Hypercalculia

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Hypercalculia is a specific developmental condition characterized by a mathematical calculation ability that is significantly superior to the individual's general learning ability and school attainment in mathematics. [1] It is often associated with autism spectrum disorder (ASD) and savant syndrome. Neuroimaging studies have suggested biological correlates for the condition; for instance, a 2002 neuroimaging study of a child with hypercalculia observed greater brain volume in the right temporal lobe. Serial SPECT scans have also indicated hyperperfusion over right parietal areas during the performance of arithmetic tasks. [2]

Contents

Characteristics and prevalence

Hypercalculia is considered a form of savant ability. While children may demonstrate strength in either language or mathematics, the co-occurrence of exceptional abilities in both is rare. However, case studies have documented individuals exhibiting hypercalculia alongside hyperlexia (precocious reading ability) and hypermnesia (exceptional memory). [3]

Research into the achievement profiles of children with autism spectrum disorders (ASD) has identified distinct academic patterns. A 2014 study of children aged 6–9 with ASD found four achievement profiles: higher-achieving (39%), hyperlexia (9%), hypercalculia (20%), and lower-achieving (32%). [4] Earlier research from 2009 estimated the prevalence of hypercalculia among adolescents with ASD at approximately 16.2%. [5] Despite these findings, hypercalculia can be overlooked in academic settings, potentially due to a greater focus on hyperlexia or varied testing outcomes that range from average proficiency to the 99th percentile on standardized measures. [4] [6]

Mechanisms and cognition

The underlying causes of hypercalculia and other savant skills remain a subject of scientific debate. Some researchers hypothesize that obsessive tendencies inherent in ASD may drive individuals to focus intense attention on specific areas, such as calendars, numbers, or counting. [2] [7] Others suggest that savant abilities utilize distinct neural processes or working memory capacities compared to neurotypical cognition. [2]

In terms of cognitive strategies, individuals with hypercalculia may employ segmentation or "chunking" methods to process information. For example, some "prime number savants" identify prime numbers by systematically deconstructing integers into smaller components to determine divisibility. [8]

Terminology and history

The classification of savant abilities has evolved since the 19th century. In 1887, Dr. John Langdon Down coined the term "idiot savant" to describe individuals with low IQ scores (typically below 25) who nevertheless exhibited specific giftedness in areas such as arithmetic or music. This term is now considered obsolete and pejorative. The term "autistic savant" was subsequently used, though it is not universally applicable, as approximately half of those with savant syndrome have central nervous system conditions other than autism. [9] "Savant syndrome" is currently the preferred terminology. [9]

Diagnosis and education

Hypercalculia is often identified in the context of broader autism assessments. Under the DSM-IV criteria, relevant diagnoses included Autistic disorder, Asperger disorder, and Pervasive developmental disorder not otherwise specified (PDD-NOS). [10] Behavioral studies of clinically referred children have noted that those with high intellectual performance on the spectrum may still exhibit social withdrawal similar to those with lower intellectual performance. [11]

Educational awareness of savant abilities increased in the late 20th century. However, the rarity of conditions like hypercalculia can make it difficult to implement specialized educational resources. [12] Educators must often address a disconnect between a student's calculation speed and their ability to apply those skills in practical contexts. [12]

See also

References

  1. ↑ Boucher, Jill M. (2017). Autism Spectrum Disorder. Characteristics, Causes and Practical Issues. Thousand Oaks, California: SAGE. p.  284. ISBN   978-1-47398699-2.
  2. 1 2 3 González-Garrido; Andrés Antonio; et al. (November–December 2002). "Hypercalculia in savant syndrome: central executive failure?". Archives of Medical Research. 33 (6). Elsevier: 586–589. doi:10.1016/S0188-4409(02)00404-6. PMID   12505107.
  3. ↑ Pacheva, Iliyana; Panov, Georgi; Gillberg, Christopher; Neville, Brian (2014). "A Girl with Tuberous Sclerosis Complex Presenting with Severe Epilepsy and Electrical Status Epilepticus During Sleep, and with High-Functioning Autism and Mutism". Cognitive and Behavioral Neurology . 27 (2): 88–95. doi:10.1097/WNN.0000000000000026. ISSN   1543-3633. PMID   24968009.
  4. 1 2 Wei, Xin; Christiano, Elizabeth RA; Yu, Jennifer W.; Wagner, Mary; Spiker, Donna (February 1, 2015) [January 21, 2014]. "Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder". Autism . 19 (2). SAGE: 200–210. doi:10.1177/1362361313516549. PMID   24449604. S2CID   3287820.
  5. ↑ Jones, Catherine R. G.; Happé, Francesca; Golden, Hannah; Marsden, Anita J. S.; Tregay, Jenifer; Simonoff, Emily; Pickles, Andrew; Baird, Gillian; Charman, Tony (November 2009). "Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment" (PDF). Neuropsychology . 23 (6). American Psychological Association: 718–728. doi:10.1037/a0016360. PMID   19899830.
  6. ↑ Dilly, Laura J.; Hall, Christine M. (2018). "Early Numeracy and Math Calculation". Autism Spectrum Disorder Assessment in Schools. Abingdon-on-Thames: Routledge. ISBN   978-1-35124243-1.
  7. ↑ Allman, Melissa J.; Pelphrey, Kevin A.; Meck, Warren H. (2012). "Developmental neuroscience of time and number: implications for autism and other neurodevelopmental disabilities". Frontiers in Integrative Neuroscience . 6: 7. doi: 10.3389/fnint.2012.00007 . ISSN   1662-5145. PMC   3294544 . PMID   22408612.
  8. ↑ Wallace, Gregory L. (October 14, 2008). "Neuropsychological Studies of Savant Skills: Can They Inform the Neuroscience of Giftedness?". Roeper Review. 30 (4): 229–246. doi:10.1080/02783190802363901. ISSN   0278-3193. S2CID   50859311.
  9. 1 2 Treffert, Darold A. (May 27, 2009). "The savant syndrome: an extraordinary condition. A synopsis: past, present, future". Philosophical Transactions of the Royal Society B: Biological Sciences . 364 (1522): 1351–1357. doi:10.1098/rstb.2008.0326. PMC   2677584 . PMID   19528017.
  10. ↑ Faras Hadeel; Al Ateeqi Nahed; Tidmarsh Lee (July 1, 2010). "Autism spectrum disorders". Annals of Saudi Medicine . 30 (4): 295–300. doi: 10.4103/0256-4947.65261 . PMC   2931781 . PMID   20622347.
  11. ↑ Guénolé, Fabian; Louis, Jacqueline; Creveuil, Christian; Baleyte, Jean-Marc; Montlahuc, Claire; Fourneret, Pierre; Revol, Olivier (July 10, 2013). "Behavioral Profiles of Clinically Referred Children with Intellectual Giftedness". BioMed Research International . 2013 540153. doi: 10.1155/2013/540153 . PMC   3722901 . PMID   23956988.
  12. 1 2 Donnelly, Julie A.; Altman, Reuben (1994). "The autistic savant: Recognizing and serving the gifted child with autism". Roeper Review. 16 (4): 252–256. doi:10.1080/02783199409553591.

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