Impaired parietal magnitude processing in developmental dyscalculia

@article{Price2007ImpairedPM,
  title={Impaired parietal magnitude processing in developmental dyscalculia},
  author={Gavin R. Price and Ian D. Holloway and Pekka R{\"a}s{\"a}nen and Manu Vesterinen and Daniel Ansari},
  journal={Current Biology},
  year={2007},
  volume={17},
  pages={R1042-R1043}
}
Developmental dyscalculia (DD) is a specific learning disability affecting the acquisition of school-level mathematical abilities in the context of otherwise normal academic achievement, with prevalence estimates in the order of 3-6%. Behavioural studies show deficits in elementary numerical processing among individuals with pure DD, indicating that deficits in higher-level mathematical skills may stem from impaired representation and processing of basic numerical magnitude. Adult… 
Development of magnitude processing in children with developmental dyscalculia: space, time, and number
TLDR
It is concluded that children with DD suffer from a general magnitude-processing deficit, a shared magnitude system likely exists, and a symbolic number- processing deficit in DD tends to be preceded by an ANS deficit.
Longitudinal Brain Development of Numerical Skills in Typically Developing Children and Children with Developmental Dyscalculia
TLDR
Results suggest a continuation in neural development of number representation in DD, whereas the neural network for simple ordinal number estimation seems to be stable or show only subtle changes in TD children over time.
Neural Correlates of Symbolic Number Comparison in Developmental Dyscalculia
TLDR
The findings suggest that dyscalculia is associated with impairment in areas involved in number magnitude processing and, to a lesser extent, in areas dedicated to domain-general magnitude processing.
Developmental Dyscalculia in Adults: Beyond Numerical Magnitude Impairment
TLDR
Results showed that adults with DD were impaired in processing numerosity and duration, while their performance in length and face categorization did not differ from controls’ performance.
Developmental dyscalculia: Neurobiological, cognitive, and developmental perspectives.
Developmental dyscalculia (DD) is a specific learning disorder that affects the acquisition of arithmetic skills and number processing in children. A high comorbidity between DD and other
Functional hyperconnectivity vanishes in children with developmental dyscalculia after numerical intervention
TLDR
It is concluded that training lead to a re-organization of inter-regional task engagement in DD, as functional connectivity in DD was indistinguishable to TD’s connectivity after training, and can be normalized on the neuronal level by intensive number line training.
Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment☆
TLDR
Five alternative theories of developmental dyscalculia in 9–10-year-old primary school children are directly contrasting by directly contrasting the magnitude representation, working memory, inhibition, attention and spatial processing.
Developmental dyscalculia.
TLDR
The current state of knowledge points to a core deficit in numerical magnitude representation in DD, but further work is required to elucidate causal mechanisms underlying the disorder.
Weak task-related modulation and stimulus representations during arithmetic problem solving in children with developmental dyscalculia
TLDR
The results show that children with DD not only under-activate key brain regions implicated in mathematical cognition, but they also fail to generate distinct neural responses and representations for different arithmetic problems.
Does attentional training improve numerical processing in developmental dyscalculia?
TLDR
The results imply that attentional training does improve most of the attentional deficits of those with DD, and does not improve the abnormalities of the DD group in arithmetic or basic numerical processing.
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