Preschool predictors of mathematics in first grade children with autism spectrum disorder

AbstractUp till now, research evidence on the mathematical abilities of children with autism spectrum disorder (ASD) has been scarce and provided mixed results. The current study examined the predictive value of five early numerical competencies for four domains of mathematics in first grade. Thirty-three high-functioning children with ASD were followed up from preschool to first grade and compared with 54 typically developing children, as well as with normed samples in first grade. Five early numerical competencies were tested in preschool (5–6 years): verbal subitizing, counting, magnitude comparison, estimation, and arithmetic operations. Four domains of mathematics were used as outcome variables in first grade (6–7 years): procedural calculation, number fact retrieval, word/language problems, and time-related competences. Children with ASD showed similar early numerical competencies at preschool age as typically developing children. Moreover, they scored average on number fact retrieval and time-related competences and higher on procedural calculation and word/language problems compared to the normed population in first grade. When predicting first grade mathematics performance in children with ASD, both verbal subitizing and counting seemed to be important to evaluate at preschool age. Verbal subitizing had a higher predictive value in children with ASD than in typically developing children. Whereas verbal subitizing was predictive for procedural calculation, number fact retrieval, and word/language problems, counting was predictive for procedural calculation and, to a lesser extent, number fact retrieval. Implications and directions for future research are discussed

Stochastic rounding and reduced-precision fixed-point arithmetic for solving neural ordinary differential equations

Although double-precision floating-point arithmetic currently dominates high-performance computing, there is increasing interest in smaller and simpler arithmetic types. The main reasons are potential improvements in energy efficiency and memory footprint and bandwidth. However, simply switching to lower-precision types typically results in increased numerical errors. We investigate approaches to improving the accuracy of reduced-precision fixed-point arithmetic types, using examples in an important domain for numerical computation in neuroscience: the solution of Ordinary Differential Equations (ODEs). The Izhikevich neuron model is used to demonstrate that rounding has an important role in producing accurate spike timings from explicit ODE solution algorithms. In particular, fixed-point arithmetic with stochastic rounding consistently results in smaller errors compared to single precision floating-point and fixed-point arithmetic with round-to-nearest across a range of neuron behaviours and ODE solvers. A computationally much cheaper alternative is also investigated, inspired by the concept of dither that is a widely understood mechanism for providing resolution below the least significant bit (LSB) in digital signal processing. These results will have implications for the solution of ODEs in other subject areas, and should also be directly relevant to the huge range of practical problems that are represented by Partial Differential Equations (PDEs).Comment: Submitted to Philosophical Transactions of the Royal Society

A Hand Full of Numbers: A Role for Offloading in Arithmetics Learning?

Finger counting has been associated to arithmetic learning in children. We examined children with (n = 14) and without (n = 84) mathematics learning difficulties with ages between 8 and 11 years. Deficits in finger gnosia were found in association to mathematical difficulties. Finger gnosia was particularly relevant for the performance in word problems requiring active manipulation of small magnitudes in the range between 1 and 10. Moreover, the deficits in finger gnosia could not be attributed to a shortage in working memory capacity but rather to a specific inability to use fingers to transiently represent magnitudes, tagging to be counted objects, and reducing the cognitive load necessary to solve arithmetic problems. Since finger gnosia was more related to symbolic than to non-symbolic magnitude processing, finger-related representation of magnitude seems to be an important link for learning the mapping of analog onto discrete symbolic magnitudes