Cognitive flexibility deficits are reported in developmental dyscalculia, but their specificity remains unclear. Sixty-four Moroccan fourth-graders (32 dyscalculia, 32 typically developing) completed the WCST-64. A composite Flexibility Z-score was analyzed via ANCOVA, ROC analysis, and Bayesian estimation. The group difference persisted after adjusting for age (adjusted d = 2.23), for working memory and inhibition (d = 2.47), and for nonverbal intelligence (d = 2.54), confirming flexibility-specificity. Diagnostic utility was excellent (AUC = 0.968). The total-sample flexibility-mathematics correlation (rs = -.62) was non-significant within groups, reflecting group separation. The sample-derived cutoff requires external validation.
Recovery from complete cortical blindness is rarely documented in children. We report an 8-year-old with cortical blindness due to POLG1-related mitochondrial disease and status epilepticus. Initial presentation involved complete visual loss for about one month. Early recovery began with conscious color perception, suggesting reactivation of ventral visual pathway functions. Subsequent neuropsychological assessments revealed selective visual impairment, consistent with dorsal simultanagnosia, indicating persistent dorsal pathway dysfunction. These findings highlight differential trajectories of visual recovery after posterior cortical damage and illustrate, in this single case, how metabolic and structural constraints may shape functional reorganization in the developing visual system.
Children with specific learning disorder (SLD) and attention-deficit/hyperactivity disorder (ADHD) may show cognitive differences. We compared WISC-IV scores in 130 children aged 7-13 years (32 SLD, 56 ADHD, 42 comparison) and examined associations with parental education. Groups differed in Verbal Comprehension, Working Memory, Processing Speed, and Full Scale IQ, but not Perceptual Reasoning. The SLD group scored lowest, the ADHD group showed an intermediate pattern, and the comparison group scored highest. Parental education was positively associated with all outcomes, whereas diagnostic-group moderation emerged only for Verbal Comprehension. WISC-IV findings should be interpreted within clinical and psychoeducational assessment.
