Children With Mathematical Learning Difficulties Are Sluggish in Disengaging Attention.

ABSTRACT: Mathematical learning difficulties (MLD) refer to a variety of deficits in math skills, typically pertaining to the domains of arithmetic and problem solving. The present study examined the time course of attentional orienting in MLD children with a spatial cueing task, by parametrically manipulating the cue-target onset asynchrony (CTOA). The results of Experiment 1 revealed that, in contrast to typical developing children, the inhibitory aftereffect of attentional orienting - frequently referred to as inhibition of return (IOR) - was not observed in the MLD children, even at the longest CTOA tested (800 ms). However, robust early facilitation effects were observed in the MLD children, suggesting that they have difficulties in attentional disengagement rather than attentional engagement.

SUBMITTER: Zhang X 

PROVIDER: S-EPMC6520633 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature