Chronic Fatigue Syndrome: Limbic Encephalopathy in a Dysregulated Neuroimmune Network
Jay A. Goldstein in Chronic Fatigue Syndromes, 2020
Dyscalculia is also frequently reported. Complaints by accountants of sometimes not being able to balance a checkbook are fairly common. Once again, parietal lobe lesions, left greater than right, are seen on the BEAM scan (the AERs and VERs are the most sensitive). The Gerstmann syndrome—dyscalculia, dysgraphia, finger identification disturbances and left-right naming difficulties—is rarely seen, nor are the various neglect syndromes. A small minority of CFS patients may have more widespread, extra-limbic neuronal dysfunction and may manifest such problems. They may occasionally be noted in Draw-A-Person tests when one side of the figure will be incompletely sketched. As with other cognitive deficits in CFS, the parietal lobe symptoms wax and wane, suggesting a transmitter-receptor mediated etiology, arterial spasm, or behavioral kindling. These sorts of patients have multifocal problems and sometimes have a testing profile like a patient with multi-infarct dementia.
Diagnosing Tourette syndrome
Carlotta Zanaboni Dina, Mauro Porta, James F. Leckman in Understanding Tourette Syndrome, 2019
In Tourette patients (especially with ADHD and/or OC component) the following elements may be present: association between high tic severity and memory deficits.slightly impaired fine and gross motor performance.lacking inhibitory system.poor academic achievement in maths.learning disorders such as dyslexia and dyscalculia.
Assistive Technology, Disability and Rehabilitation
Tom M. McMillan, Rodger Ll. Wood in Neurobehavioural Disability and Social Handicap following Traumatic Brain Injury, 2017
The assistive technologies outlined here represent an early phase of a growing approach in neurorehabilitation (see also O’Neill & Gillespie, 2015). Clinical trials of technology to support cognition lag behind the continuing rapid development of technology (Gillespie, Best & O’Neill, 2012). For trials to even begin to keep pace, a conceptual and cultural shift is needed. The ‘information age’ arguably began with the advent of portable electronic calculators. Yet, despite their ubiquity, only one case study has been published on the efficacy of using a calculator to treat acquired dyscalculia (Martins, Ferreira & Borges, 1999). The challenge is that we have many treatments involving assistive technology that are of plausible effectiveness, but few clinical trials to evaluate their use, and this makes it difficult for clinicians to be confident in prescribing specific assistive technologies.
A qualitative study into the experience of living with acalculia after stroke and other forms of acquired brain injury
Published in Neuropsychological Rehabilitation, 2022
Yael Benn, Mark Jayes, Martin Casassus, Marney Williams, Colin Jenkinson, Ellen McGowan, Paul Conroy
This disparity between treatments for language and mathematical disorders is mirrored in the developmental domain, where dyscalculia is relatively neglected, with teachers feeling unable to assist students with numerical difficulties (Sezer & Akın, 2011). This lack of support for numerical difficulties could be at least partly attributed to social stigma in many western countries (including the UK and US), where saying “I can’t do maths” is deemed socially acceptable, while saying “I can’t read” is not (Kowsun, 2008). Maths is also seen as the remit of “mad scientists”, “nerdy” boys, and the socially inept (Epstein et al., 2010). Such attitudes may contribute to low numeracy skills in the general population. For example, a recent survey suggests that 56% of the UK working-age population have numeracy skills at a level that is expected of a primary school child (National Numeracy, 2019). This is true even among highly educated individuals (Lipkus et al., 2001) and health professionals (Estrada et al., 1999; Sheridan & Pignone, 2002).
Dyslexia and dyscalculia are characterized by common visual perception deficits
Published in Developmental Neuropsychology, 2018
Dazhi Cheng, Qing Xiao, Qian Chen, Jiaxin Cui, Xinlin Zhou
Dyscalculia was defined in terms of standard scores on math fluency. The criteria for dyscalculia were (1) a score below the 7th percentile (−1.50 standard deviations from the mean) for math fluency; (2) a score above the 25th percentile (−.67 standard deviations from the mean) for nonverbal intelligence; and (3) a score above the 7th percentile (−1.50 standard deviations from the mean) for reading. Meanwhile, the participants in comorbidity group were excluded. A total of 48 children from the dataset met the criteria for dyscalculia.
Developmental Dyscalculia is Characterized by Order Processing Deficits: Evidence from Numerical and Non-Numerical Ordering Tasks
Published in Developmental Neuropsychology, 2018
Kinga Morsanyi, Bianca M.C.W. van Bers, Patrick A. O’Connor, Teresa McCormack
More recently, the relation between order processing and mathematics ability has attracted much attention. According to Rubinsten and Sury (2011), numerical cognition might depend on two core systems, one for representing magnitudes (i.e., cardinality) and one for representing ordinal information. These authors have proposed that it might be the system responsible for order processing (rather than the magnitude system) that is impaired in DD. Indeed, in recent years, an increasing number of studies have investigated the role of order processing in maths, demonstrating its role in both typical mathematical development (e.g., Attout, Noël, & Majerus, 2015; Lyons & Ansari, 2015; Lyons, Price, Vaessen, Blomert, & Ansari, 2014; Lyons, Vogel, & Ansari, 2016; O’Connor, Morsanyi, & McCormack, 2018; Vogel, Remark, & Ansari, 2015) and in mature mathematics skills (e.g., Goffin & Ansari, 2016; Lyons & Beilock, 2011). Most of these studies have focussed on number ordering ability, which is typically measured using a task where three one-digit numbers are presented (e.g., 6 4 7), and participants have to decide if these number are in the correct order with regard to their position in the count list. Some studies with adults (Morsanyi, McCormack, & O’Mahony, 2018; Morsanyi, O’Mahony, & McCormack, 2017; Sasanguie, Lyons, De Smedt, & Reynvoet, 2017; Vos, Sasanguie, Gevers, & Reynvoet, 2017) not only showed a close link between number ordering and arithmetic skills, but they also found strong relations between non-numerical ordering abilities and maths. One particular task that has been used in this literature is the month ordering task, where participants have to judge if three months (e.g., May June August) are presented in the correct order with regard to their order within a calendar year. In addition to these lab-based studies, clinical observations of dyscalculia also describe characteristic difficulties with everyday activities that require ordering skills (e.g., recalling the order of past events, following sequential instructions, etc., National Center for Learning Disabilities, 2007).
Related Knowledge Centers
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- Domain-General Learning