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Coccaro A, Di Bono MG, Maffei A, Orefice C, Lievore R, Mammarella I, Liotti M. Resting State Dynamic Reconfiguration of Spatial Attention Cortical Networks and Visuospatial Functioning in Non-Verbal Learning Disability (NVLD): A HD-EEG Investigation. Brain Sci 2023; 13:brainsci13050731. [PMID: 37239203 DOI: 10.3390/brainsci13050731] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2023] [Revised: 04/13/2023] [Accepted: 04/24/2023] [Indexed: 05/28/2023] Open
Abstract
Nonverbal learning disability (NVLD) is a neurodevelopmental disorder characterized by deficits in visuospatial processing but spared verbal competencies. Neurocognitive markers may provide confirmatory evidence for characterizing NVLD as a separate neurodevelopmental disorder. Visuospatial performance and high-density electroencephalography (EEG) were measured in 16 NLVD and in 16 typically developing (TD) children. Cortical source modeling was applied to assess resting-state functional connectivity (rs-FC) in spatial attention networks (dorsal (DAN) and ventral attention networks (VAN)) implicated in visuospatial abilities. A machine-learning approach was applied to investigate whether group membership could be predicted from rs-FC maps and if these connectivity patterns were predictive of visuospatial performance. Graph theoretical measures were applied to nodes inside each network. EEG rs-FC maps in the gamma and beta band differentiated children with and without NVLD, with increased but more diffuse and less efficient functional connections bilaterally in the NVLD group. While rs-FC of the left DAN in the gamma range predicted visuospatial scores for TD children, in the NVLD group rs-FC of the right DAN in the delta range predicted impaired visuospatial performance, confirming that NVLD is a disorder with a predominant dysfunction in right hemisphere connectivity patterns.
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Affiliation(s)
- Ambra Coccaro
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
- Padova Neuroscience Center, University of Padova, Via Orus 2/B, 35129 Padova, Italy
| | - Maria Grazia Di Bono
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Antonio Maffei
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
- Padova Neuroscience Center, University of Padova, Via Orus 2/B, 35129 Padova, Italy
| | - Camilla Orefice
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Rachele Lievore
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Irene Mammarella
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
| | - Mario Liotti
- Department of Developmental and Social Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy
- Padova Neuroscience Center, University of Padova, Via Orus 2/B, 35129 Padova, Italy
- Department of Psychology, Simon Fraser University, Burnaby, BC V5A1S6, Canada
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2
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Fisher PW, Reyes-Portillo JA, Riddle MA, Litwin HD. Systematic Review: Nonverbal Learning Disability. J Am Acad Child Adolesc Psychiatry 2022; 61:159-186. [PMID: 33892110 DOI: 10.1016/j.jaac.2021.04.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Revised: 03/18/2021] [Accepted: 04/02/2021] [Indexed: 11/25/2022]
Abstract
OBJECTIVE To summarize the current state of the research literature on nonverbal learning disability (NVLD), including criteria used to define NVLD in research contexts and the quality of the extant research; and to determine what research can tell us about ways in which NVLD is distinct from DSM neurodevelopmental disorders and typical development. METHOD A systematic search of 7 databases was conducted to identify research on NVLD published through February 2019. Criteria used to define NVLD were extracted from identified studies and sorted by category. Each study was assessed for risk of bias and rated "good," "fair," or "poor;" findings from studies rated good or fair were summarized. RESULTS A total of 61 articles (63 studies) met inclusion criteria. There was great heterogeneity in the criteria used to define NVLD. Deficits in visuospatial ability/intelligence was the most common criterion used, followed by discrepancy between verbal and nonverbal intelligence (VIQ>PIQ split of 10 or greater). All studies were cross-sectional and most included small, poorly described samples. Most studies focused on children and young adolescents. Eight studies were rated as good, 42 as fair, and 13 as poor. Review of results from the 50 good or fair studies suggest that there is sufficient evidence that youths with NVLD (as defined by significant deficits in visuospatial abilities) can be clearly differentiated from their typically developing peers, those with verbal learning disorders, and from other clinical groups (eg, individuals with high functioning autism). CONCLUSION A standard set of criteria for determining an NVLD diagnosis would greatly improve research studies and the possibility of inclusion in the DSM and the International Classification of Diseases.
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Affiliation(s)
- Prudence W Fisher
- Drs. Fisher, Reyes-Portillo, and Litwin are with New York State Psychiatric Institute and Columbia University Irving Medical Center, New York.
| | - Jazmin A Reyes-Portillo
- Drs. Fisher, Reyes-Portillo, and Litwin are with New York State Psychiatric Institute and Columbia University Irving Medical Center, New York; Dr. Reyes-Portillo is also with Montclair State University, New Jersey
| | - Mark A Riddle
- Dr. Riddle is with The Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Hillary D Litwin
- Drs. Fisher, Reyes-Portillo, and Litwin are with New York State Psychiatric Institute and Columbia University Irving Medical Center, New York
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Mammarella IC, Toffalini E, Caviola S, Colling L, Szűcs D. No evidence for a core deficit in developmental dyscalculia or mathematical learning disabilities. J Child Psychol Psychiatry 2021; 62:704-714. [PMID: 33684972 DOI: 10.1111/jcpp.13397] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/07/2021] [Indexed: 12/24/2022]
Abstract
BACKGROUND Two hypotheses were tested regarding the characteristics of children with mathematical learning disabilities (MLD): (a) that children with MLD would have a 'core deficit' in basic number processing skills; and (b) that children with MLD would be at the end of a developmental continuum and have impairments in many cognitive skills. METHODS From a large sample (N = 1,303) of typically developing children, we selected a group definable as having MLD. The children were given measures of basic number processing and domain-general constructs. Differences between the observed sample and a simulated population were estimated using Cohen's d and Bayes factors. Receiver operating characteristic curves were plotted, and the area under the curve was computed to ascertain the diagnostic power of measures. RESULTS Results suggest that the differences between the MLD and control group can be defined along with general characteristics of the population rather than assuming single or multiple 'core deficits'. None of the measures of interest exceeded the diagnostic power that could be derived via simulation from the dimensional characteristics of the general population. CONCLUSIONS There is no evidence for core deficit(s) in MLD. We suggest that future research should focus on representative samples of typical populations and on carefully tested clinical samples confirming to the criteria of international diagnostic manuals. Clinical diagnoses require that MLD is persistent and resistant to intervention, so studies would deliver results less exposed to measurement fluctuations. Uniform diagnostic criteria would also allow for the easy cross-study comparison of samples overcoming a serious limitation of the current literature.
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Affiliation(s)
- Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy
| | - Enrico Toffalini
- Department of General Psychology, University of Padova, Padova, Italy
| | - Sara Caviola
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy.,School of Psychology, University of Leeds, Leeds, UK
| | | | - Denes Szűcs
- Department of Psychology, University of Cambridge, Cambridge, UK
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Mammarella IC, Cornoldi C. Nonverbal learning disability (developmental visuospatial disorder). HANDBOOK OF CLINICAL NEUROLOGY 2020; 174:83-91. [PMID: 32977898 DOI: 10.1016/b978-0-444-64148-9.00007-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Nonverbal learning disability is a neurodevelopmental disorder with a core deficit in visuospatial processing with possibly associated problems in attention, motor, academic, and social skills, but without associated neurologic or genetic syndromes. The present chapter, after a brief historic overview of this disorder, will present fresh evidence that clearly shows neuropsychologic and neuroanatomical distinctions between children with nonverbal learning disability and those with other neurodevelopmental disorders. It ends with an attempt to find shared and valid diagnostic criteria. Acknowledging this disorder as a distinct diagnostic category will open up new research avenues with important scientific and clinical implications.
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Affiliation(s)
- Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy.
| | - Cesare Cornoldi
- Department of General Psychology, University of Padova, Padova, Italy
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Donolato E, Giofrè D, Mammarella IC. Working memory, negative affect and personal assets: How do they relate to mathematics and reading literacy? PLoS One 2019; 14:e0218921. [PMID: 31246987 PMCID: PMC6597163 DOI: 10.1371/journal.pone.0218921] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2018] [Accepted: 06/13/2019] [Indexed: 11/21/2022] Open
Abstract
Introduction Research has recently focused on the relationships between working memory, negative affect (e.g., general anxiety, depressive symptoms) and personal assets (e.g., self-concept, academic and competence dimensions, and ego-resiliency), and their influence on mathematics and reading literacy. Although these variables have been amply explored, previous research has usually considered each of these aspects in isolation. Method In the present study, 143 schoolchildren in sixth to eighth grade were tested on general anxiety, depressive symptoms, working memory, self-concept (academic and competence scales), ego-resiliency, and mathematics and reading literacy. Results Variance partitioning showed that all predictors, i.e., working memory, negative affect (i.e., general anxiety and depressive symptoms), and personal assets (i.e., self-concept, academic and competence dimensions, and ego-resiliency) explained a unique and shared portion of the variance in mathematics and reading literacy. Conclusions Our findings point to the importance of investigating the relationship between these factors. Underlying implications and directions for future research are discussed.
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Affiliation(s)
- Enrica Donolato
- Department of Special Needs Education, University of Oslo, Oslo, Norway.,Department of Developmental and Social Psychology, University of Padova, Padova, Italy
| | - David Giofrè
- Department of Educational Sciences, University of Genova, Genova, Italy
| | - Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy
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Giofrè D, Donolato E, Mammarella IC. The differential role of verbal and visuospatial working memory in mathematics and reading. Trends Neurosci Educ 2018. [DOI: 10.1016/j.tine.2018.07.001] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Giofrè D, Borella E, Mammarella IC. The relationship between intelligence, working memory, academic self-esteem, and academic achievement. JOURNAL OF COGNITIVE PSYCHOLOGY 2017. [DOI: 10.1080/20445911.2017.1310110] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- David Giofrè
- Department of Natural Science and Psychology, Liverpool John Moores University, Liverpool, UK
| | - Erika Borella
- Department of General Psychology, University of Padova, Padova, Italy
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Cardillo R, Garcia RB, Mammarella IC, Cornoldi C. Pragmatics of language and theory of mind in children with dyslexia with associated language difficulties or nonverbal learning disabilities. APPLIED NEUROPSYCHOLOGY-CHILD 2017; 7:245-256. [PMID: 28296527 DOI: 10.1080/21622965.2017.1297946] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
The present study aims to find empirical evidence of deficits in linguistic pragmatic skills and theory of mind (ToM) in children with dyslexia with associated language difficulties or nonverbal learning disabilities (NLD), when compared with a group of typically developing (TD) children matched for age and gender. Our results indicate that children with dyslexia perform less well than TD children in most of the tasks measuring pragmatics of language, and in one of the tasks measuring ToM. In contrast, children with NLD generally performed better than the dyslexia group, and performed significantly worse than the TD children only in a metaphors task based on visual stimuli. A discriminant function analysis confirmed the crucial role of the metaphors subtest and the verbal ToM task in distinguishing between the groups. We concluded that, contrary to a generally-held assumption, children with dyslexia and associated language difficulties may be weaker than children with NLD in linguistic pragmatics and ToM, especially when language is crucially involved. The educational and clinical implications of these findings are discussed.
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Affiliation(s)
- Ramona Cardillo
- a Department of Developmental and Social Psychology , University of Padua , Padua , Italy
| | - Ricardo Basso Garcia
- b CAPES Foundation , Ministry of Education of Brazil , Brasília , Brazil.,c Department of Psychology, Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto , University of São Paulo , Ribeirão Preto , Brazil
| | - Irene C Mammarella
- a Department of Developmental and Social Psychology , University of Padua , Padua , Italy
| | - Cesare Cornoldi
- d Department of General Psychology , University of Padua , Padua , Italy
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Burggraaf R, Frens MA, Hooge ITC, van der Geest JN. Performance on tasks of visuospatial memory and ability: A cross-sectional study in 330 adolescents aged 11 to 20. APPLIED NEUROPSYCHOLOGY-CHILD 2017; 7:129-142. [PMID: 28075186 DOI: 10.1080/21622965.2016.1268960] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Cognitive functions mature at different points in time between birth and adulthood. Of these functions, visuospatial skills, such as spatial memory and part-to-whole organization, have often been tested in children and adults but have been less frequently evaluated during adolescence. We studied visuospatial memory and ability during this critical developmental period, as well as the correlation between these abilities, in a large group of 330 participants (aged 11 to 20 years, 55% male). To assess visuospatial memory, the participants were asked to memorize and reproduce sequences of random locations within a grid using a computer. Visuospatial ability was tested using a variation of the Design Organization Test (DOT). In this paper-and-pencil test, the participants had one minute to reproduce as many visual patterns as possible using a numerical code. On the memory task, compared with younger participants, older participants correctly reproduced more locations overall and longer sequences of locations, made fewer mistakes and needed less time to reproduce the sequences. In the visuospatial ability task, the number of correctly reproduced patterns increased with age. We show that both visuospatial memory and ability improve significantly throughout adolescence and that performance on both tasks is significantly correlated.
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Affiliation(s)
- Rudolf Burggraaf
- a Department of Neuroscience , Erasmus MC , Rotterdam , The Netherlands.,b Department of Experimental Psychology , Utrecht University , Utrecht , The Netherlands
| | - Maarten A Frens
- a Department of Neuroscience , Erasmus MC , Rotterdam , The Netherlands.,c Erasmus University College , Erasmus University , Rotterdam , The Netherlands
| | - Ignace T C Hooge
- b Department of Experimental Psychology , Utrecht University , Utrecht , The Netherlands
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Mammarella IC, Ghisi M, Bomba M, Bottesi G, Caviola S, Broggi F, Nacinovich R. Anxiety and Depression in Children With Nonverbal Learning Disabilities, Reading Disabilities, or Typical Development. JOURNAL OF LEARNING DISABILITIES 2016; 49:130-139. [PMID: 24733818 DOI: 10.1177/0022219414529336] [Citation(s) in RCA: 59] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
The main goal of the present study was to shed further light on the psychological characteristics of children with different learning disability profiles aged between 8 and 11 years, attending from third to sixth grade. Specifically, children with nonverbal learning disabilities (NLD), reading disabilities (RD), or a typical development (TD) were tested. In all, 15 children with NLD, 15 with RD, and 15 with TD were administered self-report questionnaires to assess different types of anxiety and depression symptoms. Both NLD and RD children reported experiencing more generalized and social anxiety than TD, the NLD children reported more severe anxiety about school and separation than TD, and the children with RD had worse depressive symptoms than those with NLD or TD.
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Affiliation(s)
- Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, Italy
| | - Marta Ghisi
- Department of General Psychology, University of Padova, Italy
| | - Monica Bomba
- Child and Adolescent Neuropsychiatry Clinic, San Gerardo Hospital in Monza, University of Milano-Bicocca, Italy
| | - Gioia Bottesi
- Department of General Psychology, University of Padova, Italy
| | - Sara Caviola
- Department of Developmental and Social Psychology, University of Padova, Italy
| | - Fiorenza Broggi
- Child and Adolescent Neuropsychiatry Clinic, San Gerardo Hospital in Monza, University of Milano-Bicocca, Italy
| | - Renata Nacinovich
- Child and Adolescent Neuropsychiatry Clinic, San Gerardo Hospital in Monza, University of Milano-Bicocca, Italy
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Rodrigues PFS. Processos Cognitivos Visuoespaciais e Ambiente Visual Circundante: Implicações Educacionais. PSICOLOGIA: TEORIA E PESQUISA 2016. [DOI: 10.1590/0102.3772e3244] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
RESUMO Nesta revisão de literatura, abordamos a importância da atenção seletiva, da inibição e da memória de trabalho na aprendizagem das crianças. Começamos por apresentar as suas definições e principais mecanismos funcionais. Apresentamos igualmente conclusões de vários estudos que abordam a importância desses processos, sobretudo em tarefas visuoespaciais. Finalmente, abordamos o papel que o ambiente visual circundante desempenha na aprendizagem, chamando a atenção para uma lacuna que se verifica em grande parte dos estudos: a sua pouca validade ecológica. É também defendido que o ambiente visual externo deve ser considerado nos modelos explicativos dos processos cognitivos básicos. Conclui-se o trabalho alertando para a necessidade de se estudar de forma mais sistemática a relação entre estes dois elementos (cognição e ambiente).
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Garcia RB, Mammarella IC, Pancera A, Galera C, Cornoldi C. Deficits in visual short-term memory binding in children at risk of non-verbal learning disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2015; 45-46:365-372. [PMID: 26301905 DOI: 10.1016/j.ridd.2015.07.035] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2015] [Revised: 07/21/2015] [Accepted: 07/23/2015] [Indexed: 06/04/2023]
Abstract
It has been hypothesized that learning disabled children meet short-term memory (STM) problems especially when they must bind different types of information, however the hypothesis has not been systematically tested. This study assessed visual STM for shapes and colors and the binding of shapes and colors, comparing a group of children (aged between 8 and 10 years) at risk of non-verbal learning disabilities (NLD) with a control group of children matched for general verbal abilities, age, gender, and socioeconomic level. Results revealed that groups did not differ in retention of either shapes or colors, but children at risk of NLD were poorer than controls in memory for shape-color bindings.
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Affiliation(s)
- Ricardo Basso Garcia
- CAPES Foundation, Ministry of Education of Brazil, Brasília, Brazil; Department of Psychology, Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, University of São Paulo, Ribeirão Preto, Brazil; Department of General Psychology, University of Padua, Italy.
| | - Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padua, Via Venezia 8, 35131 Padova, Italy.
| | - Arianna Pancera
- Department of General Psychology, University of Padua, Italy
| | - Cesar Galera
- Department of Psychology, Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, University of São Paulo, Ribeirão Preto, Brazil
| | - Cesare Cornoldi
- Department of General Psychology, University of Padua, Italy
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Crollen V, Noël MP. Spatial and numerical processing in children with high and low visuospatial abilities. J Exp Child Psychol 2015; 132:84-98. [DOI: 10.1016/j.jecp.2014.12.006] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2014] [Revised: 12/19/2014] [Accepted: 12/22/2014] [Indexed: 11/28/2022]
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Mammarella IC, Meneghetti C, Pazzaglia F, Cornoldi C. Memory and comprehension deficits in spatial descriptions of children with non-verbal and reading disabilities. Front Psychol 2015; 5:1534. [PMID: 25610417 PMCID: PMC4285864 DOI: 10.3389/fpsyg.2014.01534] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2014] [Accepted: 12/11/2014] [Indexed: 11/18/2022] Open
Abstract
The present study investigated the difficulties encountered by children with non-verbal learning disability (NLD) and reading disability (RD) when processing spatial information derived from descriptions, based on the assumption that both groups should find it more difficult than matched controls, but for different reasons, i.e., due to a memory encoding difficulty in cases of RD and to spatial information comprehension problems in cases of NLD. Spatial descriptions from both survey and route perspectives were presented to 9–12-year-old children divided into three groups: NLD (N = 12); RD (N = 12), and typically developing controls (TD; N = 15); then participants completed a sentence verification task and a memory for locations task. The sentence verification task was presented in two conditions: in one the children could refer to the text while answering the questions (i.e., text present condition), and in the other the text was withdrawn (i.e., text absent condition). Results showed that the RD group benefited from the text present condition, but was impaired to the same extent as the NLD group in the text absent condition, suggesting that the NLD children’s difficulty is due mainly to their poor comprehension of spatial descriptions, while the RD children’s difficulty is due more to a memory encoding problem. These results are discussed in terms of their implications in the neuropsychological profiles of children with NLD or RD, and the processes involved in spatial descriptions.
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Affiliation(s)
- Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova Padova, Italy
| | - Chiara Meneghetti
- Department of General Psychology, University of Padova Padova, Italy
| | | | - Cesare Cornoldi
- Department of General Psychology, University of Padova Padova, Italy
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Mammarella IC, Bomba M, Caviola S, Broggi F, Neri F, Lucangeli D, Nacinovich R. Mathematical difficulties in nonverbal learning disability or co-morbid dyscalculia and dyslexia. Dev Neuropsychol 2014; 38:418-32. [PMID: 23971493 DOI: 10.1080/87565641.2013.817583] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
The main goal of the present study was to shed further light on the weaknesses of children with different profiles of mathematical difficulties, testing children with nonverbal learning disability (NLD), co-morbid dyscalculia and dyslexia (D&D), or typical development (TD). Sixteen children with NLD, 15 with D&D, and 16 with TD completed tasks derived from Butterworth (2003 ) and divided into: a capacity subscale (i.e., a number-dots comparison task, a number comparison task, and a dots comparison task); and an achievement subscale (i.e., mental calculations and arithmetical fact retrieval). Children with NLD were impaired in the dots comparison task, children with D&D in the mental calculation and arithmetical facts.
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Affiliation(s)
- Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy.
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Karagiannakis G, Baccaglini-Frank A, Papadatos Y. Mathematical learning difficulties subtypes classification. Front Hum Neurosci 2014; 8:57. [PMID: 24574997 PMCID: PMC3918643 DOI: 10.3389/fnhum.2014.00057] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2013] [Accepted: 01/24/2014] [Indexed: 11/13/2022] Open
Affiliation(s)
- Giannis Karagiannakis
- Department of Primary Education, Research Center of Psychophysiology and Education, National and Kapodistrian University of Athens Athens, Greece
| | - Anna Baccaglini-Frank
- Department of Education and Human Sciences, University of Modena and Reggio Emilia Reggio Emilia, Italy
| | - Yiannis Papadatos
- Department of Primary Education, Research Center of Psychophysiology and Education, National and Kapodistrian University of Athens Athens, Greece
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Mirandola C, Losito N, Ghetti S, Cornoldi C. Emotional false memories in children with learning disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2014; 35:261-268. [PMID: 24295924 DOI: 10.1016/j.ridd.2013.11.004] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/25/2013] [Revised: 11/05/2013] [Accepted: 11/06/2013] [Indexed: 06/02/2023]
Abstract
Research has shown that children with learning disabilities (LD) are less prone to evince associative illusions of memory as a result of impairments in their ability to engage in semantic processing. However, it is unclear whether this observation is true for scripted life events, especially if they include emotional content, or across a broad spectrum of learning disabilities. The present study addressed these issues by assessing recognition memory for script-like information in children with nonverbal learning disability (NLD), children with dyslexia, and typically developing children (N=51). Participants viewed photographs about 8 common events (e.g., family dinner), and embedded in each episode was either a negative or a neutral consequence of an unseen action. Children's memory was then tested on a yes/no recognition task that included old and new photographs. Results showed that the three groups performed similarly in recognizing target photographs, but exhibited differences in memory errors. Compared to other groups, children with NLD were more likely to falsely recognize photographs that depicted an unseen cause of an emotional seen event and associated more "Remember" responses to these errors. Children with dyslexia were equally likely to falsely recognize both unseen causes of seen photographs and photographs generally consistent with the script, whereas the other participant groups were more likely to falsely recognize unseen causes rather than script-consistent distractors. Results are interpreted in terms of mechanisms underlying false memories' formation in different clinical populations of children with LD.
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Affiliation(s)
| | - Nunzia Losito
- Department of General Psychology, University of Padova, Italy
| | - Simona Ghetti
- Department of Psychology and Center for Mind and Brain, University of California, Davis, United States
| | - Cesare Cornoldi
- Department of General Psychology, University of Padova, Italy
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Garcia RB, Mammarella IC, Tripodi D, Cornoldi C. Visuospatial working memory for locations, colours, and binding in typically developing children and in children with dyslexia and non-verbal learning disability. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2013; 32:17-33. [DOI: 10.1111/bjdp.12019] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2012] [Revised: 07/11/2013] [Indexed: 12/01/2022]
Affiliation(s)
- Ricardo Basso Garcia
- Department of Psychology; Faculdade de Filosofia; Ciências e Letras de Ribeirão Preto; University of São Paulo; Ribeirão Preto Brazil
- Department of General Psychology; University of Padova; Italy
| | - Irene C. Mammarella
- Department of Developmental and Social Psychology; University of Padova; Italy
| | - Doriana Tripodi
- Department of General Psychology; University of Padova; Italy
| | - Cesare Cornoldi
- Department of General Psychology; University of Padova; Italy
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Mammarella IC, Cornoldi C. An analysis of the criteria used to diagnose children with Nonverbal Learning Disability (NLD). Child Neuropsychol 2013; 20:255-80. [DOI: 10.1080/09297049.2013.796920] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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20
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Mammarella IC, Giofrè D, Ferrara R, Cornoldi C. Intuitive geometry and visuospatial working memory in children showing symptoms of nonverbal learning disabilities. Child Neuropsychol 2013; 19:235-49. [DOI: 10.1080/09297049.2011.640931] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
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21
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Passolunghi MC, Mammarella IC. Selective spatial working memory impairment in a group of children with mathematics learning disabilities and poor problem-solving skills. JOURNAL OF LEARNING DISABILITIES 2012; 45:341-350. [PMID: 21444930 DOI: 10.1177/0022219411400746] [Citation(s) in RCA: 46] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
This study examines visual and spatial working memory skills in 35 third to fifth graders with both mathematics learning disabilities (MLD) and poor problem-solving skills and 35 of their peers with typical development (TD) on tasks involving both low and high attentional control. Results revealed that children with MLD, relative to TD children, failed spatial working memory tasks that had either low or high attentional demands but did not fail the visual tasks. In addition, children with MLD made more intrusion errors in the spatial working memory tasks requiring high attentional control than did their TD peers. Finally, as a post hoc analysis the sample of MLD was divided in two: children with severe MLD and children with low mathematical achievement. Results showed that only children with severe MLD failed in spatial working memory (WM) tasks if compared with children with low mathematical achievement and TD. The findings are discussed on the basis of their theoretical and clinical implications, in particular considering that children with MLD can benefit from spatial WM processes to solve arithmetic word problems, which involves the ability to both maintain and manipulate relevant information.
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22
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Carretti B, Mammarella IC, Borella E. Age differences in proactive interference in verbal and visuospatial working memory. JOURNAL OF COGNITIVE PSYCHOLOGY 2012. [DOI: 10.1080/20445911.2011.603695] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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23
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Cornoldi C, Ficili P, Giofrè D, Mammarella IC, Mirandola C. Imaginative Representations of Two - and Three-Dimensional Matrices in Children with Nonverbal Learning Disabilities. ACTA ACUST UNITED AC 2011. [DOI: 10.2190/ic.31.1-2.f] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Children with non-verbal learning disabilities (NLD) are characterized by high verbal and poor non-verbal intelligence, poor cognitive abilities, school difficulties, and—sometimes—depressive symptoms. NLD children lack visuospatial working memory, but it is not clear whether they encounter difficulties in mental imagery tasks. In the present study, NLD adolescents without depressive symptoms, depressed adolescents without NLD symptoms, and a control group were administered a mental imagery task requiring them to imagine to move along the cells of a 2-D (5 × 5) or 3-D (3 × 3 × 3) matrix. Results showed that NLD adolescents had difficulty at performing the imagery task when a 3-D pattern was involved. It is suggested that 3-D mental imagery tasks tap visuospatial processes which are weak in NLD individuals. In addition, their poor cognitive performance cannot be attributed to a depressive state, as the depressed group had a performance similar to that of controls.
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Mammarella IC, Pazzaglia F, Cornoldi C. Evidence for different components in children's visuospatial working memory. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2010. [DOI: 10.1348/026151007x236061] [Citation(s) in RCA: 67] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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25
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Mammarella IC, Pazzaglia F. Visual Perception and Memory Impairments in Children at Risk of Nonverbal Learning Disabilities. Child Neuropsychol 2010; 16:564-76. [DOI: 10.1080/09297049.2010.485125] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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26
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Mammarella IC, Lucangeli D, Cornoldi C. Spatial working memory and arithmetic deficits in children with nonverbal learning difficulties. JOURNAL OF LEARNING DISABILITIES 2010; 43:455-468. [PMID: 20375290 DOI: 10.1177/0022219409355482] [Citation(s) in RCA: 35] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Visuospatial working memory and its involvement in arithmetic were examined in two groups of 7- to 11-year-olds: one comprising children described by teachers as displaying symptoms of nonverbal learning difficulties (N = 21), the other a control group without learning disabilities (N = 21). The two groups were matched for verbal abilities, age, gender, and sociocultural level. The children were presented with a visuospatial working memory battery of recognition tests involving visual, spatial-sequential and spatial-simultaneous processes, and two arithmetic tasks (number ordering and written calculations). The two groups were found to differ on some spatial tasks but not in the visual working memory tasks. On the arithmetic tasks, the children with nonverbal learning difficulties made more errors than controls in calculation and were slower in number ordering. A discriminant function analysis confirmed the crucial role of spatial-sequential working memory in distinguishing between the two groups. Results are discussed with reference to spatial working memory and arithmetic difficulties in nonverbal learning disabilities. Implications for the relationship between visuospatial working memory and arithmetic are also considered.
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Mammarella IC, Meneghetti C, Pazzaglia F, Gitti F, Gomez C, Cornoldi C. Representation of survey and route spatial descriptions in children with nonverbal (visuospatial) learning disabilities. Brain Cogn 2009; 71:173-9. [DOI: 10.1016/j.bandc.2009.05.003] [Citation(s) in RCA: 29] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2009] [Revised: 05/07/2009] [Accepted: 05/11/2009] [Indexed: 11/16/2022]
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Mammarella IC, Coltri S, Lucangeli D, Cornoldi C. Impairment of simultaneous-spatial working memory in nonverbal (visuospatial) learning disability: A treatment case study. Neuropsychol Rehabil 2009; 19:761-80. [DOI: 10.1080/09602010902819731] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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29
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La Femina F, Senese VP, Grossi D, Venuti P. A Battery For The Assessment of Visuo-Spatial Abilities Involved in Drawing Tasks. Clin Neuropsychol 2009; 23:691-714. [DOI: 10.1080/13854040802572426] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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30
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Lecerf T, Roulin JL. Individual Differences in Visuospatial Working Memory Capacity and Distractor Inhibition. SWISS JOURNAL OF PSYCHOLOGY 2009. [DOI: 10.1024/1421-0185.68.2.67] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Studies examining individual differences in working memory capacity (WMC) show differences between individuals with low-WMC and individuals with high-WMC. This extreme-group design was used to address relationships between individual differences in visuospatial WMC and distractor inhibition. We examined the patterns of errors made on two visuospatial working-memory span tasks (selective matrix task, visual matrix task). We recorded intrusion errors as indicators of inefficient inhibitory mechanisms, and spatial errors as indicators of degraded memory traces. Results indicate that on both tasks, low-span participants make more intrusion errors and spatial errors than high-span participants. Results are discussed in terms of the ability to inhibit distractors, to control the focus of attention, and to guide search from memory.
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Cornoldi C, Mammarella IC. A Comparison of Backward and Forward Spatial Spans. Q J Exp Psychol (Hove) 2008; 61:674-82. [DOI: 10.1080/17470210701774200] [Citation(s) in RCA: 30] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
The standard Corsi blocks task is frequently used to measure the capacity of visuospatial working memory, but the implications of the use of both forward and backward recall are still unclear. In the present study, we showed that the backward Corsi task is particularly powerful in discriminating between low- and high-spatial-ability individuals and involves different processes from those involved in the forward task. From a sample of 425 participants we selected one group of 20 high-spatial-ability participants and one of 20 low-spatial-ability participants. The results demonstrated that a backward spatial span offers specific information not available from a forward spatial span, and that there was no facilitation due to a descending format. In particular, in the low-spatial-ability group, performance was generally poorer, but backward Corsi recall was lower than forward recall, and participants did not show any advantage following the descending presentation format—which in some contexts is considered to reduce proactive interference. We conclude that the backward Corsi task has specific value and that the assumption of fully parallel verbal and visuospatial working-memory systems can lead to a variety of misunderstandings.
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Knievel J, Petermann F. Nichtsprachliche Lernstörung: Eine unspezifische oder richtungsweisende Klassifikation? KINDHEIT UND ENTWICKLUNG 2008. [DOI: 10.1026/0942-5403.17.2.126] [Citation(s) in RCA: 15] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Die nichtsprachliche Lernstörung stellt eine Subgruppe von Lernstörungen dar, die in Kanada und den USA in der praktischen Arbeit mit Kindern einen wichtigen Platz eingenommen hat. Die nichtsprachliche Lernstörung umfasst verschiedene kognitive Defizite, die sich primär auf visuelle und taktile Schwierigkeiten beziehen, aber auch Beeinträchtigungen in der Flexibilität des Denkens und der Psychomotorik berücksichtigen. Durch die Verwendung dieser Klassifikation ist es möglich, eine Gruppe von lerngestörten Kindern zu beachten, die in den internationalen Klassifikationsrichtlinien keine Entsprechung finden. Die Entwicklung, die Ursachen und die Diagnostik dieser Störung werden vorgestellt und kritisch beleuchtet. Der Nutzen dieser Klassifikation wird hinterfragt und auf der Basis aktueller diagnostischer Anforderungen diskutiert. Vorschläge für die Weiterentwicklung und Anpassung der Klassifikation an deutsche Standards werden vorgenommen.
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Affiliation(s)
- Julia Knievel
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
| | - Franz Petermann
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
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33
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Abstract
This study tested the hypothesis that failure in active visuospatial working memory tasks involves a difficulty in avoiding intrusions due to information that is already activated. Two experiments are described, in which participants were required to process several series of locations on a 4 x 4 matrix and then to produce only the final location of each series. Results revealed a higher number of errors due to already activated locations (intrusions) compared with errors due to new locations (inventions). Moreover, when participants were required to pay extra attention to some irrelevant (non-final) locations by tapping on the table, intrusion errors increased. Results are discussed in terms of current models of working memory functioning.
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Affiliation(s)
- Cesare Cornoldi
- Departimento di Psicologia Generale, University of Padova, Italy.
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