Mathematical disabilities: Cognitive, neuropsychological, and genetic components.

1993/01/01 by David C. Geary · 1,046 citations
Mathematics · Neuroscience · Psychology · #Cognition #Cognitive and developmental aspects of mathematical skills #Cognitive psychology #Computer science #Developmental psychology #Linguistics #Neuropsychology #Neuroscience #Neuroscience, Education and Cognitive Function #Psychology #Reading (process) #Reading and Literacy Development #Representation (politics) #Subtyping #Working memory

paper · doi:10.1037/0033-2909.114.2.345

published in Psychological Bulletin 114(2), 345-362 (American Psychological Association)

openalex publication_date 1993/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28

Abstract

Cognitive, neuropsychological, and genetic correlates of mathematical achievement and mathematical disability (MD) are reviewed in an attempt to identify the core deficits underlying MD. Three types of distinct cognitive, neuropsychological, or cognitive and neuropsychological deficits associated with MD are identified. The first deficit is manifested by difficulties in the representation or retrieval of arithmetic facts from semantic memory. The second type of deficit is manifested by problems in the execution of arithmetical procedures. The third type involves problems in the visuospatial representation of numerical information. Potential cognitive, neuropsychological, and genetic factors contributing to these deficits, and the relationship between MD and reading disabilities, are discussed. Finally, suggestions for the subtyping of mathematical disorders are offered.

Citations

• Cognitive arithmetic: A review of data and theory
• Children's acquisition of the number words and the counting system

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