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Ci-dessous un livre sur les troubles du calcul dans le SDNV


UNIQUENESS OF THE VISUAL PROCESSING DISABILITIES INCHILDREN WITH NONVERBAL LEARNING DISABILITIES AND THEIR RELATIONSHIP TO PERFORMANCE IN ARITHMETIC 

Susana Correia 
thesis submitted in conformity with the requirements for the degree of Master of Arts Graduate Department of Human Development and Applied Psychology Ontario Institute for Studies in Education of the University of Toronto O Copyright by Susana Correia 1999 


https://tspace.library.utoronto.ca/handle/1807/14624

Ici, il n'est pas recherché une définition "dys" uniforme des troubles du calcul qui réunirait cause et effets dans ce seul mot magique : "dyscalculie", l'intérêt est porté spécifiquement sur les difficultés propres à l'enfant SDNV par rapport à d'autres groupes ayant ce même type de troubles.

Un petit extrait pour vous donner envie de lire un document passionnant : 

The poor functioning of children with NLD in mechanical arithmetic is a reflection of the
interaction between their neuropsychological assets (good to excellent rote verbal memory) and
deficits (visuospatial, visuomotor, and problem solving skills, such as concept- formation,
hypothesis testing, ability to benefit from experienceSpecifically, the good rote auditory memory of children with NLD enables them to recall number facts and theorems verbatim. Their deficits, on the other hand, contribute to errors in (written) arithmetic calculations. An error analysis of the written calculation of children with NLD (aged 9 to 14 years) revealed that older children made the same types of errors as did the younger children. The most prevalent types of errors were categorized into the following seven non-mutually exclusive categories. Problems with spatial organization led to errors such as the misalignment of numbers in columns and problems with directionality, such as subtracting the minuend from the subtrahead. Problems with visual detail led to errors such as the misreading of mathematical signs and the omission of necessary visual detail in the answer (such as a dollar sign or decimal). Some procedural errors were also committed, with children either adding or missing a necessary step in the arithmetic caIculation; at times children applied the wrong procedure (eg. addition instead of multiplication). Children with NLD also tended to "[fail] to shift psychological set", such that, when several problems of one type (e.g. addition) were then followed by a different type of arithmetic problem ( e g subtraction), children with NLD tended to apply the former (incorrect) mathematical operation. A further mathematical error was attributed to children's poor graphomotor skills, which led to an inability to read some of the numbers they had written, and also to errors resulting from the overcrowding of large, poorly fashioned numbers into the limited space available on the WRAT protocol. Some errors were due to memory problems (i-e. fact retrieval), although these types of errors were not the most common. The most frequent type of error committed by children with NLD were errors in judgment and
reasoning. Children attempted problems which were out of their realm of experience (i.e. too
difficult), produced answers that were unreasonable (e-g. the answer to a subtraction question
was larger than the minuend), and were unable to generalize their mathematical skills to new
problems which differed only slightly from those to which they were accustomed. 
( Travaux du Dr Rourke et autres collègues..., lire les références afférentes dans le document original)

Objet de l'étude de Susana Correia :

1. Do children with NLD do more poorly on a complex than simple visual-spatial task, or
are their problems in the visual-spatial domain more pervasive, also occuning at the
simple level?
Children with NLD will perform signtj?cantly weaker on a conrplex visual-spatial
task than on a simple visual-spatial task.
This hypothesis is supported by the empirical studies of the impaired complex
visual-spatial processing conducted by Rourke (summarized in Rourke, 1989) and by
Humphries et al. (1996), and by the simple visual-spatial processing conducted by
Worling (1997).

2. Do children with NLD do more poorly on a complex than simple visuoperceptual task
(i.e. pattern analysis), or do they have difficulties in visuoperception even at the simple
level ?Children with NLD will pe$onn signijkantly weaker on a complex
visuoperceprual task than on a simple visrroperceptrral task.
This is supported both by clinical and empirical evidence that children with NLD
have no difficulty on simple visuoperceptual tasks, such as object recognition and visual
discrimination have been found to do poorly on complex tasks of visuoperceptual abilities (such as tasks involving visual closure or visual imagery). Is there a difference in the performance of children with NLD between visuoperceptual versus visual-spatial tasks?

Etc. Document intégral : https://tspace.library.utoronto.ca/handle/1807/14624