Article

Number sense is believed to be critical for math development. It is putatively an
implicitly learned skill and may therefore have limitations in terms of being
explicitly trained, particularly in individuals with altered neurodevelopment. A
case series study was conducted using an adaptive, computerised programme that
focused on number sense and general problem-solving skills. The study was
designed to investigate training effects on performance as well as brain function
in a group of children with Turner syndrome who are at risk for math difficulties
and altered development of math-related brain networks. Standardised measurements
of math and math-related cognitive skills as well as functional magnetic
resonance imaging (fMRI) were used to assess behavioural and neurobiological
outcomes following training. Participants demonstrated significantly increased
basic math skills, including number sense, and calculation as well as processing
speed, cognitive flexibility and visual-spatial processing skills. With the
exception of calculation, increased scores also were clinically significant
(i.e., recovered) based on reliable change analysis. Participants additionally
demonstrated significantly increased bilateral parietal lobe activation and
decreased frontal-striatal and mesial temporal activation following the training
programme. These findings show proof of concept for an accessible training
approach that may be potentially associated with improved number sense, math and
related skills, as well as functional changes in math-related neural systems,
even among individuals at risk for altered brain development.

Langue : ANGLAIS