Recent research in cognitive and developmental neuroscience is providing a new approach to the understanding of dyscalculia that emphasizes a core deficit in understanding sets and their numerosities, which is fundamental to all aspects of elementary school mathematics. The neural bases of numerosity processing have been investigated in structural and functional neuroimaging studies of adults and children, and neural markers of its impairment in dyscalculia have been identified. New interventions to strengthen numerosity processing, including adaptive software, promise effective evidence-based education for dyscalculic learners.

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Dyscalculia: From Brain to Education

How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior

Previous research shows a correlation between individual differences in people’s school math abilities and the accuracy with which they rapidly and nonverbally approximate how many items are in a scene. This finding is surprising because the Approximate Number System (ANS) underlying numerical estimation is shared with infants and with non-human animals who never acquire formal mathematics. However, it remains unclear whether the link between individual differences in math ability and the ANS depends on formal mathematics instruction. Earlier studies demonstrating this link tested participants only after they had received many years of mathematics education, or assessed participants’ ANS acuity using tasks that required additional symbolic or arithmetic processing similar to that required in standardized math tests. To ask whether the ANS and math ability are linked early in life, we measured the ANS acuity of 200 3- to 5-year-old children using a task that did not also require symbol use or arithmetic calculation. We also measured children’s math ability and vocabulary size prior to the onset of formal math instruction. We found that children’s ANS acuity correlated with their math ability, even when age and verbal skills were controlled for. These findings provide evidence for a relationship between the primitive sense of number and math ability starting early in life.

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Preschool acuity of the approximate number system correlates with school math ability

http://www.unicog.org/publications/Piazza_NeuroCognitiveStartUpTools_TICS2010.pdf

Neurocognitive start-up tools for symbolic number representations

It has been difficult to determine how cognitive systems change over the grand time scale of an entire life, as few cognitive systems are well enough understood; observable in infants, adolescents, and adults; and simple enough to measure to empower comparisons across vastly different ages. Here we address this challenge with data from more than 10,000 participants ranging from 11 to 85 years of age and investigate the precision of basic numerical intuitions and their relation to students’ performance in school mathematics across the lifespan. We all share a foundational number sense that has been observed in adults, infants, and nonhuman animals, and that, in humans, is generated by neurons in the intraparietal sulcus. Individual differences in the precision of this evolutionarily ancient number sense may impact school mathematics performance in children; however, we know little of its role beyond childhood. Here we find that population trends suggest that the precision of one’s number sense improves throughout the school-age years, peaking quite late at ∼30 y. Despite this gradual developmental improvement, we find very large individual differences in number sense precision among people of the same age, and these differences relate to school mathematical performance throughout adolescence and the adult years. The large individual differences and prolonged development of number sense, paired with its consistent and specific link to mathematics ability across the age span, hold promise for the impact of educational interventions that target the number sense.

/pdf/number-sense-across-the-lifespan-as-revealed-by-a-massive-2nmhhdib32.pdf

Number sense across the lifespan as revealed by a massive Internet-based sample

http://www.unicog.org/publications/Piazza_ANSInDyscalculia_Cognition2010.pdf

Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia

Fatigue is a serious threat to flight safety, being a contributing factor of many aviation accidents. Sleep-related fatigue has been the most researched; however, fatigue also depends on task-related factors such as time-on-task and workload. Desmond and Hancock [1] theorized two opposite types of task-related fatigue: active fatigue (induced by cognitive overload) and passive fatigue (elicited by prolonged, understimulating and monotonous tasks). Research mainly conducted in the automotive sector demonstrated the existence of these different states and found that passive fatigue is linked to decline in performance and vigilance, together with task disengagement. Automation is extensively used in most flights, and though pilots are particularly vulnerable to passive fatigue due to the nature of their tasks (especially during cruise with autopilot engaged), no specific passive fatigue research involving pilots exist. This study intended to fill that gap, by employing well-rested licensed pilots (N = 26) who underwent an experiment involving the Multi-Attribute Task Battery (MATB) which replicates some of the tasks encountered during flight. Pilots were randomly assigned to either a one-hour very low workload scenario intended to induce passive fatigue, or a one-hour moderate workload control scenario. Pilot performance on the MATB was measured as simple reaction times (SRTs) and the frequency of missed cues on a system-monitoring task. Subjective measures were used to evaluate how task engagement and perceived workload changed over the course of the experiment. Results confirmed that passive fatigue had a detrimental effect on performance as pilots in that scenario showed significantly slower SRTs compared to the control group. Task engagement scores did not decline as predicted, but instead increased significantly more in the passive fatigue scenario, indicating a possible self-assessment inefficacy generated by the monotonous tasks. These findings suggests that wakeful pilots experience performance decline during prolonged monotonous and mostly automated flights, thus a wiser use of automation or the development of appropriate countermeasures is needed. 

Stefano Conte

Papers

Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia

Evaluating the Impact of Passive Fatigue on Pilots Using Performance and Subjective States Measures