Post on 30-Jan-2018
Precursors of early mathematics and early intervention programs
International Seminar on Mathematical Learning Difficulties
Maria Chiara Passolunghi
Helsinki, Finland6-9 November
Department of Life SciencesPsychology Unit “Gaetano Kanizsa”
University of TriesteItaly
OVERVIEW
� Possible core deficts in children with MLD
� Relation between MLD and Working Memory
� Precursors of mathematical learning
� Suggestions for early intervention programs
Question
Why children with good intelligence have mathematical
difficulties?
Important for
assessment
intervention
earli prevention
Understand the core deficitsCORE DEFICIT of MLD
MLD due on prevalence on deficits affecting working memory and executive functions (Bull & Sherif, 2001; Gathercole, Brown, & Pickering, 2003; Wilson & Swanson, 2001)
CORE DEFICITS ofMathematical Learning Disability (MLD)?
no general agreement
MLD relies essentially on deficits at number level and number module (Iuculano et al., 2008; Libertus et al., 2011; Rousselle & Noel, 2007)
Developmental Psychology Research with children with typical development and with MLD
(De Smedt et al., 2009; Friso-Van den Bos et al., 2013; Gathercole & Pickering, 2000; Geary et al., 2000; Passolunghi & Cornoldi, 2007; Passolunghi & Siegel, 2004)
Results in favor relationship WM-Math
Patient with preservedcalculation skills but severely impaired WM(Butterworth et al., 1996)
Digit Span: 3 cifreMental calculation: OK +, -
Temple and Sherwood (2002) Children with MLD vs controlNo differences in STM(digit span, Corsi forward)
Results NOT in favorrelationship WM-Math
Why this lack of agreement?
� Patients and adults vs children WM dysfunction (strategies)
� Lack of distinction of different aspects of WM
� Complexity of MLD(Mathematical Learning Disability)
Mathematical Learning Disability
MLD
Dyscalculia…
WIDE VARIETY of MLD
Rubinsten and Henik (2009) 3 Subtypes/Profile
� DD Developmental dyscalculia – very rare deficit intra-parietal sulcus Reduced gray matter volume in the IPS.
� MLD Mathematical Learning Disabilityheterogeneous disorderDeficit in WM, inhibitory processFRONTAL LOBES very important in learning and development
� Comorbidity
Developmental Dyscalculia (DD)
From Piazza et al., 2010
Appoximate Number System (ANS)
9 6
Numerical magnitude processing
Non-symbolic comparison
Symbolic comparison
ANS predicts success mathematic learning (Halberda et al., 2008; Libertus et al., 2011, 2012)
Low ANS in dyscalculic children (Piazza et al., 2010)
Enhancement of ANS improve the ability of arithmetic calculation(Park et al., 2014; Hyde et al., 2014)
� Fias W, Menon V e Szucz D. (2013), Multiple components …., Trends in Neuroscience and Education.
Multiple components and causes
Influence of Working Memoryon Math learning ?
� QUESTIONS
� There is a relation between WM and mathematical learning?
� Children with MLD have a deficit in WM?
� - What are the processes of WM impaired in children with MLD?
Influence of Working Memoryon Math learning
� What is WM ?
WM abilities
` WM = has been described as an active information process responsable for STORING and PROCESSINGinfomation for a short time
(Baddeley, 1986; Baddeley & Hitch, 1974)
Math learning
Working memory
• Main role of Central Executive
Modified from Baddeley, 2003
“active” working memory (WM)
“passive” short-term memory
(STM)
MLD
Matched
Age School level GenderReading comprehensionIQ
TD
sequ. CR tot. intr. 0
10
20 MLD
TD
Working Memory
Passolunghi, Cornoldi , & DeLiberto (1999) M&CPassolunghi & Siegel (2001,2004) JECPD’Amico & Passolunghi (2009) LID
MLD
9Lower recall of relevant information
9Higher recall of irrelevant information
Persistent deficit (even one/two years later)
9Difficulties in inhibitory mechanisms
of working memory
9Overload of memory system
INIBITION
This difficulty in basic memory processes affects more complex
tasks (high level)?
Recall the relevant information for the solution
PROBLEMThis summer, that was very hot, Mary helped her parents to clean the house and received 50 Euro as a reward. With this money she decided to buy a hat that costs 30.50 Euros. Mary, who is very greedy, with the money left, decided to buy some special cakes with almonds, which cost 1.50 Euro each. How many cakes will be able to buy Mary with the money left?
Recall the relevant information
PROBLEMThis summer, that was very hot, Mary helped her parents to clean the house and received 50 Euro as a reward. With this money she decided to buy a hat that costs 30.50 Euros. Mary, who is very greedy, with the money left, decided to buy some special cakes with almonds, which cost 1.50 Euro each. How many cakes will be able to buy Mary with the money left?
irrelevant
PROBLEMThis summer, that was very hot, Mary helped her parents to clean the house and received 50 Euro as a reward. With this money she decided to buy a hat that costs 30.50 Euros. Mary, who is very greedy, with the money left, decided to buy somespecial cakes with almonds, which cost 1.50 Euro each. How many cakes will be able to buy Mary with the money left?
MLD
9Lower recall of relevant information
9Higher recall of irrelevant information
We need to verify:
Are they able to distinguish the relevant information in a text of a problem?
Written problem
9To underline only the relevant information
9 to write "data" under the problem
this test showed
NO SIGNIFICANT DIFFERENCE
between MLD vs TD
The children with MLD were able to identify the DATA in the text problem,however,These children did not use these elements in order to built the representation of the problem
9This difficulty in basic memory processes spreads to more complex tasks (high level) such as
understanding and solving a text of a problem
9 This difficulty affects the way in which children control the information contained in the text of the
problem and then the mental model and the representation that they formed of the problem
Intervention
Passolunghi et al.Erickson Press
Precursors of early mathematics
� Working memory is a basic skill relevant in mathematical tasks
� Working memory is also a main precursor of mathematical abilities at the beginning of school education?
� Abilities hypothesized as possible precursors in the literature (IQ, phonology, counting, numerical competence, processing speed….)
Precursors of early mathematics
¾ ANS
- Approximate quantity comparison
- Non symbolic appoximate addition
¾ EARLY NUMERACY
- Counting
- One to one correspondence
- Symbolic number line
Domain specificabilities
¾ Processing Speed
¾ Intelligence
¾ Working memory
.....
Domain generalabilities
Precursors of early mathematics
Passolunghi et al., 2007 Cognitive Dev. First graders
Precursors of early mathematics
Passolunghi & Lanfranchi, 2012 Kindergarten to first grade
Precursors of early mathematics
Passolunghi et al., 2014 BJEP first graders
Early training on WM and numerical competences
� Development of training programs
�Working Memory
�Specific Abilities
Enhancement of:
- Counting- One to one correspondence- Quantity comparison- Number comprehension- ....
(Arnold, Fisher, Doctoroff, & Dobbs, 2002;Butterworth & Laurilliard, 2010; Greenes, Ginsburg, & Balfanz, 2004; Kroesbergenet al., 2012; Starkey, Klein, & Wakeley, 2004; Young-Loveridge, 2004).
Early numeracy training
Working memory trainingThe debate is still open:
• Some studies show positive effects of WM training (Holmes, et.al; 2009; Kuhn & Holling, 2014; Witt, 2011)
• Only a few studies have explored the possibility of
enhancing working memory abilities in kindergartners (Dowsett & Livesey, 2000; Kroesbergen, et al., 2012)
• Other authors questioned the effectiveness of WM(Melby-Lervåg & Hulme,2013)
AIMS• Comparisons of the effects of the two types of
training on early numerical abilities in mainstream preschool children
• Hypothesis:
1) WM training Æ improve not only working memory but will also produce a transfer effect on early numeracy
2) Early numeracy training Æ have a more specific and limited effect on early numeracy abilities
(Passolunghi & Costa, 2014 Child Neurops.)
Method• Preschool children (5-year-old)
• 15 children (7F): WM training • 15 children (6F): early numeracy training • 18 children (9F): control group
• 5 weeks, 2 times per week (1 hour)
• Both training were adaptive
• Implemented in small groups
MBT VERBAL MBT�VISUOSPATIAL WORKING�MEMORYEARLY�MATHEMATICAL�
ABILITIES
Word Span�forward
(Passolunghi&Siegel�2001)
pathway�recall(Lanfranchi et�al.,�
2004)�
verbal double task(Lanfranchi et al.,2004)
ENT�ͲEarly�Numeracy�Test�(Van�Luit,�Van�de�Rijt,�e�Pennings,�1994)
Doppio�compito�visuoͲspaziale(Lanfranchi�et�al.,�2004)
Pre- and Post -training Assessments
(Passolunghi & Costa, 2014 Child Neurops.)
Working MemoryTraining
• Activities that promote the storage and manipulation of information visuo-spatial or verbal
• Enhancement of all three components of the working memory(Baddeley, 1986)
ACTIVITIES ENHANCED ABILITIES
e.g. Line of Words STM verbal games
e.g. Farmers STM visuo-spatial games
e.g. Animals’ Home WM verbal games
e.g. Jellyfishes WM visuo-spatial games
WM training
• Required the temporary storage and manipulation of sequences of spoken verbal items
• Children were presented with lists of words and have to memorize the first word of a list
• When they heard the name of an animal, they together had to make its noise and had to keep in mind the first word of the list
Apple – sun- head- cow - hand
RECALL
ACTIVITIES ENHANCED ABILITIES
e.g. number doggerel Counting
e.g. Number Path Linear representation of numbers
e.g. Tombola Relationships between numbers and quantities
e.g. Cats and Mice Comparison of quantities
Early Numeracytraining
Number Rhyme
Results: WM Visuo-spatial
**
*
F=�10.46,�p <�.001,�Kp2 =�.32,
*
Results: WM Verbal
*
*
F =�7.62,�p =�.001,�Kp2 =�.25
*
*
*
*
Results: Early Numeracy
F =�17.96,�p <�.001,�Kp2 =�.45
* *
* *
NO SIGNIFICANT EFFECT of training on
ÆSTM verbal
ÆSTM visuospatial
Memory educational Lab
Early numeracy educational Lab
SUMMARY• Possibility to improve cognitive functioning, with
interventions designed to boost domain-general or domain-specific precursors
At early age
• WM training di MDL Æ improve not only working memory but will also produce a transfer effect on early numeracy
• Early numeracy Training Æ more specific and limited effect on early numeracy abilities
• early prevention of learning disabilities in preschool children – well-being
Thank you!�
passolu@units.it