Background: Life expectancy is on rise and the intriguing question is: When does cognitive decline occur among adults with intellectual disability, compared to adults with typical development? This cross-sectional study examined cognitive performance of crystallised/fluid intelligence, working and long-term memory of adults with intellectual…

Previous research with typically developing children and adults shows that active control of the learning experience leads to enhanced episodic memory, as compared with conditions lacking this control. The present study investigates whether similar advantages can be found in children with autism spectrum disorder. In this study, 6-12-year-old…

This study aimed to investigate differences in the mathematical problem-solving and metacognitive skills of the fifth-grade students in Oman as a function of gender and level of academic achievement. The participants were 90 grade five students randomly selected from one educational governorate in the Sultanate of Oman. They were evenly divided…

Developmental dyscalculia (DD) is a specific learning disability in mathematics that affects around 6% of the population. Currently, the core deficit of DD remains unknown. While the number sense deficit hypothesis suggests that the core deficit of DD lies in the inability to represent nonsymbolic numerosity, the access deficit hypothesis suggests…

This study reports the neurophysiological and behavioral correlates of digital memory retrieval features in Chinese individuals with and without dyscalculia. A total of 18 children with dyscalculia (ages 11.5-13.5) and 18 controls were tested, and their event-related potentials were digitally recorded simultaneously with behavior measurement.…

Traditionally, students with learning disabilities (LD) have been identified using an aptitude--achievement discrepancy or response to intervention approach. As profiles of the cognitive deficits of discrepancy-defined students with LD have already been developed using these approaches, these deficits can in turn be used to identify LD using the…

Through a review of the literature on mathematical learning disabilities (MLD) and low achievement in mathematics (LA) we have proposed a model classifying mathematical skills involved in learning mathematics into four domains (Core number, Memory, Reasoning, and Visual-spatial). In this paper we present a new experimental computer-based battery…

The paired-associate learning of 52 fourth graders was related to measures of cognitive ability obtained the previous year. Subjects were administered the paired-associate task under one of three variations: at a comfortable rate with standard instructions; at a comfortable rate with a potentially effective learning strategy (visual imagery); and…

This article synthesizes the experimental literature that compares the academic, cognitive, and behavioral performance of adults with reading disabilities to those of average-achieving adult readers. The central question posed by this review is to what extent and in what manner do adults with reading disabilities differ from adults without reading…

The relative contributions of test anxiety and exam-taking skills to information-processing deficits were investigated in a dual-task paradigm comparing high and low test-anxious students with either good or poor exam-taking skills. Sixty-four undergraduate students (21 males, 43 females) were selected based upon pre-test scores on the Test…