| Hein, Jakob : The Specific disorder of arithmetical skills. Prevalence study in an urban population sample and its clinico-neuropsychological validation. Including a data comparison with a rural population sample study. |
Aus Klinik für Psychiatrie und Psychotherapie des Kindes- und Jugendalters der Medizinischen Fakultät Charité der Humboldt-Universität zu Berlin
Zur Erlangung des akademischen Grades doctor medicinae (Dr.med.)
vorgelegt der Medizinischen Fakultät Charité der Humboldt-Universität zu Berlin
Dekan: Prof. Dr. med. Dr. h. c. R. Felix
Gutachter:
1. Prof. Dr. med. K.-J. Neumärker
2. PD. Dr. med. M. von Aster
3. Prof. Dr. D. Geary
Datum der Promotion: 30.10.2000
| Pages: | [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20] [21] [22] [23] [24] [25] [26] [27] [28] [29] [30] [31] [32] [33] [34] [35] [36] [37] [38] [39] [40] [41] [42] [43] [44] [45] [46] [47] [48] [49] [50] [51] [52] [53] [54] [55] [56] [57] [58] [59] [60] [61] [62] [63] [64] [65] [66] [68] [69] [70] [71] [72] [73] [74] [75] [76] [77] [78] [79] [80] [81] [82] [83] [84] [85] [86] [87] [88] [89] [90] [91] [92] [93] |
Table of Contents | |
| Front page | The Specific disorder of arithmetical skills. Prevalence study in an urban population sample and its clinico-neuropsychological validation. Including a data comparison with a rural population sample study. |
| Preface | Preface |
| 1 | Introduction |
| 1.1 | The importance of mathematics |
| 1.2 | A brief historical outline of mathematics |
| 1.3 | Definition of the Specific disorder of arithmetical skills |
| 1.4 | Research on the field of Acalculia and the Specific disorder of arithmetical skills |
| 1.4.1 | Research until 1960 |
| 1.4.2 | Research from 1960 to present |
| 1.4.2.1 | Mental calculation in adults and acalculia |
| 1.4.2.1.1 | R. Cohn |
| 1.4.2.1.2 | H. Hécaen and colleagues |
| 1.4.2.1.3 | Reaction time models of mental calculation |
| 1.4.2.1.4 | Imaging studies for mental calculation |
| 1.4.2.1.5 | Neuropsychologic models |
| 1.4.2.2 | The development of calculation abilities in children with a Specific disorder of arithmetical skills |
| 1.4.2.2.1 | Basic mathematics skills in children |
| 1.4.2.2.2 | Gender differences in mathematical reasoning ability |
| 1.4.2.2.3 | Hemisphere specialization and arithmetical abilities |
| 1.4.2.2.4 | Didactic models of learning mathematics |
| 1.4.2.2.5 | Definition and demographic data on the Specific disorder of arithmetical skills |
| 1.4.2.2.6 | Problem solving characteristics of children with a Specific disorder of arithmetical skills |
| 1.4.2.2.7 | Neuropsychological models of the Specific disorder of arithmetical skills |
| 1.4.2.2.8 | Socio-emotional characteristics of children with a Specific disorder of arithmetical skills |
| 1.4.2.2.9 | Comorbidity in children with a Specific disorder of arithmetical skills |
| 1.4.2.2.10 | Etiological indications for the Specific disorder of arithmetical skills |
| 2 | Objectives of the present study |
| 3 | The screening process |
| 3.1 | Methods and design of the screening process |
| 3.1.1 | Description of the study population sample |
| 3.1.2 | Applied screening instruments |
| 3.1.2.1 | Diagnostic calculation test for third grades (Diagnostischer Rechentest für 3.Klassen - DRE 3) |
| 3.1.2.2 | Diagnostic spelling test for third grades (Diagnostischer Rechtschreibtest für 3.Klassen - DRT 3) |
| 3.1.2.3 | Teacher questionnaire |
| 3.2 | Screening Results |
| 3.2.1 | DRE 3 (Diagnostic calculation test for third grades) |
| 3.2.2 | DRT 3 (Diagnostic spelling test for third grades) |
| 3.2.3 | 3.2.3. Teacher questionnaires |
| 3.2.3.1 | Mathematics |
| 3.2.3.2 | Spelling |
| 3.3 | Discussion of the screening results |
| 4 | Clinical and neuropsychological validation of a suspected Specific disorder of arithmetical skills |
| 4.1 | Selection of probands with a suspected Specific disorder of arithmetical skills |
| 4.2 | Methods and design of the validation process |
| 4.2.1 | Clinico-neurological and psychopathological examination of the probands |
| 4.2.2 | Neuropsychological testing of the probands |
| 4.2.2.1 | Attention and perseverance |
| 4.2.2.2 | Laterality preference |
| 4.2.2.3 | Intelligence testing |
| 4.3 | Case summaries of the probands with a suspected Specific disorder of arithmetical skills |
| 4.3.1 | M.W. |
| 4.3.1.1 | Clinico-neurological findings |
| 4.3.1.2 | Neuropsychological test results |
| 4.3.2 | Y.Z. |
| 4.3.2.1 | Clinico-neurological findings |
| 4.3.2.2 | Neuropsychological test results |
| 4.3.3 | S.P. |
| 4.3.3.1 | Clinico-neurological findings |
| 4.3.3.2 | Neuropsychological test results |
| 4.3.4 | T.H. |
| 4.3.4.1 | Clinico-neurological findings |
| 4.3.4.2 | Neuropsychological test results |
| 4.3.4.3 | Clinico-neurological findings |
| 4.3.4.4 | Neuropsychological test results |
| 4.4 | Discussion of the clinical and neuropsychological validation process |
| 5 | Data comparison with a study of the prevalence for the Specific disorder of arithmetical skills in a rural population sample |
| 5.1 | Outline of the Methodology of the rural population sample study |
| 5.2 | Results of the rural population sample study |
| 5.3 | Comparison of both studies |
| 5.4 | Discussion of the comparison |
| 6 | General discussion |
| 6.1 | The terminology of the Specific disorder of arithmetical skills |
| 6.2 | The validity of the diagnosis of a Specific disorder of arithmetical skills |
| 6.3 | Neuropsychological models |
| 6.4 | Diagnostic criteria for the Specific disorder of arithmetical skills |
| 6.5 | Conclusions |
| 7 | Summaries |
| Bibliography | References |
| Vita | |
| Acknowledgements | |
| Declaration | |
Table of Tables | |
| Tab.1: | Average arithmetical achievement scores |
| Tab.2: | Average spelling raw scores |
| Tab. 3: | Selection criteria for a suspected Specific disorder of arithmetical skills |
| Tab. 4. | Criteria for a likely learning disorder of the rural population sample. |
| Tab.5: | Comparison of the frequency of suspected Learning disorders in a city vs. rural population sample if the standardization norms of the screening instruments would have been applied. |
Table of Figures | |
| Fig.1 Contemporary | illustration of phrenology. The proposed site for underlying calculation abilities is marked ’X‘ (from Hunt, 1993 ). |
| Figure 2: | Triple code model for arithmetical learning |
| Fig.3: | Arithmetical achievement scores for male probands |
| Fig.4: | Arithmetical achievement scores for female probands |
| Fig.5: | Spelling raw scores for probands with German as their first language |
| Fig.6: | Spelling raw scores for probands with German not as their first language |
| Fig.7: | Teacher‘s evaluation of the mathematical potential of a student compared to this student‘s arithmetical achievement test result. |
| Fig.8: | Teacher‘s evaluation of the spelling potential of a student compared to this student‘s spelling test result. |
| Fig. 9: | cMRI of proband Y.Z. Note the poor differentiation between cortex and white matter in the occipital region. T2-weighted images. |
| Fig. 10: | cMRI of proband T.H. Note the hyperintensity located subependymal on the lateral side right of the trigonum. T1-weighted image on left, T2-weighted image on right side. |
| Fig. 11: | cMRI of proband T.H. Note the hyperintensity located on the medial, occipital aspect of the left posterior horn. T1-weighted image on left, T2-weighted image on right side. 4.3.5.D.B. |
| Fig.12.: | cMRI of proband D.B. Note the lesion in the white matter, right of the trigonum with slight enlargement of the trigonum proximate to the lesion. The lesion is hypointense in the T1-weighted image (left) and hyperintense in the T2-weighed image (right). |
| Fig.13.: | cMRI of proband D.B., coronar slices of T1-weighed images. Note the slight enlargement of the trigonum, proximate to the lesion in the white matter, right of the trigonum. |
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