View in EDS HTML Full Text PDF Full Text

The relationship between cognition and mathematics in children with attention-deficit/hyperactivity disorder: a systematic review.

Saved in:
Bibliographic Details
Title: The relationship between cognition and mathematics in children with attention-deficit/hyperactivity disorder: a systematic review.
Authors: Kanevski, Margarita (AUTHOR), Booth, Josephine N. (AUTHOR), Oldridge, Jessica (AUTHOR), McDougal, Emily (AUTHOR), Stewart, Tracy M. (AUTHOR), McGeown, Sarah (AUTHOR), Rhodes, Sinead M. (AUTHOR)
Source: Child Neuropsychology. Apr2022, Vol. 28 Issue 3, p394-426. 33p. 1 Diagram, 3 Charts.
Subjects: Cognition in children, Acalculia, Attention-deficit hyperactivity disorder, Specific language impairment in children, Response inhibition, Cognitive ability, Cognition, Tic disorders
Abstract: Cognitive processes play an imperative role in children's mathematics learning. Difficulties in cognitive functioning are a core feature of Attention Deficit Hyperactivity Disorder (ADHD) in children, who also tend to show lower levels of mathematics attainment than their typically developing peers. This review (registration number: CRD42020169708) sought to aggregate findings from studies assessing the relationship between cognition and mathematics in children with a clinical ADHD diagnosis aged 4–12 years. A total of 11,799 studies published between 1992 and August 2020 were screened for eligibility using various database (PsycINFO, PubMed, SCOPUS, EMBASE, ERIC, Web of Science, and additional sources), from which four studies met inclusion criteria. A narrative synthesis was conducted on the correlations between mathematics and cognitive domains, including an evaluation of the risk of bias within the studies. Across four studies meeting inclusion criteria, memory, inhibitory control, and processing speed were assessed. The results showed a positive association between cognition and mathematics performance in this population. The strength of associations across these studies varied as a function of the cognitive domain in question, means by which mathematics performance was assessed, as well as whether confounding factors such as age and IQ were controlled for. Collectively, this review demonstrates a lack of research in this area and points to various methodological considerations for identifying the association between cognition and mathematics performance in ADHD. [ABSTRACT FROM AUTHOR]
Copyright of Child Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 155550430
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The relationship between cognition and mathematics in children with attention-deficit/hyperactivity disorder: a systematic review.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kanevski%2C+Margarita%22">Kanevski, Margarita</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Booth%2C+Josephine+N%2E%22">Booth, Josephine N.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Oldridge%2C+Jessica%22">Oldridge, Jessica</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McDougal%2C+Emily%22">McDougal, Emily</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Stewart%2C+Tracy+M%2E%22">Stewart, Tracy M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McGeown%2C+Sarah%22">McGeown, Sarah</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rhodes%2C+Sinead+M%2E%22">Rhodes, Sinead M.</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Child+Neuropsychology%22">Child Neuropsychology</searchLink>. Apr2022, Vol. 28 Issue 3, p394-426. 33p. 1 Diagram, 3 Charts.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cognition+in+children%22">Cognition in children</searchLink><br /><searchLink fieldCode="DE" term="%22Acalculia%22">Acalculia</searchLink><br /><searchLink fieldCode="DE" term="%22Attention-deficit+hyperactivity+disorder%22">Attention-deficit hyperactivity disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Specific+language+impairment+in+children%22">Specific language impairment in children</searchLink><br /><searchLink fieldCode="DE" term="%22Response+inhibition%22">Response inhibition</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br /><searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Tic+disorders%22">Tic disorders</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Cognitive processes play an imperative role in children's mathematics learning. Difficulties in cognitive functioning are a core feature of Attention Deficit Hyperactivity Disorder (ADHD) in children, who also tend to show lower levels of mathematics attainment than their typically developing peers. This review (registration number: CRD42020169708) sought to aggregate findings from studies assessing the relationship between cognition and mathematics in children with a clinical ADHD diagnosis aged 4–12 years. A total of 11,799 studies published between 1992 and August 2020 were screened for eligibility using various database (PsycINFO, PubMed, SCOPUS, EMBASE, ERIC, Web of Science, and additional sources), from which four studies met inclusion criteria. A narrative synthesis was conducted on the correlations between mathematics and cognitive domains, including an evaluation of the risk of bias within the studies. Across four studies meeting inclusion criteria, memory, inhibitory control, and processing speed were assessed. The results showed a positive association between cognition and mathematics performance in this population. The strength of associations across these studies varied as a function of the cognitive domain in question, means by which mathematics performance was assessed, as well as whether confounding factors such as age and IQ were controlled for. Collectively, this review demonstrates a lack of research in this area and points to various methodological considerations for identifying the association between cognition and mathematics performance in ADHD. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Child Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=155550430
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/09297049.2021.1985444
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 33
        StartPage: 394
    Subjects:
      – SubjectFull: Cognition in children
        Type: general
      – SubjectFull: Acalculia
        Type: general
      – SubjectFull: Attention-deficit hyperactivity disorder
        Type: general
      – SubjectFull: Specific language impairment in children
        Type: general
      – SubjectFull: Response inhibition
        Type: general
      – SubjectFull: Cognitive ability
        Type: general
      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Tic disorders
        Type: general
    Titles:
      – TitleFull: The relationship between cognition and mathematics in children with attention-deficit/hyperactivity disorder: a systematic review.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kanevski, Margarita
      – PersonEntity:
          Name:
            NameFull: Booth, Josephine N.
      – PersonEntity:
          Name:
            NameFull: Oldridge, Jessica
      – PersonEntity:
          Name:
            NameFull: McDougal, Emily
      – PersonEntity:
          Name:
            NameFull: Stewart, Tracy M.
      – PersonEntity:
          Name:
            NameFull: McGeown, Sarah
      – PersonEntity:
          Name:
            NameFull: Rhodes, Sinead M.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: Apr2022
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 09297049
          Numbering:
            – Type: volume
              Value: 28
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Child Neuropsychology
              Type: main
ResultId 1