Cognitive processes related to math disabilities
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] While researchers have been unable to define and agree upon a definitive core deficit within math disabilities (MD) (Capano et al., 2008; Fletcher et al., 2007; Hulme & Mackenzie, 1992; Smith & Strick 1997), a subset of research has examined the core cognitive processes that may be associated with MD and a possible core deficit (Dawson & Guare, 2009; Fletcher et al., 2007; Fuchs et al., 2005; Geary, 2004; Semrud-Clikeman, 2005; Swanson & Kim, 2007). Research focusing on core cognitive processes may lead to a better understanding and identification of specific learning disabilities. While each core cognitive processes is implicated in learning disability research in general, it is common for students with MD to demonstrate difficulties in working memory (Bull & Johnston, 1997; Geary et al., 2004, Keeler & Swanson, 2001; Swanson & Sachs-Lee, 2001; Swanson & Siegel, 2001) and attention (Blair & Razza, 2007; Fuchs et al., 2005; Hopko, Ashcraft, Ruggiero, & Lewis, 1998; McClelland et al., 2007). Using discriminant factor analysis (DFA) the current study identified visual spatial working memory as a cognitive process related to MD. Further using the DFA the researchers were able to correctly classify group membership with 61.5% accuracy.
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