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Pesquisa : C10.597.606.150.550.099 [Categoria DeCS]
Referências encontradas : 153 [refinar]
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[PMID]:28107681
[Au] Autor:Ribeiro FS; Santos FH
[Ad] Endereço:Human Cognition Lab., School of Psychology, University of Minho, Campus de Gualtar, 4710-057 Braga, Portugal. Electronic address: id5157@alunos.uminho.pt.
[Ti] Título:Enhancement of numeric cognition in children with low achievement in mathematic after a non-instrumental musical training.
[So] Source:Res Dev Disabil;62:26-39, 2017 Mar.
[Is] ISSN:1873-3379
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Studies suggest that musical training enhances spatial-temporal reasoning and leads to greater learning of mathematical concepts. The aim of this prospective study was to verify the efficacy of a Non-Instrumental Musical Training (NIMT) on the Numerical Cognition systems in children with low achievement in math. For this purpose, we examined, with a cluster analysis, whether children with low scores on Numerical Cognition would be grouped in the same cluster at pre and post-NIMT. Participants were primary school children divided into two groups according to their scores on an Arithmetic test. Results with a specialized battery of Numerical Cognition revealed improvements for Cluster 2 (children with low achievement in math) especially for number production capacity compared to normative data. Besides, the number of children with low scores in Numerical Cognition decreased at post-NIMT. These findings suggest that NIMT enhances Numerical Cognition and seems to be a useful tool for rehabilitation of children with low achievement in math.
[Mh] Termos MeSH primário: Logro
Cognição
Discalculia/reabilitação
Música
[Mh] Termos MeSH secundário: Brasil
Criança
Análise por Conglomerados
Feminino
Seres Humanos
Masculino
Matemática
Memória de Curto Prazo
Estudos Prospectivos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171002
[Lr] Data última revisão:
171002
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170121
[St] Status:MEDLINE


  2 / 153 MEDLINE  
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[PMID]:28107653
[Au] Autor:Benavides-Varela S; Piva D; Burgio F; Passarini L; Rolma G; Meneghello F; Semenza C
[Ad] Endereço:IRCCS San Camillo Hospital Foundation, Neuropsychology Unit, Lido-Venice, Italy. Electronic address: silviabenavides@gmail.com.
[Ti] Título:Re-assessing acalculia: Distinguishing spatial and purely arithmetical deficits in right-hemisphere damaged patients.
[So] Source:Cortex;88:151-164, 2017 Mar.
[Is] ISSN:1973-8102
[Cp] País de publicação:Italy
[La] Idioma:eng
[Ab] Resumo:Arithmetical deficits in right-hemisphere damaged patients have been traditionally considered secondary to visuo-spatial impairments, although the exact relationship between the two deficits has rarely been assessed. The present study implemented a voxelwise lesion analysis among 30 right-hemisphere damaged patients and a controlled, matched-sample, cross-sectional analysis with 35 cognitively normal controls regressing three composite cognitive measures on standardized numerical measures. The results showed that patients and controls significantly differ in Number comprehension, Transcoding, and Written operations, particularly subtractions and multiplications. The percentage of patients performing below the cutoffs ranged between 27% and 47% across these tasks. Spatial errors were associated with extensive lesions in fronto-temporo-parietal regions -which frequently lead to neglect- whereas pure arithmetical errors appeared related to more confined lesions in the right angular gyrus and its proximity. Stepwise regression models consistently revealed that spatial errors were primarily predicted by composite measures of visuo-spatial attention/neglect and representational abilities. Conversely, specific errors of arithmetic nature linked to representational abilities only. Crucially, the proportion of arithmetical errors (ranging from 65% to 100% across tasks) was higher than that of spatial ones. These findings thus suggest that unilateral right hemisphere lesions can directly affect core numerical/arithmetical processes, and that right-hemisphere acalculia is not only ascribable to visuo-spatial deficits as traditionally thought.
[Mh] Termos MeSH primário: Discalculia/etiologia
Transtornos da Percepção/etiologia
Resolução de Problemas/fisiologia
Percepção Espacial/fisiologia
Acidente Vascular Cerebral/complicações
[Mh] Termos MeSH secundário: Adulto
Idoso
Idoso de 80 Anos ou mais
Estudos Transversais
Discalculia/diagnóstico por imagem
Discalculia/fisiopatologia
Feminino
Lateralidade Funcional/fisiologia
Seres Humanos
Imagem por Ressonância Magnética
Masculino
Matemática
Meia-Idade
Testes Neuropsicológicos
Transtornos da Percepção/diagnóstico por imagem
Transtornos da Percepção/fisiopatologia
Acidente Vascular Cerebral/diagnóstico por imagem
Acidente Vascular Cerebral/fisiopatologia
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171009
[Lr] Data última revisão:
171009
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170121
[St] Status:MEDLINE


  3 / 153 MEDLINE  
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[PMID]:28088275
[Au] Autor:Hsieh MT; Lai MC; Lin KM; Huang CW
[Ad] Endereço:Department of Neurology, E-Da Hospital, Kaohsiung, Taiwan.
[Ti] Título:Late-onset nonlesional nondominant frontal lobe seizures presenting as ictal dyscalculia.
[So] Source:Kaohsiung J Med Sci;33(1):52-54, 2017 Jan.
[Is] ISSN:1607-551X
[Cp] País de publicação:China (Republic : 1949- )
[La] Idioma:eng
[Mh] Termos MeSH primário: Discalculia/diagnóstico
Lobo Frontal/fisiopatologia
Convulsões/diagnóstico
[Mh] Termos MeSH secundário: Idade de Início
Idoso
Anticonvulsivantes/uso terapêutico
Diagnóstico Diferencial
Discalculia/tratamento farmacológico
Discalculia/fisiopatologia
Eletroencefalografia
Lobo Frontal/efeitos dos fármacos
Lateralidade Funcional
Seres Humanos
Masculino
Convulsões/tratamento farmacológico
Convulsões/fisiopatologia
Ácido Valproico/uso terapêutico
[Pt] Tipo de publicação:CASE REPORTS; LETTER
[Nm] Nome de substância:
0 (Anticonvulsants); 614OI1Z5WI (Valproic Acid)
[Em] Mês de entrada:1704
[Cu] Atualização por classe:170428
[Lr] Data última revisão:
170428
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170116
[St] Status:MEDLINE


  4 / 153 MEDLINE  
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[PMID]:27823834
[Au] Autor:Morimoto S; Hatsuta H; Komiya T; Kanemaru K; Tokumaru AM; Murayama S
[Ad] Endereço:Department of Neuropathology, Tokyo Metropolitan Geriatric Hospital and Institution of Gerontology, Tokyo, Japan; Department of Neurology, Tokyo Metropolitan Geriatric Hospital and Institution of Gerontology, Tokyo, Japan. Electronic address: s.morimoto.tmgh@gmail.com.
[Ti] Título:Simultaneous skin-nerve-muscle biopsy and abnormal mitochondrial inclusions in intranuclear hyaline inclusion body disease.
[So] Source:J Neurol Sci;372:447-449, 2017 Jan 15.
[Is] ISSN:1878-5883
[Cp] País de publicação:Netherlands
[La] Idioma:eng
[Mh] Termos MeSH primário: Hialina/metabolismo
Corpos de Inclusão Intranuclear/patologia
Músculos/patologia
Tecido Nervoso/patologia
Pele/inervação
[Mh] Termos MeSH secundário: Idoso
Biópsia
Confusão/complicações
Confusão/diagnóstico
Discalculia/complicações
Discalculia/diagnóstico
Seres Humanos
Imagem por Ressonância Magnética
Masculino
Transtornos da Memória/complicações
Transtornos da Memória/diagnóstico
Mitocôndrias/patologia
Mitocôndrias/ultraestrutura
[Pt] Tipo de publicação:CASE REPORTS; LETTER
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170817
[Lr] Data última revisão:
170817
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161109
[St] Status:MEDLINE


  5 / 153 MEDLINE  
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[PMID]:26968809
[Au] Autor:Jitendra AK; Harwell MR; Dupuis DN; Karl SR
[Ad] Endereço:1 Department of Educational Psychology, University of Minnesota, Minneapolis, USA.
[Ti] Título:A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students With Mathematics Problem-Solving Difficulties.
[So] Source:J Learn Disabil;50(3):322-336, 2017 May/Jun.
[Is] ISSN:1538-4780
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:This article reports results from a study investigating the efficacy of a proportional problem-solving intervention, schema-based instruction (SBI), in seventh grade. Participants included 806 students with mathematical difficulties in problem solving (MD-PS) from an initial pool of 1,999 seventh grade students in a larger study. Teachers and their students in the larger study were randomly assigned to an SBI or control condition and teachers in both conditions then provided instruction on the topics of ratio, proportion, and percent. We found that students with MD-PS in SBI classrooms scored on average higher than their counterparts in control classrooms on a posttest and delayed posttest administered 9 weeks later. Given students' difficulties with proportional problem-solving and the consequences of these difficulties, an important contribution of this research is the finding that when provided with appropriate instruction, students with MD-PS are capable of enhanced proportional problem-solving performance.
[Mh] Termos MeSH primário: Discalculia/reabilitação
Educação Especial/métodos
Matemática/educação
Resolução de Problemas
[Mh] Termos MeSH secundário: Adolescente
Criança
Feminino
Seres Humanos
Masculino
Estudantes
[Pt] Tipo de publicação:JOURNAL ARTICLE; RANDOMIZED CONTROLLED TRIAL
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170904
[Lr] Data última revisão:
170904
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160313
[St] Status:MEDLINE
[do] DOI:10.1177/0022219416629646


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[PMID]:26966153
[Au] Autor:Malone AS; Fuchs LS
[Ad] Endereço:1 Department of Special Education, Vanderbilt University, Nashville, TN, USA.
[Ti] Título:Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade Students.
[So] Source:J Learn Disabil;50(3):337-352, 2017 May/Jun.
[Is] ISSN:1538-4780
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The three purposes of this study were to (a) describe fraction ordering errors among at-risk fourth grade students, (b) assess the effect of part-whole understanding and accuracy of fraction magnitude estimation on the probability of committing errors, and (c) examine the effect of students' ability to explain comparing problems on the probability of committing errors. Students ( N = 227) completed a nine-item ordering test. A high proportion (81%) of problems were completed incorrectly. Most (65%) errors were due to students misapplying whole number logic to fractions. Fraction-magnitude estimation skill, but not part-whole understanding, significantly predicted the probability of committing this type of error. Implications for practice are discussed.
[Mh] Termos MeSH primário: Discalculia/fisiopatologia
Conceitos Matemáticos
Pensamento/fisiologia
[Mh] Termos MeSH secundário: Criança
Feminino
Seres Humanos
Masculino
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170904
[Lr] Data última revisão:
170904
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160312
[St] Status:MEDLINE
[do] DOI:10.1177/0022219416629647


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[PMID]:26772796
[Au] Autor:Raddatz J; Kuhn JT; Holling H; Moll K; Dobel C
[Ad] Endereço:1 University of Muenster, Germany.
[Ti] Título:Comorbidity of Arithmetic and Reading Disorder.
[So] Source:J Learn Disabil;50(3):298-308, 2017 May/Jun.
[Is] ISSN:1538-4780
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The aim of the present study was to investigate the cognitive profiles of primary school children (age 82-133 months) on a battery of basic number processing and calculation tasks. The sample consisted of four groups matched for age and IQ: arithmetic disorder only (AD; n = 20), reading disorder only (RD; n = 40), a comorbid group ( n = 27), and an unimpaired control group ( n = 40). Multiple 2 (RD vs. No RD) × 2 (AD vs. No AD) factorial ANCOVAs showed that children with RD had selective impairments in counting and number transcoding efficiency. In contrast, children with AD performed poorly in most tasks, including symbolic and nonsymbolic magnitude comparisons, subitizing, number line estimation, number sets, number transcoding accuracy, and calculation. These findings provide further support that AD is characterized by multiple, heterogeneous underlying deficits. In contrast, RD is associated with specific number processing impairments only if tasks require verbal processing. Taken together, the results fully support the assumption of comorbid additivity of AD and RD.
[Mh] Termos MeSH primário: Comorbidade
Discalculia/fisiopatologia
Dislexia/fisiopatologia
[Mh] Termos MeSH secundário: Criança
Discalculia/epidemiologia
Dislexia/epidemiologia
Feminino
Seres Humanos
Masculino
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170904
[Lr] Data última revisão:
170904
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160117
[St] Status:MEDLINE
[do] DOI:10.1177/0022219415620899


  8 / 153 MEDLINE  
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[PMID]:26269101
[Au] Autor:Wang E; Du C; Ma Y
[Ad] Endereço:1 Institute of Psychology and Behavior, Henan University, Kaifeng, China.
[Ti] Título:Old/New Effect of Digital Memory Retrieval in Chinese Dyscalculia.
[So] Source:J Learn Disabil;50(2):158-167, 2017 Mar/Apr.
[Is] ISSN:1538-4780
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:This study reports the neurophysiological and behavioral correlates of digital memory retrieval features in Chinese individuals with and without dyscalculia. A total of 18 children with dyscalculia (ages 11.5-13.5) and 18 controls were tested, and their event-related potentials were digitally recorded simultaneously with behavior measurement. Behavioral data showed that the dyscalculia group had lower hit rates and higher false rates than the control group. The electroencephalography results showed that both groups had a significant old/new effect and that this effect was greater in the control group. In the 300 to 400 ms processing stages, both groups showed significant differences in digital memory retrieval in the frontal regions. In the 400 to 500 and 500 to 600 ms epochs, the old/new effect in the control group was significantly greater than it was in the dyscalculia group at the frontal, central, and parietal regions. In the 600 to 700 ms processing stages, both groups showed significant differences in digital memory retrieval in the frontal, central, parietal, and occipital regions. These results suggest that individuals with dyscalculia exhibit impaired digital memory retrieval. Extraction failure may be an important cause of calculation difficulties.
[Mh] Termos MeSH primário: Discalculia/fisiopatologia
Potenciais Evocados/fisiologia
Conceitos Matemáticos
Rememoração Mental/fisiologia
[Mh] Termos MeSH secundário: Adolescente
Criança
Feminino
Seres Humanos
Masculino
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170904
[Lr] Data última revisão:
170904
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:150814
[St] Status:MEDLINE
[do] DOI:10.1177/0022219415599344


  9 / 153 MEDLINE  
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[PMID]:26054725
[Au] Autor:Wong TT; Ho CS; Tang J
[Ad] Endereço:The Hong Kong Institute of Education terrytywong@gmail.com.
[Ti] Título:Defective Number Sense or Impaired Access? Differential Impairments in Different Subgroups of Children With Mathematics Difficulties.
[So] Source:J Learn Disabil;50(1):49-61, 2017 Jan.
[Is] ISSN:1538-4780
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Developmental dyscalculia (DD) is a specific learning disability in mathematics that affects around 6% of the population. Currently, the core deficit of DD remains unknown. While the number sense deficit hypothesis suggests that the core deficit of DD lies in the inability to represent nonsymbolic numerosity, the access deficit hypothesis suggests that the origin of this disability lies in the inability to associate numbers with the underlying magnitude representation. The present study compared the performance of DDs with their low-achieving (LA) and normally achieving peers in nonsymbolic numerosity processing and number-magnitude mapping over 1 year (from kindergarten to 1st grade). The results demonstrated differential impairments in different subgroups of children with mathematics difficulties. While DDs showed deficits in both nonsymbolic numerosity processing and number-magnitude mapping, LAs showed deficit only in the number-magnitude mapping. Furthermore, the deficit in number-magnitude mapping among the DD group was partially explained by their number sense deficit. The number sense deficit hypothesis is supported. Theoretical and practical implications are discussed.
[Mh] Termos MeSH primário: Discalculia/fisiopatologia
Conceitos Matemáticos
Reconhecimento Visual de Modelos/fisiologia
Pensamento/fisiologia
[Mh] Termos MeSH secundário: Criança
Discalculia/classificação
Feminino
Seres Humanos
Masculino
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170904
[Lr] Data última revisão:
170904
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:150610
[St] Status:MEDLINE


  10 / 153 MEDLINE  
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[PMID]:26013917
[Au] Autor:Ganor-Stern D
[Ad] Endereço:Achva Academic College, Israel danaganor@gmail.com.
[Ti] Título:Can Dyscalculics Estimate the Results of Arithmetic Problems?
[So] Source:J Learn Disabil;50(1):23-33, 2017 Jan.
[Is] ISSN:1538-4780
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The present study is the first to examine the computation estimation skills of dyscalculics versus controls using the estimation comparison task. In this task, participants judged whether an estimated answer to a multidigit multiplication problem was larger or smaller than a given reference number. While dyscalculics were less accurate than controls, their performance was well above chance level. The performance of controls but not of those with developmental dyscalculia (DD) improved consistently for smaller problem sizes. The performance of both groups was superior when the reference number was smaller (vs. larger) than the exact answer and when it was far (vs. close) from it, both of which are considered to be the markers of the approximate number system (ANS). Strategy analysis distinguished between an approximated calculation strategy and a sense of magnitude strategy, which does not involve any calculation but relies entirely on the ANS. Dyscalculics used the latter more often than controls. The present results suggest that there is little, if any, impairment in the ANS of adults with DD and that their main deficiency is with performing operations on magnitudes rather than with the representations of the magnitudes themselves.
[Mh] Termos MeSH primário: Discalculia/fisiopatologia
Julgamento/fisiologia
Conceitos Matemáticos
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170904
[Lr] Data última revisão:
170904
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:150528
[St] Status:MEDLINE



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