Variation in early number skills and mathematics achievement: Implications from cognitive profiles of children with or without Turner syndrome.

Tytuł:: Variation in early number skills and mathematics achievement: Implications from cognitive profiles of children with or without Turner syndrome.
Autorzy:: Lukowski SL; Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, United States of America.
Padrutt ER; Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, United States of America.
Sarafoglou K; Department of Pediatrics, University of Minnesota Medical School, Minneapolis, Minnesota, United States of America.; Department of Experimental and Clinical Pharmacology, University of Minnesota College of Pharmacy, Minneapolis, Minnesota, United States of America.
Ross JL; Department of Pediatrics, Nemours DuPont Hospital for Children, Thomas Jefferson University, Philadelphia, Pennsylvania, United States of America.
Law JR; Division of Pediatric Endocrinology, Department of Pediatrics, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America.
Olson RE; Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, United States of America.
Mazzocco MMM; Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, United States of America.
Źródło:: PloS one [PLoS One] 2020 Oct 02; Vol. 15 (10), pp. e0239224. Date of Electronic Publication: 2020 Oct 02 (Print Publication: 2020).
Typ publikacji:: Journal Article; Research Support, U.S. Gov't, Non-P.H.S.
Język:: English
Imprint Name(s):: Original Publication: San Francisco, CA : Public Library of Science
MeSH Terms:: Achievement*
Cognition*
Mathematics*
Turner Syndrome/*physiopathology
Child ; Child, Preschool ; Female ; Humans ; Male
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Entry Date(s):: Date Created: 20201002 Date Completed: 20201123 Latest Revision: 20231104
Update Code:: 20240105
PubMed Central ID:: PMC7531844
DOI:: 10.1371/journal.pone.0239224
PMID:: 33006984
: Czasopismo naukowe

Pełny tekst

Individuals with Mathematics Learning Disabilities have persistent mathematics underperformance but vary with respect to their cognitive profiles. The present study examined mathematics ability and achievement, and associated mathematics-specific numerical skills and domain-general cognitive abilities, in young children with Turner syndrome compared to their matched peers. We utilized two independent peer groups so that group comparisons would account for verbal skills, a hypothesized strength of girls with Turner syndrome, and nonsymbolic magnitude comparison skills, a hypothesized difference of girls with Turner syndrome. This individual matching approach afforded characterization of mathematics profiles of girls with Turner syndrome and girls without Turner syndrome that share potential key features of the Turner syndrome phenotype. Results indicated differences in mathematics ability and nonsymbolic magnitude comparison tasks between girls with Turner syndrome and peers with similar levels of verbal skill. Mathematics ability and mathematics achievement scores of girls with Turner syndrome did not differ significantly from their peers with similar levels of accuracy on a nonsymbolic magnitude comparison task. Cognitive correlates of mathematics outcomes showed disparate patterns across groups. These quantitative and qualitative differences across profiles enhance our understanding of variation in mathematics ability in early childhood and inform how mathematics skills develop in young children with or without Turner syndrome.
Competing Interests: The authors have declared that no competing interests exist.

Erratum in: PLoS One. 2021 Apr 13;16(4):e0250388. (PMID: 33848303)

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