ArticleFrontiers in human neuroscience2022
Math difficulties in attention deficit hyperactivity disorder do not originate from the visual number sense.
Article in Frontiers in human neuroscience, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 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
3 citing papers in PubMed, 7 citations in OpenAlex.
- Numerosity estimation in children with ADHD across space, time, vision and action.Frontiers in human neuroscience · 2026Article
- Kicking the mental number line: a kinematic investigation of numerical processing in childhood.Frontiers in psychology · 2026Article
- Profiles of mathematical deficits in children with dyslexia.NPJ science of learning · 2024Article
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Authors and funding
5 authors at 2 institutions in 1 country.
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Abstract
There is ample evidence from literature and clinical practice indicating mathematical difficulties in individuals with ADHD, even when there is no concomitant diagnosis of developmental dyscalculia. What factors underlie these difficulties is still an open question. Research on dyscalculia and neurotypical development suggests visual perception of numerosity (the number sense) as a building block for math learning. Participants with lower numerosity estimation thresholds (higher precision) are often those with higher math capabilities. Strangely, the role of numerosity perception in math skills in ADHD has been neglected, leaving open the question whether math difficulties in ADHD also originate from a deficitary visual number sense. In the current study we psychophysically measured numerosity thresholds and accuracy in a sample of children/adolescents with ADHD, but not concomitant dyscalculia (
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