Resilience in mathematics after early brain injury: The roles of parental input and early plasticity

Dana E Glenn; Özlem Ece Demir-Lira; Dominic J Gibson; Eliza L Congdon; Susan C Levine

doi:10.1016/j.dcn.2017.07.005

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Resilience in mathematics after early brain injury: The roles of parental input and early plasticity

Journal article

Open access

Peer reviewed

Resilience in mathematics after early brain injury: The roles of parental input and early plasticity

Dana E Glenn, Özlem Ece Demir-Lira, Dominic J Gibson, Eliza L Congdon and Susan C Levine

Developmental cognitive neuroscience, Vol.30, pp.304-313

04/2018

DOI: 10.1016/j.dcn.2017.07.005

PMCID: PMC5783792

PMID: 28919088

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Abstract

Children with early focal unilateral brain injury show remarkable plasticity in language development. However, little is known about how early brain injury influences mathematical learning. Here, we examine early number understanding, comparing cardinal number knowledge of typically developing children (TD) and children with pre- and perinatal lesions (BI) between 42 and 50 months of age. We also examine how this knowledge relates to the number words children hear from their primary caregivers early in life. We find that children with BI, are, on average, slightly behind TD children in both cardinal number knowledge and later mathematical performance, and show slightly slower learning rates than TD children in cardinal number knowledge during the preschool years. We also find that parents' "number talk" to their toddlers predicts later mathematical ability for both TD children and children with BI. These findings suggest a relatively optimistic story in which neural plasticity is at play in children's mathematical development following early brain injury. Further, the effects of early number input suggest that intervening to enrich the number talk that children with BI hear during the preschool years could narrow the math achievement gap.

Learning

Parents - psychology

Brain - physiopathology

Humans

Language Development

Child, Preschool

Female

Male

Child Development - physiology

Brain Injuries - physiopathology

Child

Mathematics - methods

Details

Title: Subtitle: Resilience in mathematics after early brain injury: The roles of parental input and early plasticity
Creators: Dana E Glenn - University of Chicago, United States
Özlem Ece Demir-Lira - University of Chicago, United States
Dominic J Gibson - University of Chicago, United States
Eliza L Congdon - University of Chicago, United States
Susan C Levine - University of Chicago, United States. Electronic address: s-levine@uchicago.edu
Resource Type: Journal article
Publication Details: Developmental cognitive neuroscience, Vol.30, pp.304-313
DOI: 10.1016/j.dcn.2017.07.005
PMID: 28919088
PMCID: PMC5783792
NLM abbreviation: Dev Cogn Neurosci
ISSN: 1878-9293
eISSN: 1878-9307
Publisher: Netherlands
Grant note: P01 HD040605 / NICHD NIH HHS
Language: English
Date published: 04/2018
Academic Unit: Psychological and Brain Sciences; Iowa Neuroscience Institute; Center for Social Science Innovation
Record Identifier: 9984002405002771

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