLD would be at the end of a developmental continuum and have impairments in many cognitive skills. METHODS: From a large sample (N = 1,303) of typically developing children, we selected a group definable as having MLD. The children were given measures of basic number processing and domain-general constructs. Differences between the observed sample and a simulated population were estimated using Cohen's d and Bayes factors. Receiver operating characteristic curves were plotted, and the area under the curve was computed to ascertain the diagnostic power of measures. RESULTS: Results suggest that the differences between the MLD and control group can be defined along with general characteristics of the population rather than assuming single or multiple 'core deficits'. None of the measures of interest exceeded the diagnostic power that could be derived via simulation from the dimensional characteristics of the general population. CONCLUSIONS: There is no evidence for core deficit(s) in MLD. We suggest that future research should focus on representative samples of typical populations and on carefully tested clinical samples confirming to the criteria of international diagnostic manuals. Clinical diagnoses require that MLD is persistent and resistant to intervention, so studies would deliver results less exposed to measurement fluctuations. Uniform diagnostic criteria would also allow for the easy cross-study comparison of samples overcoming a serious limitation of the current literature. En ligne : http://dx.doi.org/10.1111/jcpp.13397 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455
in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.704-714[article] No evidence for a core deficit in developmental dyscalculia or mathematical learning disabilities [Texte imprimé et/ou numérique] / I. C. MAMMARELLA, Auteur ; E. TOFFALINI, Auteur ; S. CAVIOLA, Auteur ; L. COLLING, Auteur ; D. SZ?CS, Auteur . - p.704-714.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.704-714
Mots-clés : Bayes Theorem Child Dyscalculia/diagnosis Humans Learning Disabilities/diagnosis/epidemiology Mathematics Index. décimale : PER Périodiques Résumé : BACKGROUND: Two hypotheses were tested regarding the characteristics of children with mathematical learning disabilities (MLD): (a) that children with MLD would have a 'core deficit' in basic number processing skills; and (b) that children with MLD would be at the end of a developmental continuum and have impairments in many cognitive skills. METHODS: From a large sample (N = 1,303) of typically developing children, we selected a group definable as having MLD. The children were given measures of basic number processing and domain-general constructs. Differences between the observed sample and a simulated population were estimated using Cohen's d and Bayes factors. Receiver operating characteristic curves were plotted, and the area under the curve was computed to ascertain the diagnostic power of measures. RESULTS: Results suggest that the differences between the MLD and control group can be defined along with general characteristics of the population rather than assuming single or multiple 'core deficits'. None of the measures of interest exceeded the diagnostic power that could be derived via simulation from the dimensional characteristics of the general population. CONCLUSIONS: There is no evidence for core deficit(s) in MLD. We suggest that future research should focus on representative samples of typical populations and on carefully tested clinical samples confirming to the criteria of international diagnostic manuals. Clinical diagnoses require that MLD is persistent and resistant to intervention, so studies would deliver results less exposed to measurement fluctuations. Uniform diagnostic criteria would also allow for the easy cross-study comparison of samples overcoming a serious limitation of the current literature. En ligne : http://dx.doi.org/10.1111/jcpp.13397 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 Editorial: Is there a core deficit in specific learning disabilities? / A. LERVAG in Journal of Child Psychology and Psychiatry, 62-6 (June 2021)
[article]
Titre : Editorial: Is there a core deficit in specific learning disabilities? Type de document : Texte imprimé et/ou numérique Auteurs : A. LERVAG, Auteur Article en page(s) : p.677-679 Langues : Anglais (eng) Mots-clés : Child Developmental Disabilities Dyscalculia/diagnosis Dyslexia/diagnosis Humans Mathematics Developmental disorders dyscalculia dyslexia specific learning disabilities Index. décimale : PER Périodiques Résumé : Difficulties with learning mathematics and learning to read have for a long time been categorised into diagnostic categories like dyscalculia and dyslexia. This categorization has been based on ideas that some core deficits underlie and cause the difficulties. However, no clear and sufficient core deficit has been found for these difficulties and no qualitative differences has been identified distinguishing those assigned to the diagnoses from people not assigned to the diagnoses - thus, the diagnostic cut-offs are arbitrary. In addition, several of the factors associated with one disorder are also associated with other disorders. These issues favour a multi-factored view of the diagnoses that have implication for both clinical practice and research. En ligne : http://dx.doi.org/10.1111/jcpp.13434 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455
in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.677-679[article] Editorial: Is there a core deficit in specific learning disabilities? [Texte imprimé et/ou numérique] / A. LERVAG, Auteur . - p.677-679.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.677-679
Mots-clés : Child Developmental Disabilities Dyscalculia/diagnosis Dyslexia/diagnosis Humans Mathematics Developmental disorders dyscalculia dyslexia specific learning disabilities Index. décimale : PER Périodiques Résumé : Difficulties with learning mathematics and learning to read have for a long time been categorised into diagnostic categories like dyscalculia and dyslexia. This categorization has been based on ideas that some core deficits underlie and cause the difficulties. However, no clear and sufficient core deficit has been found for these difficulties and no qualitative differences has been identified distinguishing those assigned to the diagnoses from people not assigned to the diagnoses - thus, the diagnostic cut-offs are arbitrary. In addition, several of the factors associated with one disorder are also associated with other disorders. These issues favour a multi-factored view of the diagnoses that have implication for both clinical practice and research. En ligne : http://dx.doi.org/10.1111/jcpp.13434 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455