TY - JOUR
T1 - The relationship between cognition and mathematics in children with Attention-Deficit/Hyperactivity Disorder
T2 - A systematic review
AU - Kanevski, Rita
AU - Booth, Josephine N
AU - Oldridge, Jessica
AU - McDougal, Emily
AU - Stewart, Tracy M.
AU - McGeown, Sarah
AU - Rhodes, Sinead M.
PY - 2021/11/1
Y1 - 2021/11/1
N2 - Cognitive processes play an imperative role in children’s mathematics learning. Difficulties in cognitive functioning are a core feature of Attention Deficit Hyperactivity Disorder (ADHD) in children, who also tend to show lower levels of mathematics attainment than their typically developing peers. This review (registration number: CRD42020169708) sought to aggregate findings from studies assessing the relationship between cognition and mathematics in children with a clinical ADHD diagnosis aged 4-12 years. A total of 11799 studies published between 1992 to August 2020 were screened for eligibility using various database (PsycINFO, PubMed, SCOPUS, EMBASE, ERIC, Web of Science, and additional sources), from which four studies met inclusion criteria. A narrative synthesis was conducted on the correlations between mathematics and cognitive domains, including an evaluation of risk of bias within the studies. Across four studies meeting inclusion criteria, memory, inhibitory control, and processing speed were assessed. The results showed a positive association between cognition and mathematics performance in this population. The strength of associations across these studies varied as a function of the cognitive domain in question, means by which mathematics performance was assessed, as well as whether confounding factors such as age and IQ were controlled for. Collectively, this review demonstrates a lack of research in this area and points to various methodological considerations for identifying the association between cognition and mathematics performance in ADHD.
AB - Cognitive processes play an imperative role in children’s mathematics learning. Difficulties in cognitive functioning are a core feature of Attention Deficit Hyperactivity Disorder (ADHD) in children, who also tend to show lower levels of mathematics attainment than their typically developing peers. This review (registration number: CRD42020169708) sought to aggregate findings from studies assessing the relationship between cognition and mathematics in children with a clinical ADHD diagnosis aged 4-12 years. A total of 11799 studies published between 1992 to August 2020 were screened for eligibility using various database (PsycINFO, PubMed, SCOPUS, EMBASE, ERIC, Web of Science, and additional sources), from which four studies met inclusion criteria. A narrative synthesis was conducted on the correlations between mathematics and cognitive domains, including an evaluation of risk of bias within the studies. Across four studies meeting inclusion criteria, memory, inhibitory control, and processing speed were assessed. The results showed a positive association between cognition and mathematics performance in this population. The strength of associations across these studies varied as a function of the cognitive domain in question, means by which mathematics performance was assessed, as well as whether confounding factors such as age and IQ were controlled for. Collectively, this review demonstrates a lack of research in this area and points to various methodological considerations for identifying the association between cognition and mathematics performance in ADHD.
KW - ADHD
KW - mathematics
KW - cognition
KW - memory
KW - executive functions
UR - https://www.tandfonline.com/toc/ncny20/current
U2 - 10.1080/09297049.2021.1985444
DO - 10.1080/09297049.2021.1985444
M3 - Article
SN - 0929-7049
JO - Child Neuropsychology
JF - Child Neuropsychology
ER -