In the interest of full disclosure....it should be noted that I am the editor of the above journal...
Edited by eoffg on May 10 2008 07:16 AM
Dominick M. Maino, OD, MEd, FAAO, FCOVD-A
Professor of Pediatrics & Binocular Vision
Illinois College of Optometry/Illinois Eye Institute (http://www.ico.edu)
Northwest Optometric Associates (http://www.NW.Optometry.net)
Location: Australia Posts: 1266 Joined: 2005-03-20
Dominick welcome to our Forum and thanks so much for bringing to our attention, those 2 most important and highly relevant research articles.
Which support my own position, that most often the inability to Subitize is a delayed development, rather than unable to be developed.
I was also most interested to read their 'Training' study, which appears to involve reducing visual exposure time to the items, to below 100 Ms.
Thereby eliminating the potential for saccadic reaction to used.
Though it does cause me to consider the question of eye fixation and peripheral vision? Given that gradually reducing visual exposure to below 100 Ms, would place greater reliance on peripheral vision.
Yet, given the most Dyscalculics have no problem with reading and writing, peripheral vision would not seem to be an issue?
This would seem to be a contradiction?
Yet, this causes me to wonder about the 'processing' of peripheral visual information? Where written words are processed in different brain regions than written numbers and visual quantities.
Where Dyscalculics also often have pattern recognition difficulties?
Though the article also notes that a difficulty with the capture and retention of a visual image in working memory, can also be a factor?
Given that a visual image is only held in working memory for up to 6 Ms, unless intentionally retained.
But the crucial issue, is that this research identifies Subitizing can be developed through active intervention. Also suggests that it can be developed at a later age.
Also that a computer based program could be used as an intervention.
Thanks again for posting here.
That was very interesting and acyually very timely too as it just partially answered the question that I was about to post . My son will be 8 next week and 18 months ago he was tested by an ed psych ( over priced but very thorough) who said that as his maths problem reasoning was well above average she could not diagnose dyscalculia although other aspects of maths testing were extremely weak . He had a working memory on 34th centile . So he has dyspraxia with a working memory problem and processing difficulties.
Last week we got a local education authority ed psych repot back and my son's maths reasoning is 18 months older than his chronological age and his verbal reasoning is 2 years above his age , However his basic maths is very weak and now his working memory has deteriorated to the 16th centile.
How does your working memory weaken despite having a mother who is encouraging and supporting and doing everything to improve things rather than just letting things plod along and peter out.
How do you improve your working memory ( and that bit was helped by reading the vision study from dominick ) I suppose there is auditory and working memory weakness but how do you work out how to develop each one.
It is so disheartening ...even to read that my son is clever upsets me just now because his dyspraxia means that writing is SO difficult that he gives up and just writes a short story OR if he gets flooded with great ideas ,he writes so quickly that the letters don't form and the spelling is crap and the whole thing is so illegible that he would never pass an exam in a million years.
It is hard being a mum (I know that it is harder being the actual person with the LD but at this stage my son doesn't have insight into the impact of the whole problem and I do .)