Faculty of Sciences, Ibn Tofail University, Kenitra, Morocco.
Abdelmalek Essaadi University, Tetouan, Morocco.
Appl Neuropsychol Child. 2022 Oct-Dec;11(4):904-914. doi: 10.1080/21622965.2021.1955679. Epub 2021 Jul 28.
The study of dyscalculia requires an analysis of the current developed hypotheses which describe the cognitive mechanisms involved in this neurodevelopmental disorder. The objective of our review is to determine any progress in modeling developmental dyscalculia. The first hypothesis suggests that dyscalculia is the consequence of a specific deficit level number on the precise number system and the approximate system. Then, the second hypothesis states that developmental dyscalculia is linked to a failure to process non-symbolic representations of numbers. On the other hand, the third suggests that dyscalculia is caused by a lack of access to numerical quantities from symbols. However, the last hypothesis asserts that developmental dyscalculia is linked to general deficits. All these hypotheses are compatible with recent neuroimaging results and raise new horizons for experimentation, which will allow the development of precise diagnostic tools and the improvement of intervention strategies and the remediation of developmental dyscalculia.
计算障碍的研究需要分析目前描述这种神经发育障碍所涉及的认知机制的假设。我们综述的目的是确定在发展性计算障碍建模方面的任何进展。第一个假设表明，计算障碍是特定数字缺陷水平在精确数字系统和近似系统上的结果。然后，第二个假设指出，发展性计算障碍与无法处理数字的非符号表示有关。另一方面，第三个假设表明，计算障碍是由于无法从符号中获取数值数量而导致的。然而，最后一个假设断言，发展性计算障碍与一般缺陷有关。所有这些假设都与最近的神经影像学结果兼容，并为实验提出了新的前景，这将有助于开发精确的诊断工具，改善干预策略，并纠正发展性计算障碍。
