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Homogeneous numerosity and visual perception deficits across mild, moderate and severe mathematics difficulties.

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Title: Homogeneous numerosity and visual perception deficits across mild, moderate and severe mathematics difficulties.
Authors: Lu, Yujie (AUTHOR), Zhang, Xiaoxia (AUTHOR), Chen, Xingman (AUTHOR), Zhou, Xinlin (AUTHOR), Cheng, Dazhi (AUTHOR)
Source: Learning & Individual Differences. Oct2025, Vol. 123, pN.PAG-N.PAG. 1p.
Subjects: VISUAL perception, ARITHMETIC, COGNITION disorders, COGNITIVE psychology, EDUCATIONAL intervention, EVALUATION methodology, SCHOOL children
Abstract: Deficits in domain-specific numerosity processing and domain-general visual perception have been associated with mathematics difficulties (MD), yet findings remain inconsistent partly due to variability in MD screening cutoff thresholds. This study examined these deficits across three severity levels of MD in a total of 369 children aged 6 to 12 based on arithmetic fluency scores, using cutoffs of −2 SD (severe), −1.5 SD (moderate), and −1 SD (mild). Deficits in both numerosity processing and visual perception were observed across all MD severity levels. In severe MD, the combined contribution of the two skills provided stronger predictive power than visual perception alone. Findings supported the homogeneous cognitive deficits across severity levels, highlighting the importance of emphasizing both domain-specific numerosity processing and domain-general visual perception for accurate diagnosis and effective intervention. Students with MD demonstrate deficits in mastering number sense, memorizing arithmetic facts, and performing calculations accurately and fluently. However, there remains a lack of consensus on the cutoffs for MD screening, limiting comparability across studies. The present study addressed this gap by utilizing both strict and lenient cutoffs to examine deficits across varying severity levels of MD. Additionally, the study focused on the ongoing discussion of domain-specific and domain-general cognitive deficits in MD. The findings suggested that both numerosity processing and visual perception play essential roles in the accurate diagnosis and effective interventions for MD. First, integrating these measures into MD assessment tools could facilitate earlier identification of at-risk children, particularly in the early school years, prior to formal academic education. Second, educational interventions that address both types of cognitive deficits may be more effective, especially when tailored to the MD severity level. Visual perception training may be especially beneficial in early years or for children with milder MD, while more direct numerosity training may be required for children with more severe impairments. These findings underscore the importance of multidimensional assessment and intervention strategies that align with the heterogeneity of MD profiles. • Debates on numerosity and visual perception deficits in MD may stem from heterogeneous screening criteria. • Three commonly used cutoff thresholds (−2 SD, −1.5 SD, and −1 SD) were applied to capture MD severity along a continuous spectrum. • Deficits in domain-specific numerosity processing and domain-general visual perception emerged across all severity levels. • Combination of numerosity processing and visual perception better predicted severe MD than visual perception alone. [ABSTRACT FROM AUTHOR]
Copyright of Learning & Individual Differences is the property of Elsevier B.V. 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.)
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  Data: Homogeneous numerosity and visual perception deficits across mild, moderate and severe mathematics difficulties.
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  Data: Deficits in domain-specific numerosity processing and domain-general visual perception have been associated with mathematics difficulties (MD), yet findings remain inconsistent partly due to variability in MD screening cutoff thresholds. This study examined these deficits across three severity levels of MD in a total of 369 children aged 6 to 12 based on arithmetic fluency scores, using cutoffs of −2 SD (severe), −1.5 SD (moderate), and −1 SD (mild). Deficits in both numerosity processing and visual perception were observed across all MD severity levels. In severe MD, the combined contribution of the two skills provided stronger predictive power than visual perception alone. Findings supported the homogeneous cognitive deficits across severity levels, highlighting the importance of emphasizing both domain-specific numerosity processing and domain-general visual perception for accurate diagnosis and effective intervention. Students with MD demonstrate deficits in mastering number sense, memorizing arithmetic facts, and performing calculations accurately and fluently. However, there remains a lack of consensus on the cutoffs for MD screening, limiting comparability across studies. The present study addressed this gap by utilizing both strict and lenient cutoffs to examine deficits across varying severity levels of MD. Additionally, the study focused on the ongoing discussion of domain-specific and domain-general cognitive deficits in MD. The findings suggested that both numerosity processing and visual perception play essential roles in the accurate diagnosis and effective interventions for MD. First, integrating these measures into MD assessment tools could facilitate earlier identification of at-risk children, particularly in the early school years, prior to formal academic education. Second, educational interventions that address both types of cognitive deficits may be more effective, especially when tailored to the MD severity level. Visual perception training may be especially beneficial in early years or for children with milder MD, while more direct numerosity training may be required for children with more severe impairments. These findings underscore the importance of multidimensional assessment and intervention strategies that align with the heterogeneity of MD profiles. • Debates on numerosity and visual perception deficits in MD may stem from heterogeneous screening criteria. • Three commonly used cutoff thresholds (−2 SD, −1.5 SD, and −1 SD) were applied to capture MD severity along a continuous spectrum. • Deficits in domain-specific numerosity processing and domain-general visual perception emerged across all severity levels. • Combination of numerosity processing and visual perception better predicted severe MD than visual perception alone. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning & Individual Differences is the property of Elsevier B.V. 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.)
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        Value: 10.1016/j.lindif.2025.102777
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      – Code: eng
        Text: English
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      – SubjectFull: VISUAL perception
        Type: general
      – SubjectFull: ARITHMETIC
        Type: general
      – SubjectFull: COGNITION disorders
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      – SubjectFull: COGNITIVE psychology
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      – SubjectFull: EDUCATIONAL intervention
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      – SubjectFull: EVALUATION methodology
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      – SubjectFull: SCHOOL children
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      – TitleFull: Homogeneous numerosity and visual perception deficits across mild, moderate and severe mathematics difficulties.
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              M: 10
              Text: Oct2025
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              Y: 2025
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