ArticleNeuropsychology2015
Neurocognitive predictors of mathematical processing in school-aged children with spina bifida and their typically developing peers: Attention, working memory, and fine motor skills.
Article in Neuropsychology, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed, 25 citations in OpenAlex.
- Variation in Neurodegeneration-Linked Brain Regions in Young Adult APOE E4 Carriers With Spina Bifida.Annals of the Child Neurology Society · 2025Article
- Cognitive, Behavioral and Educational Outcomes in Children Aged 5-11 Years With Spina Bifida in Northern Ireland.Birth defects research · 2025Article
- Memory in Spina Bifida, from Childhood to Adulthood: A Systematic Review.Journal of clinical medicine · 2024Review
- A scoping review of cognition in spina bifida and its consequences for activity and participation throughout life.Acta paediatrica (Oslo, Norway : 1992) · 2022Article
- Cognitive functions mediate the effect of preterm birth on mathematics skills in young children.Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence · 2020Article
- Putting a Finger on Numerical Development - Reviewing the Contributions of Kindergarten Finger Gnosis and Fine Motor Skills to Numerical Abilities.Frontiers in psychology · 2020Review
- Mathematics ability and related skills in preschoolers born very preterm.Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence · 2019Article
- Effects of extreme prematurity and kindergarten neuropsychological skills on early academic progress.Neuropsychology · 2018Article
Corrections and comments
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Authors and funding
6 authors at 3 institutions in 3 countries.
Funding
Abstract
objectiveMath and attention are related in neurobiological and behavioral models of mathematical cognition. This study employed model-driven assessments of attention and math in children with spina bifida myelomeningocele (SBM), who have known math difficulties and specific attentional deficits, to more directly examine putative relations between attention and mathematical processing. The relation of other domain general abilities and math was also investigated.
methodParticipants were 9.5-year-old children with SBM (n = 44) and typically developing children (n = 50). Participants were administered experimental exact and approximate arithmetic tasks, and standardized measures of math fluency and calculation. Cognitive measures included the Attention Network Test (ANT), and standardized measures of fine motor skills, verbal working memory (WM), and visual-spatial WM.
resultsChildren with SBM performed similarly to peers on exact arithmetic, but more poorly on approximate and standardized arithmetic measures. On the ANT, children with SBM differed from controls on orienting attention, but not on alerting and executive attention. Multiple mediation models showed that fine motor skills and verbal WM mediated the relation of group to approximate arithmetic; fine motor skills and visual-spatial WM mediated the relation of group to math fluency; and verbal and visual-spatial WM mediated the relation of group to math calculation. Attention was not a significant mediator of the effects of group for any aspect of math in this study.
conclusionResults are discussed with reference to models of attention, WM, and mathematical cognition.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.