Abstractband zum 16. Kongress des Bundesverbandes Legasthenie
Abstractband zum 16. Kongress des Bundesverbandes Legasthenie
Abstractband zum 16. Kongress des Bundesverbandes Legasthenie
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<strong>16.</strong> <strong>Kongress</strong> <strong>des</strong> Bun<strong>des</strong>verban<strong>des</strong> <strong>Legasthenie</strong> <strong>Abstractband</strong><br />
Neural correlates of number processing of simple arithmetic in children<br />
with and without dyscalculia<br />
Liane Kaufmann<br />
Medical University, Department of Pediatrics IV, Section Neuropediatrics, Innsbruck, Austria<br />
Good calculation skills are important in modern society. Individuals with significant<br />
calculation difficulties (i.e., developmental dyscalculia) have a considerable disadvantage<br />
in both academic and occupational activities. Prevalence rates of developmental<br />
dyscalculia equal those of developmental dyslexia and have been estimated at about 5 to<br />
7% of the elementary school population. Most major theories about numerical cognition<br />
are derived from adult studies and consequently, many developmental studies are based<br />
upon adult calculation models which may not be fully applicable to developing brain and/<br />
or cognitive systems.<br />
Recently there have been important advances, characterizing crucial differences between<br />
developmental and mature neurocognitive systems supporting number processing<br />
and calculation (as well as their interplay with non-numerical cognitive domains). There<br />
is converging evidence from both human and non-human primate studies that parietal regions<br />
play a key role in number magnitude processing. Functional imaging studies have<br />
shown that independent of age, average calculators recruit parietal brain regions when<br />
asked to solve numerical and arithmetical tasks. However, parietal activations are less<br />
robust in children and moreover, children seem to have a stronger need to recruit frontal<br />
brain regions upon performing numerical tasks (most possibly reflecting compensatory<br />
efforts). Imaging studies assessing children with dyscalculia are scarce and results thus<br />
far are rather heterogeneous. Our most recent findings are suggestive of (a) a correlation<br />
between parietal activation extents and arithmetic competence level; and (b) a large<br />
interindividual variability both with respect to imaging and behavioral data. Results will be<br />
discussed with respect to current conceptualizations of developmental dyscalculia.<br />
Korrespondenzautor:<br />
Liane Kaufmann<br />
liane.kaufmann@i-med.ac.at<br />
++43 512 23600<br />
++43 512 50423247<br />
Über Sinn und Unsinn der numerischen Frühförderung<br />
Liane Kaufmann (1), Pia Handl (2)<br />
(1) Medizinische Universität Innsbruck, Pädiatrie IV, Innsbruck, Österreich<br />
(2) Schulpsychologie Innsbruck Land Ost, Innsbruck, Österreich<br />
Gewöhnlich beherrschen Kinder bereits vor Schuleintritt das Zählen bis 10 oder sogar<br />
20, können einfache Additionen und Subtraktionen ausführen und verstehen sogar<br />
schon, dass sich Mengen aus Teilmengen zusammensetzen. Jene Kinder, die Schwierigkeiten<br />
beim Rechnen lernen haben, zeigen häufig auch im Kindergartenalter kein Inte-<br />
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