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Abstract: Developmental dyscalculia (DD) is a learning difficulty specific to mathematics learning. The prevalence of DD may be equivalent to that of dyslexia, posing an important challenge for effective educational provision. Nevertheless, there is no agreed definition of DD and there are controversies surrounding cutoff decisions, specificity and gender differences. In the current study, 1004 British primary school children completed mathematics and reading assessments. The prevalence of DD and gender ratio were estimated in this sample using different criteria. When using absolute thresholds, the prevalence of DD was the same for both genders regardless of the cutoff criteria applied, however gender differences emerged when using a mathematics-reading discrepancy definition. Correlations between mathematics performance and the control measures selected to identify a specific learning difficulty affect both prevalence estimates and whether a gender difference is in fact identified. Educational implications are discussed. [Copyright &y& Elsevier]

Abstract: Focused attention can be compromised by the neurodegenerative processes associated with both healthy aging and Parkinson''s disease (PD). Deficits in ignoring distractors with reflexive or overlearned response links have been attributed to impaired inhibition. The current research assessed whether similar deficits occur for distractors with recently learned arbitrary response associations, for which sensorimotor transformations are far less automatic and therefore considerably easier to resist. We used a selective attention task that evaluated distractibility and the use of distractor inhibition within the same context. The task involved stimuli that were arbitrarily assigned to responses based on a rule learned during the testing session. Performance showed that distraction increased with both healthy aging and PD. Moreover, these increases in distraction were accompanied by decreases in overt evidence of distractor inhibition, which appear to reflect at least in part a failure of reactive inhibition. Comparison of the deficits in the two groups indicates that the key difference reflects severity, rather than distinct symptoms, suggesting that they stem from neural changes associated with both aging and PD. These results demonstrate that aging- and PD-related hyper-distractibility and impaired inhibition during focused attention affect stimuli without prepotent response links, which implicates dopaminergic networks in the strategic control of arbitrary visuomotor transformations. [Copyright &y& Elsevier]

Maths anxiety (MA) is a debilitating negative emotional reaction towards mathematics. However, MA research in primary and early secondary school is surprisingly sparse and inconsistent. Here we tested primary and secondary students' maths and reading performance and their maths and general anxiety (GA). We examined gender differences, developmental changes regarding the MA/maths performance link and investigated whether MA is linked to other academic domains (reading) and/or to other anxiety-types (GA). Results revealed that girls exhibited higher MA than boys at both educational levels. Whilst there was a reliable negative correlation between MA and secondary students' arithmetic performance, no such relationship was revealed in primary students. Finally, MA was moderately correlated with GA and, when GA was partialled out, MA remained significantly correlated with secondary students' arithmetic performance. MA was not related to reading performance when GA was controlled. It was concluded that the negative MA/maths performance link surfaces later in the educational timeline and MA appears to be both exclusively related to maths and independent of GA. [ABSTRACT FROM AUTHOR]