Cognitive heterogeneity of math difficulties: A bottom-up classification approach
Author(s) / Creator(s)
Salvador, Larissa de Souza
Moura, Ricardo
Wood, Guilherme
Haase, Vitor Geraldi
Abstract / Description
Math learning difficulties (MD) correspond to math achievement below the 25th percentile and are cognitively heterogeneous. It is not known precisely how cognitive mechanisms underlie distinct subtypes of MD. A bottom-up, cluster-analytic strategy, based on visuoconstructional, visuospatial and phonological working memory, and non-symbolic and symbolic magnitude processing accuracy, was used to form subgroups of children from 3rd to 5th grades according to their math achievement. All children had nonverbal intelligence above the 20th percentile and presented a broad spectrum of variation in math ability. External validity of subgroups was examined considering intelligence and math achievement. Groups did not differ in age. Two groups with a high incidence of MD were associated, respectively, with low visuospatial/visuoconstructional and low magnitude processing accuracy. One group with average cognitive performance also presented above average intelligence and a small incidence of MD. A fourth group with high cognitive performance presented high math performance and high intelligence. Phonological working memory was associated with high but not with low math achievement. MD may be related to complex patterns of associations and dissociations between intelligence and specific cognitive abilities in distinct subgroups. Consistency and stability of these subgroups must be further characterized. However, a bottom-up classification strategy contributes to reducing the cognitive complexity of MD.
Keyword(s)
math learning difficulties heterogeneity intelligence top-down strategy bottom-up strategy cluster analysisPersistent Identifier
Date of first publication
2019-04-05
Journal title
Journal of Numerical Cognition
Volume
5
Issue
1
Page numbers
55–85
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Salvador, L. d. S., Moura, R., Wood, G., & Haase, V. G. (2019). Cognitive heterogeneity of math difficulties: A bottom-up classification approach. Journal of Numerical Cognition, 5(1), 55-85. https://doi.org/10.5964/jnc.v5i1.60
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jnc.v5i1.60.pdfAdobe PDF - 927.39KBMD5: 3ef090f4cf8b09419cb9d4dfad03b26d
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There are no other versions of this object.
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Author(s) / Creator(s)Salvador, Larissa de Souza
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Author(s) / Creator(s)Moura, Ricardo
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Author(s) / Creator(s)Wood, Guilherme
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Author(s) / Creator(s)Haase, Vitor Geraldi
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PsychArchives acquisition timestamp2022-04-14T11:21:32Z
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Made available on2022-04-14T11:21:32Z
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Date of first publication2019-04-05
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Abstract / DescriptionMath learning difficulties (MD) correspond to math achievement below the 25th percentile and are cognitively heterogeneous. It is not known precisely how cognitive mechanisms underlie distinct subtypes of MD. A bottom-up, cluster-analytic strategy, based on visuoconstructional, visuospatial and phonological working memory, and non-symbolic and symbolic magnitude processing accuracy, was used to form subgroups of children from 3rd to 5th grades according to their math achievement. All children had nonverbal intelligence above the 20th percentile and presented a broad spectrum of variation in math ability. External validity of subgroups was examined considering intelligence and math achievement. Groups did not differ in age. Two groups with a high incidence of MD were associated, respectively, with low visuospatial/visuoconstructional and low magnitude processing accuracy. One group with average cognitive performance also presented above average intelligence and a small incidence of MD. A fourth group with high cognitive performance presented high math performance and high intelligence. Phonological working memory was associated with high but not with low math achievement. MD may be related to complex patterns of associations and dissociations between intelligence and specific cognitive abilities in distinct subgroups. Consistency and stability of these subgroups must be further characterized. However, a bottom-up classification strategy contributes to reducing the cognitive complexity of MD.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationSalvador, L. d. S., Moura, R., Wood, G., & Haase, V. G. (2019). Cognitive heterogeneity of math difficulties: A bottom-up classification approach. Journal of Numerical Cognition, 5(1), 55-85. https://doi.org/10.5964/jnc.v5i1.60en_US
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ISSN2363-8761
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/5453
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.6057
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/jnc.v5i1.60
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Is related tohttps://doi.org/10.23668/psycharchives.2382
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Keyword(s)math learning difficultiesen_US
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Keyword(s)heterogeneityen_US
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Keyword(s)intelligenceen_US
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Keyword(s)top-down strategyen_US
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Keyword(s)bottom-up strategyen_US
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Keyword(s)cluster analysisen_US
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Dewey Decimal Classification number(s)150
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TitleCognitive heterogeneity of math difficulties: A bottom-up classification approachen_US
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DRO typearticle
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Issue1
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Journal titleJournal of Numerical Cognition
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Page numbers55–85
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Volume5
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Visible tag(s)Version of Recorden_US