numerical abilities in williams syndrome
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Numerical abilities in Williams syndrome. Attila Krajcsi 1 , Mihály Racsmány 2 , János Igács 1 , Csaba Pléh 2 1 University of Szeged 2 Budapest University of Technology and Economics Mail: [email protected] Web: http://www.staff.u-szeged.hu/~krajcsi. Outline. Numerical abilities - PowerPoint PPT PresentationTRANSCRIPT
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Numerical abilities in Williams syndrome
Attila Krajcsi1, Mihály Racsmány2, János Igács1, Csaba Pléh2
1University of Szeged2Budapest University of Technology and Economics
Mail: [email protected]: http://www.staff.u-szeged.hu/~krajcsi
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Outline
• Numerical abilities
• Numerical problems and possible causes
• Study with WS and DC children
• Conclusion about WS and broader considerations
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Numerical abilities
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Executive functions (Middle frontal gyrus)
Organizing tasks, order of operations
Arabic numerical representation (Occipitotemporal areas) Arabic numerical symbols
Visual attention (Dorsal stream)
Counting objects, maybe subitizing
Magnitude representation (Intraparietal sulcus)
Estimation, approximation, comparison
Verbal systems (Left inferior frontal and left gyrus
angularis, temporal regions) Exact calculation, multiplication table, storing temporary results
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Numerical problems and possible causes
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Developmental dyscalculia (DC)
• Mathematical ability, as measured by individually administered standardized tests, is substantially below that expected given the person's chronological age, measured intelligence, and age-appropriate education.
• Normal intelligence• Impaired mathematical performance
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Numerical problems in genetical disorders
• Williams syndrome
• Turner syndrome
• Developmental Gerstmann syndrome
• Fragile X syndrome
• Down syndrome
• Etc.
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• Adolescents with bad performance on simple arithmetical test
• Increasement in gray matter
Isaacs et al., 2001
Possible causes
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Several causes
• A huge amount of ideas explaining numerical problems• Working memory problem (verbal, spatial,
executive)• LTM problem• Anxiety• Etc.
• Different types of numerical disabilities• Different types of DC• Different problems in genetic disorders
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Study with WS and DC children
1. Methods2. Presence of effects3. Mean RTs4. Selective load method – alternative RT
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Tasks
• Simple addition6 + 3 = 8
• Simple multiplication5 * 4 = 20
• Number comparison7 2
• Dot counting• Multiple object tracking
Verbal retrieval
Verbal retrieval
Number line
Visual functions
Visual functions
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Subjects
• 7 WS subject
• 14 DC subject11 years
• 11 control subject10 years
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Charles vs. controll: number comparison
540
560
580
600
620
640
660
680
700
720
1 2 3 4 5 6 7 8
Távolság
RI m
s
Kontroll
2000
2200
2400
2600
2800
3000
3200
3400
1 2 3 4 5 6 7 8
Távolság
RI m
s
Charles
Butterworth, 2003
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1 2 3 4 5
Távolság
0
1 000
2 000
3 000
RI (
ms)
Williams szindróma
Diszkalkulia
Kontroll
Williams syndrome and DC
Krajcsi, Racsmány, Igács, Pléh, 2005
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0
1000
2000
3000
4000
5000
6000
Comparison Addition
WS DK Controll
Krajcsi, Racsmány, Igács, Pléh, 2005
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Tasks
• Simple addition• Simple multiplication• Number comparison• Dot counting• Multiple object tracking
Verbal retrieval
Verbal retrieval
Number line
Visual functions
Visual functions
Visual attention (Dorsal stream)
Magnitude representation (Intraparietal sulcus)
Verbal systems (Left inferior frontal and left gyrus
angularis, temporal regions)
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Number comparison
(4) Executive functionsDecision
(2) Arabic numerical representation
(3) Magnitude representation Comparison
(1) Visual input
(5) Motor regionResponse
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Distance
Tim
e o
f pro
cess
ing
Input
Comparison
Decision
Response
Arabic
Input
Comparison
Decision
Response
Arabic
Selective load
Krajcsi, 2005
(4) Executive functions Decision
(2) Arabic numerical representation
(3) Mental number line Comparison
(1) Visual input
(5) Motor region Response
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0,5
0,55
0,6
0,65
0,7
0,75
0,8
0,85
0,9
0,95
1
Comparison distanceeffect
Addition problem sizeeffect
Williams syndromeDevelopmental dyscalculiaControl
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Conclusions
• Williams syndrome• Usual effects are present• Relatively bad parietal functions (comparison
and dot counting)• Relatively good verbal functions (simple
addition and multiplication – rote learning)
• Broader considerations• DC is not caused by the deficit of magnitude
representation• Selective load method validation
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Thank you for your attention!
Attila Krajcsi1, Mihály Racsmány2, János Igács1, Csaba Pléh2
1University of Szeged2Budapest University of Technology and Economics
Mail: [email protected]: http://www.staff.u-szeged.hu/~krajcsi