Recognising numbers (4/17/2008)
Research is looking at why some people find it difficult to understand mathematics and how this might be related to dyslexia.
Drs Anna Wilson and Karen Waldie of The University of Auckland are studying why some people suffer from dyscalculia, a learning disability which makes it difficult for the brain to process and understand numbers and simple mathematics. The research is also looking at the relationship between dyscalculia and dyslexia, in which the brain is slow to read words.
Even though dyscalculia is just as common as dyslexia (6% of the population), research has tended to focus on dyslexia. Half of people with dyscalculia also have dyslexia, but it is not known why. Dr Wilson is hoping to identify the symptoms of dyscalculia, both cognitive and neurological, and the reason why the two disorders are sometimes linked.
The research will use standard cognitive and neuropsychological methods to study dyscalculia and dyslexia in individuals suffering from either one or both conditions. A second study will also use functional magnetic resonance imaging (fMRI) to compare the areas of the brain which are active in number and word identification.
"Dyslexia is reasonably well known, and there has been a lot of research into its neurological causes and how to combat it," says Dr Wilson of the Department of Psychology. "Dyscalculia is also quite debilitating, but many people do not even realise the condition exists. Our research will help understand the causes of dyscalculia, ways to diagnose individuals and the best way to intervene and treat it."
The study is looking for adults aged 18 to 35 years in the Auckland region who suffer from maths or reading learning difficulties or both. Volunteers on the trial will be asked to attend one or two testing sessions for up to three and a half hours total at the University. For more information on the trial, contact Anna Wilson at anna.wilson@auckland.ac.nz or 09 373 7599 ext 83401.
Note: This story has been adapted from a news release issued by The University of Auckland
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