Publication Cover
Child Neuropsychology
A Journal on Normal and Abnormal Development in Childhood and Adolescence
Volume 21, 2015 - Issue 4
2,177
Views
66
CrossRef citations to date
0
Altmetric
Original Articles

Working memory deficits in developmental dyscalculia: The importance of serial order

&
Pages 432-450 | Received 16 Dec 2013, Accepted 03 May 2014, Published online: 29 May 2014

REFERENCES

  • Ashkenazi, S., Mark-Zigdon, N., & Henik, A. (2013). Do subitizing deficits in developmental dyscalculia involve pattern recognition weakness? Developmental Science, 16(1), 35–46. doi:10.1111/j.1467-7687.2012.01190.x
  • Attout, L., Van der Kaa, M. A., George, M., & Majerus, S. (2012). Dissociating short-term memory and language impairment: The importance of item and serial order information. Aphasiology, 26(3–4), 355–382. doi:10.1080/02687038.2011.604303
  • Bachot, J., Gevers, W., Fias, W., & Roeyers, H. (2005). Number sense in children with visuospatial disabilities: Orientation of the mental number line. Psychology Science, 47(1), 172–183.
  • Barrouillet, P., & Lépine, R. (2005). Working memory and children’s use of retrieval to solve addition problems. Journal of Experimental Child Psychology, 91(3), 183–204. doi:10.1016/j.jecp.2005.03.002
  • Botvinick, M., & Plaut, D. C. (2006). Short-term memory for serial order: A recurrent neural network model. Psychological Review, 113(2), 201–233. doi:10.1037/0033-295X.113.2.201
  • Botvinick, M., & Watanabe, T. (2007). From numerosity to ordinal rank: A gain-field model of serial order representation in cortical working memory. Journal of Neuroscience, 27(32), 8636–8642. doi:10.1523/JNEUROSCI.2110-07.2007
  • Brown, G. D. A., Preece, T., & Hulme, C. (2000). Oscillator-based memory for serial order. Psychological Review, 107(1), 127–181. doi:10.1037/0033-295X.107.1.127
  • Bull, R., & Johnston, R. S. (1997). Children’s arithmetical difficulties: Contributions from processing speed, item identification, and short-term memory. Journal of Experimental Child Psychology, 65(1), 1–24. doi:10.1006/jecp.1996.2358
  • Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: Inhibition, switching, and working memory. Developmental Neuropsychology, 19(3), 273–293. doi:10.1207/S15326942DN1903_3
  • Butterworth, B. (2010). Foundational numerical capacities and the origins of dyscalculia. Trends in Cognitive Sciences, 14(12), 534–541. doi:10.1016/j.tics.2010.09.007
  • De Smedt, B., Janssen, R., Bouwens, K., Verschaffel, L., Boets, B., & Ghesquière, P. (2009). Working memory and individual differences in mathematics achievement: A longitudinal study from first grade to second grade. Journal of Experimental Child Psychology, 103(2), 186–201. doi:10.1016/j.jecp.2009.01.004
  • De Smedt, B., Noël, M. P., Gilmore, C., & Ansari, D. (2013). How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children’s mathematical skills? A review of evidence from brain and behavior. Trends in Neuroscience and Education, 2(2), 48–55. doi:10.1016/j.tine.2013.06.001
  • De Vos, T. (1992). Tempo test rekenen [Speeded arithmetic test]. Nijmegen: Berkhout.
  • Dehaene, S., Bossini, S., & Giraux, P. (1993). The mental representation of parity and number magnitude. Journal of Experimental Psychology: General, 122(3), 371–396. doi:10.1037/0096-3445.122.3.371
  • Desoete, A., Ceulemans, A., De Weerdt, F., & Pieters, S. (2012). Can we predict mathematical learning disabilities from symbolic and non-symbolic comparison tasks in kindergarten? Findings from a longitudinal study. British Journal of Educational Psychology, 82(1), 64–81. doi:10.1348/2044-8279.002002
  • Desoete, A., & Roeyers, H. (2006). Metacognitive macroevaluations in mathematical problem solving. Learning and Instruction, 16(1), 12–25. doi:10.1016/j.learninstruc.2005.12.003
  • Dunn, L. M., & Dunn, L. M. (1981). Manual for the Peabody Picture Vocabulary Test-Revised. Circle Pines, MN: American Guidance Service.
  • Dunn, L. M., Theriault-Whalen, C., & Dunn, C. M. (1993). Echelle de vocabulaire en images Peabody: Adaptation française du Peabody Picture Vocabulary Test [French adaptation of the Peabody Picture Vocabulary Test]. Toronto, ON: Psycan.
  • Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analyses using G* Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160. doi:10.3758/BRM.41.4.1149
  • Gaillard, F., Segura, M., & Taussik, I. (2000). Numerical: Test neurocognitif pour l’apprentissage du nombre et du calcul. Lausanne: Université de Lausanne, Institut de psychologie.
  • Gathercole, S. E., & Baddeley, A. D. (1993). Phonological working memory: A critical building block for reading development and vocabulary acquisition? European Journal of Psychology of Education, 8(3), 259–272. doi:10.1007/BF03174081
  • Gathercole, S. E., Hitch, G. J., Service, E., & Martin, A. J. (1997). Phonological short-term memory and new word learning in children. Developmental Psychology, 33(6), 966–979. doi:10.1037/0012-1649.33.6.966
  • Gathercole, S. E., & Pickering, S. J. (2000a). Assessment of working memory in six- and seven-year-old children. Journal of Educational Psychology, 92(2), 377–390. doi:10.1037/0022-0663.92.2.377
  • Gathercole, S. E., & Pickering, S. J. (2000b). Working memory deficits in children with low achievements in the national curriculum at 7 years of age. British Journal of Educational Psychology, 70(2), 177–194. doi:10.1348/000709900158047
  • Geary, D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological Bulletin, 114(2), 345–362. doi:10.1037/0033-2909.114.2.345
  • Geary, D. C., Hamson, C. O., & Hoard, M. K. (2000). Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of Experimental Child Psychology, 77(3), 236–263. doi:10.1006/jecp.2000.2561
  • Geary, D. C., Hoard, M. K., Byrd-Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child Development, 78(4), 1343–1359. doi:10.1111/j.1467-8624.2007.01069.x
  • Ghesquière, P., & Ruijssenaars, A. (1994). Vlaamse normen voor studietoetsen rekenen en technisch lezen lager onderwij [Flemish standards for study evaluation of mathematics and technical reading in primary schools]. Leuven: Catholic University of Leuven, Center for Educational and Professional Guidance.
  • Gupta, P. (2003). Examining the relationship between word learning, nonword repetition, and immediate serial recall in adults. The Quarterly Journal of Experimental Psychology Section A, 56(7), 1213–1236. doi:10.1080/02724980343000071
  • Hecht, S. A., Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (2001). The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: A longitudinal study from second to fifth grades. Journal of Experimental Child Psychology, 79(2), 192–227. doi:10.1006/jecp.2000.2586
  • Henson, R. N. A. (1999). Positional information in short-term memory: Relative or absolute? Memory & cognition, 27(5), 915–927. doi:10.3758/BF03198544
  • Henson, R. N. A., Hartley, T., Burgess, N., Hitch, G. J., & Flude, B. (2003). Selective interference with verbal short-term memory for serial order information: A new paradigm and tests of a timing-signal hypothesis. The Quarterly Journal of Experimental Psychology Section A, 56(8), 1307–1334. doi:10.1080/02724980244000747
  • Holmes, J., & Adams, J. W. (2006). Working memory and children’s mathematical skills: Implications for mathematical development and mathematics curricula. Educational Psychology, 26(3), 339–366. doi:10.1080/01443410500341056
  • Holmes, J., Adams, J. W., & Hamilton, C. J. (2008). The relationship between visuospatial sketchpad capacity and children’s mathematical skills. European Journal of Cognitive Psychology, 20(2), 272–289. doi:10.1080/09541440701612702
  • Jarrold, C., Thorn, A. S., & Stephens, E. (2009). The relationships among verbal short-term memory, phonological awareness, and new word learning: Evidence from typical development and Down syndrome. Journal of Experimental Child Psychology, 102(2), 196–218. doi:10.1016/j.jecp.2008.07.001
  • Jarvis, H. L., & Gathercole, S. E. (2003). Verbal and non-verbal working memory and achievements on National Curriculum tests at 11 and 14 years of age. Educational and Child Psychology, 20(3), 123–140.
  • Kaufmann, L., Vogel, S., Starke, M., Kremser, C., & Schocke, M. (2009). Numerical and non-numerical ordinality processing in children with and without developmental dyscalculia: Evidence from fMRI. Cognitive Development, 24(4), 486–494. doi:10.1016/j.cogdev.2009.09.001
  • Khomsi, A. (1998). Epreuve d’évaluation de la compétence en lecture (LMC-R). Paris: Les Editions du Centre de Psychologie Appliquée.
  • Leclercq, A. L., & Majerus, S. (2010). Serial-order short-term memory predicts vocabulary development: Evidence from a longitudinal study. Developmental Psychology, 46(2), 417–427. doi:10.1037/a0018540
  • Lee, C. L., & Estes, W. K. (1981). Item and order information in short-term memory: Evidence for multilevel perturbation processes. Journal of Experimental Psychology: Human Learning and Memory, 7(3), 149–169.
  • Lobrot, M. (1980). Batterie d’épreuves pour mesurer la lecture et l’orthographe: Manuel. Paris: Editions et Application Psychologiques.
  • Lyons, I. M., & Beilock, S. L. (2009). Beyond quantity: Individual differences in working memory and the ordinal understanding of numerical symbols. Cognition, 113(2), 189–204. doi:10.1016/j.cognition.2009.08.003
  • Lyons, I. M., & Beilock, S. L. (2011). Numerical ordering ability mediates the relation between number-sense and arithmetic competence. Cognition, 121(2), 256–261. doi:10.1016/j.cognition.2011.07.009
  • Lyons, I. M., & Beilock, S. L. (2013). Ordinality and the nature of symbolic numbers. The Journal of Neuroscience, 33(43), 17052–17061. doi:10.1523/JNEUROSCI.1775-13.2013
  • Majerus, S., Bastin, C., Poncelet, M., Van der Linden, M., Salmon, E., Collette, F., & Maquet, P. (2007). Short-term memory and the left intraparietal sulcus: Focus of attention? Further evidence from a face short-term memory paradigm. NeuroImage, 35(1), 353–367. doi:10.1016/j.neuroimage.2006.12.008
  • Majerus, S., & Boukebza, C. (2013). Short-term memory for serial order supports vocabulary development: New evidence from a novel word learning paradigm. Journal of Experimental Child Psychology, 116(4), 811–828. doi:10.1016/j.jecp.2013.07.014
  • Majerus, S., D’Argembeau, A., Martinez Perez, T., Belayachi, S., Van der Linden, M., Collette, F., … Maquet, P. (2010). The commonality of neural networks for verbal and visual short-term memory. Journal of Cognitive Neuroscience, 22(11), 2570–2593.
  • Majerus, S., Heiligenstein, L., Gautherot, N., Poncelet, M., & Van der Linden, M. (2009). Impact of auditory selective attention on verbal short-term memory and vocabulary development. Journal of Experimental Child Psychology, 103(1), 66–86. doi:10.1016/j.jecp.2008.07.004
  • Majerus, S., Leclercq, A. L., Grossmann, A., Billard, C., Touzin, M., Van der Linden, M., … Poncelet, M. (2009). Serial order short-term memory capacities and specific language impairment: No evidence for a causal association. Cortex; A Journal Devoted to the Study of the Nervous System and Behavior, 45(6), 708–720. doi:10.1016/j.cortex.2008.10.006
  • Majerus, S., Norris, D., & Patterson, K. (2007). What does a patient with semantic dementia remember in verbal short-term memory? Order and sound but not words. Cognitive Neuropsychology, 24(2), 131–151. doi:10.1080/02643290600989376
  • Majerus, S., Poncelet, M., Elsen, B., & Van der Linden, M. (2006). Exploring the relationship between new word learning and short-term memory for serial order recall, item recall, and item recognition. European Journal of Cognitive Psychology, 18(6), 848–873. doi:10.1080/09541440500446476
  • Majerus, S., Poncelet, M., Greffe, C., & Van der Linden, M. (2006). Relations between vocabulary development and verbal short-term memory: The relative importance of short-term memory for serial order and item information. Journal of Experimental Child Psychology, 93(2), 95–119. doi:10.1016/j.jecp.2005.07.005
  • Majerus, S., Poncelet, M., Van der Linden, M., Albouy, G., Salmon, E., Sterpenich, V., … Maquet, P. (2006). The left intraparietal sulcus and verbal short-term memory: Focus of attention or serial order? NeuroImage, 32(2), 880–891. doi:10.1016/j.neuroimage.2006.03.048
  • Majerus, S., Poncelet, M., Van der Linden, M., & Weekes, B. S. (2008). Lexical learning in bilingual adults: The relative importance of short-term memory for serial order and phonological knowledge. Cognition, 107(2), 395–419. doi:10.1016/j.cognition.2007.10.003
  • Majerus, S., Van der Linden, M., Braissand, V., & Eliez, S. (2007). Verbal short-term memory in individuals with chromosome 22q11. 2 deletion: Specific deficit in serial order retention capacities? American Journal on Mental Retardation, 112(2), 79–93. doi:10.1352/0895-8017(2007)112[79:VSMIIW]2.0.CO;2
  • Marshuetz, C., Smith, E. E., Jonides, J., DeGutis, J., & Chenevert, T. L. (2000). Order information in working memory: FMRI evidence for parietal and prefrontal mechanisms. Journal of Cognitive Neuroscience, 12(Suppl. 2), 130–144.
  • Martinez Perez, T., Majerus, S., & Poncelet, M. (2012). The contribution of short-term memory for serial order to early reading acquisition: Evidence from a longitudinal study. Journal of Experimental Child Psychology, 111, 708–723. doi:10.1016/j.jecp.2011.11.007
  • Moyer, R. S., & Landauer, T. K. (1967). Time required for judgements of numerical inequality. Nature, 215, 1519–1520. doi:10.1038/2151519a0
  • Nairne, J., & Kelley, M. (2004). Separating item and order information through process dissociation. Journal of Memory and Language, 50(2), 113–133. doi:10.1016/j.jml.2003.09.005
  • Noël, M. P. (2009). Counting on working memory when learning to count and to add: A preschool study. Developmental Psychology, 45(6), 1630–1643. doi:10.1037/a0016224
  • Noël, M. P., Seron, X., & Trovarelli, F. (2004). Working memory as a predictor of addition skills and addition strategies in children. Current Psychology of Cognition, 22, 3–25.
  • Page, M. P. A., & Norris, D. G. (1998). The primacy model: A new model of immediate serial recall. Psychological Review, 105(4), 761–781. doi:10.1037/0033-295X.105.4.761-781
  • Passolunghi, M. C., & Siegel, L. S. (2004). Working memory and access to numerical information in children with disability in mathematics. Journal of Experimental Child Psychology, 88(4), 348–367. doi:10.1016/j.jecp.2004.04.002
  • Passolunghi, M. C., Vercelloni, B., & Schadee, H. (2007). The precursors of mathematics learning: Working memory, phonological ability and numerical competence. Cognitive Development, 22(2), 165–184. doi:10.1016/j.cogdev.2006.09.001
  • Poirier, M., & Saint-Aubin, J. (1995). Memory for related and unrelated words: Further evidence on the influence of semantic factors in immediate serial recall. The Quarterly Journal of Experimental Psychology Section A, 48(2), 384–404. doi:10.1080/14640749508401396
  • Poirier, M., & Saint-Aubin, J. (1996). Immediate serial recall, word frequency, item identity and item position. Canadian Journal of Experimental Psychology/Revue Canadienne de Psychologie Expérimentale, 50(4), 408–412. doi:10.1037/1196-1961.50.4.408
  • Raven, J., Court, J. H., & Raven, J. (1998). Progressive matrices couleur. Oxford: Oxford Psychologists Press.
  • Rubinsten, O., & Sury, D. (2011). Processing ordinality and quantity: The case of developmental dyscalculia. PLoS ONE, 6(9), e24079. doi:10.1371/journal.pone.0024079
  • Rubinsten, O., Sury, D., Lavro, D., & Berger, A. (2013). Processing ordinality and quantity: ERP evidence of separate mechanisms. Brain and Cognition, 82(2), 201–212. doi:10.1016/j.bandc.2013.04.008
  • Shalev, R. S. (2007). Prevalence of developmental dyscalculia. In D. B. Berch & M. M. M. Mazzocco (Eds.), Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities (pp. 49–60). Baltimore, MD: Paul H. Brookes Publishing.
  • Shalev, R. S., Manor, O., & Gross‐Tsur, V. (2005). Developmental dyscalculia: A prospective six-year follow-up. Developmental Medicine & Child Neurology, 47(2), 121–125. doi:10.1017/S0012162205000216
  • Siegel, L. S., & Ryan, E. B. (1989). The development of working memory in normally achieving and subtypes of learning disabled children. Child Development, 60, 973–980. doi:10.2307/1131037
  • Siegler, R. S. (1996). Emerging minds: The process of change in children’s thinking. New York, NY: Oxford University Press.
  • Smyth, M. M., Hay, D. C., Hitch, G. J., & Horton, N. J. (2005). Serial position memory in the visual-spatial domain: Reconstructing sequences of unfamiliar faces. The Quarterly Journal of Experimental Psychology Section A, 58(5), 909–930. doi:10.1080/02724980443000412
  • Soltész, F., Szűcs, D., Dékány, J., Márkus, A., & Csépe, V. (2007). A combined event-related potential and neuropsychological investigation of developmental dyscalculia. Neuroscience Letters, 417(2), 181–186. doi:10.1016/j.neulet.2007.02.067
  • Sury, D., & Rubinsten, O. (2012). Ordinal processing of numerical and non-numerical information. In Z. Breznitz, O. Rubinsten, V. J. Molfese, & D. L. Molfese (Eds.), Reading, writing, mathematics and the developing brain: Listening to many voices (Vol. 6, pp. 209–232). Dordrecht: Springer.
  • Swanson, H. L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology; Journal of Educational Psychology, 96(3), 471–491. doi:10.1037/0022-0663.96.3.471
  • Swanson, H. L., & Jerman, O. (2006). Math disabilities: A selective meta-analysis of the literature. Review of Educational Research, 76(2), 249–274. doi:10.3102/00346543076002249
  • Swanson, H. L., & Kim, K. (2007). Working memory, short-term memory, and naming speed as predictors of children’s mathematical performance. Intelligence, 35(2), 151–168. doi:10.1016/j.intell.2006.07.001
  • Szucs, D., Devine, A., Soltesz, F., Nobes, A., & Gabriel, F. (2013). Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex, 49(10), 2674–2688. doi:10.1016/j.cortex.2013.06.007
  • Temple, C. M. (1992). Developmental dyscalculia. In S. J. Segalowitz & I. Rapin (Eds.), Handbook of neuropsychology (pp. 211–222). New York, NY: Elsevier.
  • Tubach, J., & Boë, L. (1990). Un Corpus de transcription phonétique (300000 phones): constitution et exploitation statistique: Ecole nationale supérieure des télécommunications.
  • Turconi, E., Jemel, B., Rossion, B., & Seron, X. (2004). Electrophysiological evidence for differential processing of numerical quantity and order in humans. Cognitive Brain Research, 21(1), 22–38. doi:10.1016/j.cogbrainres.2004.05.003
  • van Dijck, J. P., Abrahamse, E., Majerus, S., & Fias, W. (2013). Spatial attention interacts with serial order retrieval from verbal working memory. Psychological Science, 24(9), 1854–1859. doi:10.1177/0956797613479610
  • van Dijck, J. P., & Fias, W. (2011). A working memory account for spatial-numerical associations. Cognition, 119, 114–119. doi:10.1016/j.cognition.2010.12.013
  • Van Nieuwenhoven, C., Grégoire, J., & Noël, M.-P. (2001). TEDI-MATH: Test diagnostique des compétences de base en mathématiques. Paris: Les Editions du Centre de Psychologie Appliquée.
  • von Aster, M., & Dellatolas, G. (2006). Batterie pour l’évaluation du traitement des nombres et du calcul chez l’enfant: ZAREKI-R; Adaptation francaise. Paris: ECPA.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.