Category Archives: POST ENGLISH

Dyscalculia – Part IV: Heritability and the effects of brain damage on numerical abilities

"If identical twins are found to be sufficiently more concordant than fraternal twins,
then there is a significant contribution of genetic factors."
By Seonghae Jeon, M.P.A.

Before we come up with implementation methods through which we can utilize to effectively intervene the learning process of dyscalculic children, we should know what actually causes this condition to occur.

 

It is well-known that there is a specific genetic effect on standardized test of math and that school performance on all the measures is affected by shared environment for the effects of domain-general cognitive abilities. However, there is very little evidence that dyscalculia is inherited or unchanging, and for most people, it is congenital; they are born with the condition.

 

To find evidence that dyscalculia may be inherited, psychologists and researchers conducted studies on twins by comparing the variance in the concordance of identical twins and fraternal twins to get an estimate of heritability. The assumption was, if the concordance is the same between the two groups of twins, then there is little or no contribution of heritability; if identical twins are found to be sufficiently more concordant than fraternal twins, then there is a significant contribution of genetic factors. 

 

Through multiple studies over several decades, they concluded that there was a moderate to significant level of genetic influence on children’s mathematical ability along with their reading and linguistic abilities and IQ. They also stressed that a highly correlated factor called “generalist genes” affect all aspects of cognitive ability and disability and that non-shared, environmental influences operate as specialists and contribute to being bad at math.

 

In summary, continuity is genetic and change is environmental: age-to-age stability is primarily mediated genetically, whereas the environment contributes to change from age to age.  

 

Other studies show that arithmetical impairments and core deficits have been observed in many genetic conditions, including but not limited to, Turner’s Syndrome, Cerebral Palsy, and Williams Syndrome.

 

Children born very preterm ( more than 32 weeks) or extremely preterm ( less than 26 weeks) or with very low birth weight ( less than 1.5kg) are likely to show poorer academic performance at school especially at math and there appears to be a domain-specific deficit. Though there is no direct, cause-and-effect relationship between such birth conditions and incidence of dyscalculia, we may conclude that disturbance to pregnancy can lead to dyscalculia.  

 

We must keep in mind that simply being bad at math is not a symptom of dyscalculia. Knowing that more research needs to be done to learn what causes dyscalculia to occur, how can we diagnose a child with dyscalculia and on what base?  

 

Butterworth, B., (2018). Science of Dyscalculia. 1st ed. Routledge. https://doi.org/10.4324/9781315538112

 

Dyscalculia – Part III: The Arithmetic Network

"While the functioning of the grey matter and white matter is essential for a successful arithmetical connection to be made, the dyscalculic brain shows anomalies of structure and activation in the parietal lobes."
By 양미린 Mirin Yang, M.A.

Did you notice that there is an arithmetic network in our brain? Even before the advancement of modern neuroimaging, two major findings have been made clear through neurological patients who suffered from different brain injuries: frontal lobes are involved with unfamiliar calculations or problems and parietal lobes are related to the basic numerical processes.  

 

Our frontal lobe is where everything begins; it is the region where we define tasks and goals when we face a new problem. The intraparietal sulci (IPS), which are bilaterally connected to the frontal lobe, are where the arithmetical network starts to operate. It is related to number abstraction, meaning it responds to the numbers no matter how it is presented (i.e. arrays of dots, digits, number words) and carries out simple calculation. Let’s imagine that you are given a problem 3 x 4. Without even thinking about the steps, you will answer 12 right away. Although you come up with the answer right away now, it must have taken a lot of effort and time when you just started to learn about the concept of multiplication.  

 

For most people, lots of practice are required to transit an unfamiliar problem into a known fact and our frontal lobes actively take the role in this stage. When the arithmetical fact is retrieved, the network now shifts to the parietal lobe. Specifically, the retrieval depends on a region called the angular gyrus which is just below the IPS. It was also found from research with children of 7-9 years old: children that can retrieve answers to single-digit addition problems used the hippocampus more than the children that still used basic counting skills to solve the problem (Butterworth, 2019). 

 

Then what about the dyscalculic brain? Although there is still much work to be done on this topic, some significant findings of the dyscalculic brain have been made: lower grey matter density in the left IPS and reduced white matter volume. The grey matter in the brain is where information processing occurs and the white matter delivers the processed information to different grey matter areas in our brain. While the functioning of the grey matter and white matter is essential for a successful arithmetical connection to be made, the dyscalculic brain shows anomalies of structure and activation in the parietal lobes.  

Butterworth (2019) suggests that further research on the dyscalculic brain, especially on how the different parts of the network are connected, will provide a deeper understanding of dyscalculia.  

 

I will end the article by throwing a question for all of us to consider – is there any way to construct an arithmetical network for dyscalculic children who have abnormalities in their brain structure through learning?   

 

 

 

Butterworth, B., (2018). The dyscalculic brain. Science of Dyscalculia. 1st ed. Routledge. https://doi.org/10.4324/9781315538112 

Dyscalculia – Part 2: Core deficit of the Number Module

"The number module refers to our innate ability of processing numerical information. When there is a core deficit in the number module, individuals develop dyscalculic traits."

By 김예경 Yekyung Kim, BSc

There are various causal factors in the development of dyscalculia, one of which is the deficiency of the number module. The number module refers to our innate ability of processing numerical information. When there is a core deficit in the number module, individuals develop dyscalculic traits. 

Dyscalculic individuals struggle with basic numerical operations. For instance, they struggle to understand that 4 is composed of four 1s or that addition and subtraction are inverse operations (e.g., 5 + 3 = 8, thus, 8 – 5 = 3). Such deficiency in processing numerical information could develop into everyday life difficulties.

For example, Samantha Abeel who reported having dyscalculia, said that she could not tell what time it was, calculate money in restaurants or supermarkets, nor understand distances. This made her feel anxious, resulting in sleeping problems. Thus, it is important for us to acknowledge that dyscalculia is a grave problem that needs to be addressed and researched further in order to support those in need of support. 

How do we know who has a core deficit in the number module? There are several ways for assessing the capacity of the number module, such as dot enumeration. During the dot enumeration task, participants are asked to count how many dots there are on the screen and their speed and accuracy are measured. 

 

Reeve et al. (2012) conducted a longitudinal study in Australia using dot enumeration, and found that children could be put into three groups depending on their performance. Children in the Slow group were only able to subitize up to two items, the Medium group were able to subitize three, and finally the Fast group could subitize up to four. Furthermore, the performance in dot enumeration predicted the arithmetic operations, such as subtraction and multiplication. The study suggests that dot enumeration allows early assessment of core deficit in the number module and the development of dyscalculia.  

 

How common is dyscalculia? Studies suggest that the prevalence rates of dyscalculia are around 3.5% to 7% of the population, due to the core deficit in the number module. In conclusion, dysfunctional number module is sufficient to cause a disability in processing numerical information. Although we have mainly focused on the cognitive basis of dyscalculia, other factors interact with the number module during the development of the disorder. For instance, what brain areas are responsible for the number module? Is dyscalculia heritable? We will answer these questions in the next articles.  

Butterworth, B., (2018). Core Deficit of Dyscalculia. Science of Dyscalculia. 1st ed. Routledge. https://doi.org/10.4324/9781315538112 

Dyscalculia – Part I: What is Dyscalculia?

Dyscalculia – Part I:
What is Dyscalculia?

What do you call when a child struggles only with math but not with other academic subjects?

By Seonghae Jeon, M.P.A.

What do you call when a child struggles only with math but not with other academic subjects? The term, dyscalculia, is used to describe a learning disability or structural disorder of mathematical abilities. It has its origin in a genetic or congenital disorder of those parts of brain that are the direct anatomic-physiological substrate of the maturation of the mathematical abilities adequate to age, without a simultaneous disorder of general mental functions. 


We must bear in mind, though, a child who is given inadequate instruction which has led him not being able to demonstrate his potential abilities is called to have pseudo-dyscalculia; it is a mere deficit in math instruction, not a disorder. 

 

According to <Dyscalculia: From Science to Education>, an infant is born with a “Starter Kit” in his brain and senses which allows him to make sense of the world; some features of the world are attended to and other ignored for the moment. 


For the infant, seeing the world numerically is very much like seeing it in color; the number of objects he sees is a primary visual property of the world. In other words, noticing that some things in the visual scene are objects is a precondition for enumerating them. 

The process of enumeration involves two separate but interrelated subsystems: subitizing and counting. Identifying a number immediately without counting the objects is called subitizing and typical adults subitize the number of dots up to 4 dots; after 4 dots, they begin to count. 


Then how does subitizing work? Assuming that an infant is indeed born with a “Starter Kit”, the ability to subitize objects and find its numerosity is ingrained in his brain from birth.  


Number Sense, also known as Number Module, refers to the innate ability in one of the tools in the “Starter Kit” for learning about numbers and arithmetic. Learners enter the world with mental structures and principles that enable them to identify features of the world that are relevant to the domain – which governs the perception of and reasoning about objects, natural numbers, causality, language, and sociality – and exclude those that are irrelevant. 


Several studies suggest that individuals are born with Number Module whose capacity varies by person and that a child’s Number Sense is closely associated with his performance in math classes and standardized tests. Some studies also suggest if a child scored low on a test that was made to measure his Number Module, then he would continue to score low on the test built to measure adults’ Number Module.   

 

In summary, dyscalculia can be defined as a deficit in the Number Module which every individual is born with and one may argue that children with dyscalculia have a deficit in the key tool of the “Starter Kit”. If this is true, then what could be its cause?  




References:


Butterworth, B., (2018). What is dyscalculia? It’s not just being bad at maths. Science of Dyscalculia. 1st ed. Routledge. https://doi.org/10.4324/9781315538112


Butterworth, B., (2018). Number sense: our intuitive understanding of numbers. Science of Dyscalculia. 1st ed. Routledge. https://doi.org/10.4324/9781315538112&nbsp;

Sleep hygiene and psychopathology

By 양미린 Yang Mirin, MA.​

The interaction between chronic sleep deprivation and psychopathology has been widely researched. Chronic sleep deprivation is related to obesity, heart disease, type 2 diabetes and dysfunction of the immune system. Additionally, sleeping hours could be a significant predictor of increased risk of death, as well as psychological disorders, such as depression and suicide.

 

According to the Diagnostic and Statistical Manaual of Mental Disorders 5th edition (DSM-V), sleep-wake disorders encompass ten disorder groups, which involve: insomnia disorder, hypersomnolence disorder, narcolepsy, breathing-related sleep disorders, circadian rhythm sleep disorders, non-REM (NREM) sleep arousal disorders, nightmare disorder, REM sleep behavior disorder, restless legs syndrome, and substance- or medication-induced sleep disorder.

 

An individual experiences insomnia due to (1) stress, (2) lack of social support and, (3) abnormal everyday life routines. 

Furthermore, according to Dr. Susan Rubman, COVID19 could influence the perception of the bedroom: instead of perceiving it as a place where you can rest, it is now commonly seen as a place where you work remotely. Similarly, a range of behavior developed during COVID19, such as staying indoors, large amounts of exposure to electronic devices, irregular eating patterns, increased consumption of alcohol. Such behavior affects individuals’ circadian rhythm and increases their risk of sleeping problems.

 

Sleep-wake disorders can be treated by cognitive behavioral therapy (CBT), during which individuals learn to identify and replace thoughts and behaviors that cause sleeping problems. 

 

To maintain sleep hygiene, you are recommended to have:

 

– A dark, quiet, cool environment

– Blinds to make the room darker

– White noise

– No work-related tools or electronics : the light from electronics can cause unwanted sleep wakening, developing the cognitive and behavioral relationship between a bedroom and wakening

 

Sleep problems should be considered as one behavior, rather than a biological function. Sleep disorders are frequently comorbid with bipolar disorders, depression and/or anxiety disorders. Thus, treatment of sleep disorders may alleviate the progression of psychiatric disorders.

 

 

Sleep disorders exacerbate our psychological and physiological health. Through CBT, we should identify and be aware of thoughts and behaviors that cause sleep problems.

 

We hope you practice healthy sleep hygiene and take a step towards having a safe everyday life through “With Corona”.

 

 

Reference:

Diagnostic and Statistical Manual 5th Edition, American Psychological Association (APA)

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Adolescents’ porn literacy and sexual self-determination capability

By 양미린 Mirin Yang, MSc

Nowadays, adolescents can easily access pornography only through a few clicks on the Internet. The effect of pornography on the development of children and adolescents has been widely researched with a range of controversial results. Yet, there is no doubt that pornography constructs a false portrayal of sexuality.

 

Experts in the fields of psychology, public health and sex education express concerns that current children and adolescents are susceptible to sexual assaults, due to early development of their sexual perception, precocious puberty, advanced technology and the frequent exposure to media. Having restrictions on the use of media contents and technology may not provide the long-term effect. Thus, the experts came up with a new approach of improving individuals’ porn literacy.

 

Porn literacy aims to teach adolescents to have a critical view of pornography contents and to develop an appropriate perception of sexuality. Additionally, porn literacy allows adolescents to have responsibilities in relationships and demonstrates sexual self-determination capability.

 

In the US, most public schools provide sex education, despite a slight difference in each curriculum. In general, such curriculum involves teaching the history of pornography, legality, gender norms, double standard, healthy relationships, and contraception. However, there is no program that aims to train porn literacy.

 

There are continuous news reports regarding sexual assaults and abuse. There are strong feelings of anger and distress from the public. The society should consider the best long-term solutions, such as developing appropriate laws. Just because sex is an uncomfortable topic to discuss at home or at school, we may be taking away adolescents’ opportunities to develop sexual self-determination capability. Instead of avoiding the conversation and calling it “protection” from pornography, we should see what the most important next step is in providing the best care for the young adults’ community.

 

There are continuous news reports regarding sexual assaults and abuse. There are strong feelings of anger and distress from the public. The society should consider the best long-term solutions, such as developing appropriate laws. Just because sex is an uncomfortable topic to discuss at home or at school, we may be taking away adolescents’ opportunities to develop sexual self-determination capability. Instead of avoiding the conversation and calling it “protection” from pornography, we should see what the most important next step is in providing the best care for the young adults’ community.

 

 

 

References

APA Monitor on Psychology

이정민, 이수정,  염현이(2020). 아동청소년의 성적 자기결정권에 관한 연령추정 연구. 이화젠더법학, 12(2), 95-133.

 

Looking back at 2021,a year full of growth and development

[ALC] Looking back at 2021,
a year full of growth and development

We support our students who will continue to take steps forward towards growth

By 전승혜 Seonghae Jeon, M.P.A.

We look back at 2021, during which our students continued to grow despite the continuation of COVID19.

2021 Active Learning Students' Work

Our students learned to be curious about the world and their surroundings

by learning the joy about expressions themselves, instead of limiting their focus on academic studies.

2021-06-18 ChoiSM ERC
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We support our students who will continue to take steps forward towards growth.

I believe that I can overcome any upcoming challenges

"I do not know how to thank the DBT clinicians
who taught me to live a better life while I was drowning in pain."

DBT Client

This year was the most challenging and yet, the most rewarding year of my life. 

 

I do not know how to thank the DBT clinicians who taught me to live a better life while I was drowning in pain.  

 

It was a very precious experience.  

 

I do not feel like crying, but I feel a little blue writing the treatment review.  

 

I have an entrance exam coming up, and I know I can overcome the challenge since I tackled through a tougher challenge already.  

 

I can do it! 

* We appreciate our clients for their honest and sincere testimonials. 

Learning to observe myself through DBT

"I was able to untangle my emotions one by one."
DBT Client

All my emotions were interconnected and continuously disorganised. This led me to suffer from insomnia and an eating disorder. My body rested but the exhaustion continued, I felt powerless. I acknowledged that this was a serious issue, and since I was not able to resolve it alone, I seeked for support. 

 

With DBT, I was able to untangle my emotions one by one, and I started to observe myself. For the past four months, I was able to understand myself better, and maintain the comfrot that I feel right now.  

 

Thank you, the Tree Group!  

* We appreciate our clients for their honest and sincere testimonials. 

A desert island life has changed.

"...my island has become a nice, relaxing site for a holiday."
DBT Client

One year ago, my life was like a desert island. 

 

Having consistent failures and struggles since I was young taught me feelings of helplessness and obsession, and my life became a ruined island. It was not easy for me to escape nor for others to come and save me from the rocky ocean on the island. 

 

Since I had visited various places already and came to the Tree Group as the fourth treatment center, I did not have a high expectation. And yet, as I learned more and more skills, my desert island started changing gradually. Starting off with talking about the way the “edible green kimchi” made me smile, I participated in DBT for a year, thinking that I am building a small and strong wooden tower inside myself. Now when I look up, I see that my island has become a nice, relaxing site for a holiday, perhaps.  

 

The past year was a great opportunity for me to gain so much, and now I feel happier than I could have imagined. Thank you very much.  

* We appreciate our clients for their honest and sincere testimonials.