Poole Belinda J, Phillips Natalie L, Gilmore Camilla, Mandalis Anna, Lawson John, Webster Richard, Kothur Kavitha, McLean Samantha, Lah Suncica
School of Psychology, The University of Sydney, Sydney, NSW 2006, Australia.
Centre for Mathematical Cognition, Loughborough University, Loughborough, United Kingdom.
Epilepsy Behav. 2024 Dec;161:110110. doi: 10.1016/j.yebeh.2024.110110. Epub 2024 Oct 30.
Impairments in mathematics have been found in children with Genetic Generalized Epilepsy (GGE), yet little is known about the underpinnings of these difficulties. The aim of this study was to investigate basic numeracy and secondary mathematics skills in GGE and explore cognitive and clinical correlates that relate to those skills. Nineteen children with GGE and 22 typically developing controls aged 8-16 years completed a neuropsychological battery which assessed: (i) basic numeracy skills: non-symbolic and symbolic magnitude comparison; (ii) secondary mathematics skills: calculation, reasoning, and fluency; and (iii) cognitive skills: intelligence, fluid reasoning, processing speed, and working memory. Epilepsy clinical factors (age of epilepsy onset, duration of epilepsy, number of anti-seizure medications) were also recorded. Children with GGE were impaired in select basic numeracy skills (non-symbolic magnitude comparison), and all secondary mathematics skills compared to controls. In children with GGE, the visuo-spatial central executive correlated with both basic numeracy skills. The verbal central executive correlated with mathematics reasoning. Non-verbal intelligence was related to symbolic magnitude comparison and mathematics reasoning. Fluid reasoning was correlated with non-symbolic magnitude comparison and mathematics problems solving. Epilepsy variables did not relate to mathematics outcomes. Overall, we found that children with GGE experience significant difficulties in select basic numeracy and all secondary mathematics skills. Risk factors for mathematics difficulties included reduced working memory capacity, lower intelligence and fluid reasoning. Our findings suggest that children with GGE may require accommodation for limited central executive working memory capacity in combination with academic supports for poor mathematics skills.
研究发现，患有遗传性全身性癫痫（GGE）的儿童存在数学障碍，但对于这些困难的根源却知之甚少。本研究的目的是调查GGE儿童的基础计算能力和中等数学技能，并探索与这些技能相关的认知和临床关联因素。19名患有GGE的儿童和22名年龄在8至16岁的正常发育对照儿童完成了一套神经心理学测试，该测试评估了：（i）基础计算能力：非符号和符号数量比较；（ii）中等数学技能：计算、推理和流畅性；以及（iii）认知技能：智力、流体推理、处理速度和工作记忆。还记录了癫痫的临床因素（癫痫发作年龄、癫痫持续时间、抗癫痫药物数量）。与对照组相比，患有GGE的儿童在某些基础计算能力（非符号数量比较）和所有中等数学技能方面均受损。在患有GGE的儿童中，视觉空间中央执行功能与基础计算能力均相关。言语中央执行功能与数学推理相关。非言语智力与符号数量比较和数学推理有关。流体推理与非符号数量比较和数学问题解决相关。癫痫变量与数学成绩无关。总体而言,我们发现患有GGE的儿童在某些基础计算能力和所有中等数学技能方面都存在显著困难。数学困难的风险因素包括工作记忆容量降低、智力和流体推理能力较低。我们的研究结果表明，患有GGE的儿童可能需要因应其有限的中央执行工作记忆容量，并结合针对较差数学技能的学业支持。
