A burgeoning body of literature in pediatric neuropsychological assessment suggests executive functioning is the foundation of many procedural learning skills as mediated by cerebellar processing. Given the neuropsychological necessity of intact procedural learning ability for efficient academic learning, the accurate identification of what we have termed “procedural consolidation deficit” (PCD) may be an underpinning of mathematical learning disorder (MLD). Results suggest performance on procedural learning tasks significantly predict a classification of MLD.
Recently published in the Journal of Pediatric Neuropsychology!
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