ReviewBrain sciences2022
Domain-General Cognitive Skills in Children with Mathematical Difficulties and Dyscalculia: A Systematic Review of the Literature.
Review in Brain sciences, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
What it found
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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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
14 citing papers in PubMed, 50 citations in OpenAlex.
- Boosting executive functions and math abilities in adolescents with dyscalculia: the combined effect of prismatic adaptation and cognitive training.Frontiers in psychology · 2025Trial
- The interplay between executive function and learning disabilities: Developmental cognitive neuroscience perspectives on reading, math, and ADHD.Developmental cognitive neuroscience · 2026Review
- Heterogeneity in mathematics: Investigating cognitive profiles and reading comorbidities among children.Psychological research · 2026Article
- Longitudinal behavioral and ERP evidence for domain-general working memory deficits in children with mathematical difficulties.Scientific reports · 2026Article
- Children identified for classroom-based math support show altered resting-state connectivity in parietal brain regions.Scientific reports · 2025Article
- The Role of Executive Function in the Co-occurrence of ADHD and Developmental Dyscalculia in Chinese Children.Alpha psychiatry · 2025Article
- The effect of a 2-month abacus training on students with developmental dyscalculia.Cognitive processing · 2025Article
- Charting the knowledge landscape of mathematics learning disabilities: an analysis of intellectual structure and research frontiers.Frontiers in psychology · 2025Review
- Anxiety in youth with and without specific learning disorders: exploring the relationships with inhibitory control, perfectionism, and self-conscious emotions.Frontiers in behavioral neuroscience · 2025Article
- Current virtual reality-based rehabilitation interventions in neuro-developmental disorders at developmental ages.Frontiers in behavioral neuroscience · 2024Review
- Challenges in Understanding Numerical Learning: Editorial forBrain sciences · 2023Article
- Working memory capacity and text comprehension performance in children with dyslexia and dyscalculia: a pilot study.Frontiers in psychology · 2023Article
- The componential nature of arithmetical cognition: some important questions.Frontiers in psychology · 2023Review
- Math difficulties in attention deficit hyperactivity disorder do not originate from the visual number sense.Frontiers in human neuroscience · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Mathematical performance implies a series of numerical and mathematical skills (both innate and derived from formal training) as well as certain general cognitive abilities that, if inadequate, can have a cascading effect on mathematics learning. These latter skills were the focus of the present systematic review.
methodThe reviewing process was conducted according to the PRISMA statement. We included 46 studies comparing school-aged children's performance with and without math difficulties in the following cognitive domains: processing speed, phonological awareness, short- and long-term memory, executive functions, and attention.
resultsThe results showed that some general cognitive domains were compromised in children with mathematical difficulties (i.e., executive functions, attention, and processing speed).
conclusionsThese cognitive functions should be evaluated during the diagnostic process in order to better understand the child's profile and propose individually tailored interventions. However, further studies should investigate the role of skills that have been poorly investigated to date (e.g., long-term memory and phonological awareness).
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Registered trials
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.