Brain hyper‐connectivity and operation‐specific deficits during arithmetic problem solving in children with developmental dyscalculia

Developmental dyscalculia (DD) is marked by specific deficits in processing numerical and mathematical information despite normal intelligence (IQ) and reading ability. We examined how brain circuits used by young children with DD to solve simple addition and subtraction problems differ from those used by typically developing (TD) children who were matched on age, IQ, reading ability, and working memory. Children with DD were slower and less accurate during problem solving than TD children, and were especially impaired on their ability to solve subtraction problems. Children with DD showed significantly greater activity in multiple parietal, occipito‐temporal and prefrontal cortex regions while solving addition and subtraction problems. Despite poorer performance during subtraction, children with DD showed greater activity in multiple intra‐parietal sulcus (IPS) and superior parietal lobule subdivisions in the dorsal posterior parietal cortex as well as fusiform gyrus in the ventral occipito‐temporal cortex. Critically, effective connectivity analyses revealed hyper‐connectivity, rather than reduced connectivity, between the IPS and multiple brain systems including the lateral fronto‐parietal and default mode networks in children with DD during both addition and subtraction. These findings suggest the IPS and its functional circuits are a major locus of dysfunction during both addition and subtraction problem solving in DD, and that inappropriate task modulation and hyper‐connectivity, rather than under‐engagement and under‐connectivity, are the neural mechanisms underlying problem solving difficulties in children with DD. We discuss our findings in the broader context of multiple levels of analysis and performance issues inherent in neuroimaging studies of typical and atypical development.     

The neurodevelopmental basis of math anxiety

Math anxiety is a negative emotional reaction to situations involving mathematical problem solving. Math anxiety has a detrimental impact on an individual's long-term professional success, but its neurodevelopmental origins are unknown. In a functional MRI study on 7- to 9-year-old children, we showed that math anxiety was associated with hyperactivity in right amygdala regions that are important for processing negative emotions. In addition, we found that math anxiety was associated with reduced activity in posterior parietal and dorsolateral prefrontal cortex regions involved in mathematical reasoning. Multivariate classification analysis revealed distinct multivoxel activity patterns, which were independent of overall activation levels in the right amygdala. Furthermore, effective connectivity between the amygdala and ventromedial prefrontal cortex regions that regulate negative emotions was elevated in children with math anxiety. These effects were specific to math anxiety and unrelated to general anxiety, intelligence, working memory, or reading ability. Our study identified the neural correlates of math anxiety for the first time, and our findings have significant implications for its early identification and treatment.     

Depressed or Just Blue? The Persuasive Effects of a Self‐Diagnosis Inventory1

A self‐diagnosis inventory is both a response instrument and a tool for an individual to assess his or her risk. Three experiments show that the manner in which a depression self‐diagnosis inventory is administered and constructed affects the manner in which a respondent interprets behavioral symptoms. This in turn affects (a) self‐reports of whether the symptoms apply to the respondent; (b) the respondent's perceived risk of depression; (c) the perceived controllability of the behavioral symptoms; and (d) the respondent's likelihood of seeking treatment. Theoretical implications of the content and format of self‐diagnosis inventories are discussed, as are implications for how to persuade people to seek assistance when they are at risk.     

A preliminary analysis of instructional control in the maintenance of appropriate behavior

This bridge study evaluated the effects of contingency-specifying instructions (CSIs) and incomplete instructions (IIs) in terms of establishing instructional control of appropriate behavior. Results suggested that instructional control and maintenance were achieved with CSIs but not with IIs. Results are discussed in terms of the potential use of instructional control in the maintenance of appropriate behavior for children with attention deficit hyperactivity disorder.     

Intelligence, sex and psychomotor performance

This experiment investigated the effect of intelligence and sex on two simple psychomotor performance tests—Backward Figure Writing (BFW) and Backward Alphabet Writing (BAW) in 180 high-school students (90 boys and 90 girls). Three levels of intelligence, high, medium and low were taken. Ss being first matched on Extraversion and Neuroticism. Each S worked for 5 min in pre-test period, rested for 1 min and again worked for 2 min in post-rest period. Results indicated that in pre- and post-rest BFW, increase in speed of response was a direct function of increase in intelligence. Similar results were obtained in pre-rest BAW. In post-rest BAW, however, highest performance scores were obtained by the group, average in intelligence, followed by high and low intelligence groups. Sex did not emerge as a significant determiner of performance in BFW. In BAW, means favoured boys in both pre- and post-rest conditions and the F-ratio for sex emerged significant in post-rest BAW only. None of the interactions emerged as significant. The comparison of effects in two independent variables indicated the task-specific nature of various psychomotor tasks.     

A pragmatic trial evaluating the effectiveness of web versus live training in functional behavior assessment and interventions among special educators

This study adopted a pragmatic trial with randomization to investigate the relative effectiveness of web versus live training on special educators' competence and perceived skills in functional behavior assessments (FBA) and behavior interventions. Pragmatic trials seek to determine the effectiveness of an intervention in a real-world setting to ensure better application and generalizability in routine practice conditions. The live training group received an in-person workshop delivered in a lecture format via powerpoint slides. The web training group received asynchronous online instruction via a secure website. The same training content was delivered to both groups. Participants were randomly assigned across both instructional modalities and completed two pre- and post-test measures. Results indicated that participants (N = 104) in both groups showed a significant increase in theoretical competence of FBA and behavior interventions post training. Only participants in the live workshop group reported a significant increase in perceived skill scores. When comparing outcomes across groups, the live training group gained significantly more theoretical competence in FBA and behavior interventions than that in the web training group. These results shed light on the practical implications of online platforms for professional development among in-service teachers in behavior management for schools with children having disabilities and challenging behavior.