ArticlePloS one2018
The contributions of executive functions to mathematical learning difficulties and mathematical talent during adolescence.
Article in PloS one, 2018. 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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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
8 citing papers in PubMed.
- Spinal cord injury is associated with reduced cognitive capacity to self-regulate, organise and adapt to new situations.Spinal cord · 2026Observational
- Understanding the complexities of mathematical cognition: A multi-level framework.Quarterly journal of experimental psychology (2006) · 2023Article
- Article
- I can look for it! Modulation of a concurrent Visual Working Memory task in Visual Search in development.Frontiers in psychology · 2022Article
- Boosting Numerical Cognition in Children and Adolescents with Mathematical Learning Disabilities by a Brain-Based Intervention: A Study Protocol for a Randomized, Sham-Controlled Clinical Trial.International journal of environmental research and public health · 2021Article
- Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics-A Preliminary Analysis.Brain sciences · 2021Article
- A Synthesis of Mathematics Interventions for High School Students With Mathematics Difficulties.Journal of learning disabilitiesReview
- The Mini-Mental Examination for Children (MMC): Evidence of validity for children with learning difficulties.Dementia & neuropsychologiaArticle
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Are mathematical learning difficulties caused by impairment of the abilities that underlie mathematical talent? Or are mathematical difficulties and talent qualitatively different? The main goal of this study was to determine whether mathematical learning difficulties are explained by the same executive functions as mathematical talent. We screened a pool of 2,682 first-year high school students and selected 48 for evaluation, dividing them into three groups: those with mathematical learning difficulties (n = 16), those with typical performance (n = 16), and those with mathematical talent (n = 16). Adolescents from the learning difficulties and talented groups had age, reading skills, and verbal and non-verbal intelligence that were similar to those of the typical performance group. Participants were administered a suite of tasks to evaluate verbal and visual short-term memory and executive functions of inhibition, shifting, and updating. Different executive functions showed different contributions at the two ends of the math ability continuum: lower levels of performance in updating visual information were related to mathematical learning difficulties, while greater shifting abilities were related to mathematical talent. Effect sizes for the differences in performance between groups were large (Hedges' g > 0.8). These results suggest that different executive functions are associated with mathematical learning difficulties and mathematical talent. We discuss how these differences in executive functions could be related to the different types of mathematical abilities that distinguish the three groups.
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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.