The effects of working memory (WM) demand and reminders on an event-based prospective memory (PM) task were compared between students with low and high achievement in math. WM load (1- and 2-back tasks) was manipulated as a within-subject factor and reminder (with or without reminder) as a between-subject factor. Results showed that high-achieving…

Children with mathematical difficulties need to spend more time than typically achieving children on solving even simple equations. Since these tasks already require a larger share of their cognitive resources, additional demands imposed by the need to switch between tasks may lead to a greater decline of performance in children with mathematical…

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 (N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling…

The purpose of the present study was to explain the moderating role of rapid automatized naming (RAN) in word reading with a cusp catastrophe model. We hypothesized that increases in RAN performance speed beyond a critical point would be associated with the disruption in word reading, consistent with a "generic shutdown" hypothesis.…

The note- and test-taking skills of typically functioning undergraduates are significantly and positively related to handwriting speed, listening comprehension, background knowledge and sustained attention. This study attempted to replicate these findings with two groups of high school students--those with and without the diagnosis of a learning…

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 investigated the relationship among working memory, processing speed, math performance, and reactivity to stress in 83 Grade 1 children. Specifically, 39 children with math disability (MD) were compared to 44 children who are typically achieving (TA) in mathematics. It is the first study to use a physiological index of stress (salivary…

Using 4 years of mathematics achievement scores, groups of typically achieving children (n = 101) and low achieving children with mild (LA-mild fact retrieval; n = 97) and severe (LA-severe fact retrieval; n = 18) fact retrieval deficits and mathematically learning disabled children (MLD; n = 15) were identified. Multilevel models contrasted…

The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years (N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and…

High comorbidity rates between reading disorder (RD) and mathematics disorder (MD) indicate that, although the cognitive core deficits underlying these disorders are distinct, additional domain-general risk factors might be shared between the disorders. Three domain-general cognitive abilities were investigated in children with RD and MD:…

The aim of the present study was to investigate the associations between elementary school children's mathematical achievement and their conservation abilities, visuospatial skills, and numerosity processing speed. We also assessed differences in these abilities between children with different types of learning problems. In Study 1 (N = 229), we…

This investigation analyzed the relation between cognitive functioning and mathematical achievement in 114 students in fourth, fifth, and sixth grades. Differences in cognitive performance were studied concurrently in three selected achievement groups: mathematical learning disability group (MLD), low achieving group (LA), and typically achieving…

The authors examined the effectiveness of cognitive strategy instruction based on PASS (Planning, Attention, Simultaneous, Successive) given by special education teachers to students with ADHD randomly assigned by classroom. Students in the experimental group were exposed to a brief cognitive strategy instruction for 10 days, which was designed to…

This study examined the relationship between cognitive abilities and math achievement within a sample of college students with learning disabilities (LD). The cognitive abilities were seven areas identified by Stratum II of the Cattell-Horn-Carroll (CHC) theory of cognitive abilities, in addition to the eighth area of Working Memory. Math…

Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…