1
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Endlich D, Lenhard W, Marx P, Richter T. Differential Switch Costs in Typically Achieving Children and Children With Mathematical Difficulties. JOURNAL OF LEARNING DISABILITIES 2024; 57:255-271. [PMID: 37905535 DOI: 10.1177/00222194231204619] [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: 11/02/2023]
Abstract
Children with mathematical difficulties need to spend more time than typically achieving children on solving even simple equations. Since these tasks already require a larger share of their cognitive resources, additional demands imposed by the need to switch between tasks may lead to a greater decline of performance in children with mathematical difficulties. We explored differential task switch costs with respect to switching between addition versus subtraction with a tablet-based arithmetic verification task and additional standardized tests in German elementary school children in Grades 1 to 4. Two independent studies were conducted. In Study 1, we assessed the validity of a newly constructed tablet-based arithmetic verification task in a controlled classroom-setting (n = 165). Then, effects of switching between different types of arithmetic operations on accuracy and response latency were analyzed through generalized linear mixed models in an online-based testing (Study 2; n = 3,409). Children with mathematical difficulties needed more time and worked less accurately overall. They also exhibited a stronger performance decline when working in a task-switching condition, when working on subtraction (vs. addition) items and in operations with two-digit (vs. one-digit) operations. These results underline the value of process data in the context of assessing mathematical difficulties.
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2
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Liu K, Qu H, Yang Y, Yang X. The longitudinal contribution of mapping to arithmetic: Do numeral knowledge, inhibition or analogical reasoning matter? BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024; 94:58-73. [PMID: 37722852 DOI: 10.1111/bjep.12633] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Accepted: 08/07/2023] [Indexed: 09/20/2023]
Abstract
BACKGROUND Recent studies have revealed the association between mapping and arithmetic (Ferres-Forga et al., J. Numer. Cogn., 8, 2022, 123; LeFevre et al., J. Numer. Cogn., 8, 2022, 1). AIM The underlying mechanism remains unclear. MATERIALS & METHODS The current study recruited 118 kindergarten children and followed up on them three times at 6-month intervals. They completed measures to assess mapping skills (T1), non-verbal IQ (T1), numeral knowledge (T2), inhibitory control (T2), analogical reasoning (T2) and arithmetic (T3). RESULTS The results showed that mapping accounted for significant variance in arithmetic ability over and above age, gender and non-verbal IQ. Furthermore, analogical reasoning played an important role in the relationship between mapping and mathematics ability. DISCUSSION The findings suggest the association between mapping and mathematics ability prior to formal schooling. CONCLUSION Analogical reasoning, rather than numeral knowledge or inhibitory control, may drive that association in young children.
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Affiliation(s)
- Kaichun Liu
- Department of Sports and Heath Education, Wuxi Vocational Institute of Commerce, Wuxi, China
| | - Haoping Qu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Yawei Yang
- Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong
| | - Xiujie Yang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
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3
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Iglesias-Sarmiento V, Carriedo N, Rodríguez-Villagra OA, Pérez L. Executive functioning skills and (low) math achievement in primary and secondary school. J Exp Child Psychol 2023; 235:105715. [PMID: 37307647 DOI: 10.1016/j.jecp.2023.105715] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2022] [Revised: 05/12/2023] [Accepted: 05/19/2023] [Indexed: 06/14/2023]
Abstract
Schoolchildren with better executive functioning skills achieve better mathematics results. It is less clear how inhibition, cognitive flexibility, and working memory combine to predict mathematics achievement and difficulty throughout primary and secondary school. This study aimed to find the best combination of executive function measures for predicting mathematical achievement in Grades 2, 6, and 10 and to test whether this combination predicts the probability of having mathematical difficulties across school grades even when fluid intelligence and processing speed were included in the models. A total of 426 students-141 2nd graders (72 girls), 143 6th graders (72 girls), and 142 10th graders (79 girls)-were cross-sectionally assessed with 12 executive tasks, one standardized mathematical task, and a standardized test of intelligence. Bayesian regression analyses found various combinations of executive predictors of mathematical achievement for each school grade spanning Grade 2 to measures of cognitive inhibition (negative priming) and cognitive flexibility (verbal fluency); Grade 6 to measures of inhibition: resistance to distractor interference (receptive attention), cognitive flexibility (local-global), and working memory (counting span); and Grade 10 to measures of inhibition: resistance to distractor interference (receptive attention) and prepotent response inhibition (stop signal) and working memory (reading span). Logistic regression showed that the executive models derived from the Bayesian analyses had a similar ability to classify students with mathematical difficulty and their peers with typical achievement to broader cognitive models that included fluid intelligence and processing speed. Measures of processing speed, cognitive flexibility (local-global), and prepotent response inhibition (stop signal) were the main risk factors in Grades 2, 6, and 10, respectively. Cognitive flexibility (verbal fluency) in Grade 2 and fluid intelligence, which was more stable in all three grades, acted as protective factors against mathematical difficulty. These findings inform practical considerations for establishing preventive and intervention proposals.
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Affiliation(s)
- Valentín Iglesias-Sarmiento
- Department of Evolutionary Psychology and Communication, University of Vigo, Campus Universitario de Ourense, 32004, Vigo, Spain
| | - Nuria Carriedo
- Departamento de Psicología Evolutiva y de la Educación, National Distance Education University (UNED), 28040 Madrid, Spain.
| | - Odir A Rodríguez-Villagra
- Institute for Psychological Research, University of Costa Rica, San José, 11501-2060, Costa Rica; Neuroscience Research Center, University of Costa Rica, San José 11501-2060, Costa Rica
| | - Leire Pérez
- Department of Evolutionary Psychology and Communication, University of Vigo, Campus Universitario de Ourense, 32004, Vigo, Spain
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Mishra A, Khan A. [Formula: see text] Domain-general and domain-specific cognitive correlates of developmental dyscalculia: a systematic review of the last two decades' literature. Child Neuropsychol 2023; 29:1179-1229. [PMID: 36440471 DOI: 10.1080/09297049.2022.2147914] [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: 04/27/2022] [Accepted: 11/08/2022] [Indexed: 11/29/2022]
Abstract
Developmental dyscalculia is a neurodevelopmental disorder, influencing the learning of mathematics in developing children. In the last two decades, continuous growth of research has helped in the advancement of the state of knowledge of dyscalculia. This upsurge in the number of studies makes it relevant to conduct a systematic review, covering all the empirical evidence, but there is a dearth of review studies synthesizing findings of the studies in the recent past. Therefore, the current study aims to systematically review studies investigating the underlying cognitive causal factors associated with developmental dyscalculia in the last two decades. To investigate the underlying cognitive factors associated with dyscalculia, two prominent approaches have been used: domain-general and domain-specific. While the domain-general approach argues for the deficit in general cognitive abilities, the domain-specific approach argues for the deficit in core numerical abilities. In the present review, the PRISMA method is followed. Articles were searched using two methods: firstly, through database sources of Google Scholar, Web of Science, and ScienceDirect, 1738 abstracts were screened, of which 46 articles met the specific inclusion criteria; and secondly, through recently published systematic reviews and meta-analyses, 29 studies were included. A total of 75 studies, 48 studies from domain-general and 27 studies from domain-specific approaches, have been selected. This review discusses domain-general and domain-specific approaches of developmental dyscalculia, along with specific theories associated with both approaches. Based on the discussed findings, visuospatial working memory and symbolic number processing abilities emerged as the best predictor of math ability in children with dyscalculia.
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Affiliation(s)
- Ankit Mishra
- Department of Humanities and Social Sciences, Indian Institute of Technology Bombay, Mumbai, India
| | - Azizuddin Khan
- Department of Humanities and Social Sciences, Indian Institute of Technology Bombay, Mumbai, India
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5
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Cai D, Zhao J, Chen Z, Liu D. Executive Functions Training for 7- to 10-Year-Old Students With Mathematics Difficulty: Instant Effects and 6-Month Sustained Effects. JOURNAL OF LEARNING DISABILITIES 2023; 56:392-409. [PMID: 35962536 DOI: 10.1177/00222194221117513] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Executive function (EF) training has shown promise for remedying general EF deficiencies faced by students with mathematics difficulty (MD) and for improving their performance. However, latest research also suggests that the instant and sustained effects of EF training remain inconsistent. In this study, 32 Chinese students with MD, age 7 to 10 years, were recruited and randomly divided into two groups: the training group (n = 16, 25 training sessions) and the control group (n = 16). Both groups took a pretest, a posttest, and a follow-up test (after 6 months) on EF, fluid intelligence, and mathematics skills. In the posttest, the training group's performance significantly improved in 2-back, number shifting, letter shifting, calculation fluency, and mathematics problem-solving tasks, but not in Stroop, Flanker, 1-back, numerical operations, and colored progressive matrices tasks. In the follow-up test after 6 months, the effects of training only on the 2-back and letter shifting tasks were sustained. The effect on the numerical operations task appeared; however, the effects on number shifting, calculation fluency, and mathematics problem-solving tasks disappeared. The results of this study show that EF training has instant effects of improving EF and mathematics skills of students with MD, and 6-month sustained effects on some of the improved skills. However, for fluid intelligence, the effects may be very limited.
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Affiliation(s)
- Dan Cai
- Shanghai Normal University, Shanghai, China
| | - Jing Zhao
- Shanghai Normal University, Shanghai, China
| | | | - Di Liu
- East China Normal University, Shanghai, China
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6
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Batista LT, Gomides M, Koltermann G, Bahnmuller J, Moeller K, Salles JFD, Haase VG, Moura R, Lopes-Silva JB. The impact of phonological processing on number transcoding. COGNITIVE DEVELOPMENT 2023. [DOI: 10.1016/j.cogdev.2023.101320] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/29/2023]
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7
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Viesel-Nordmeyer N, Reuber J, Kuhn JT, Moll K, Holling H, Dobel C. Cognitive Profiles of Children with Isolated and Comorbid Learning Difficulties in Reading and Math: a Meta-analysis. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09735-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/29/2023]
Abstract
AbstractThe causes underlying comorbid learning difficulties in reading (RD) and math (MD) are still a matter of debate. Based on current research, two models for the relation of the cognitive profile of isolated and combined learning difficulties (RDMD) are discussed. Regarding the “multi-deficit model”, the profile of RDMD is characterized by the sum of domain-specific core deficits of RD and MD (additivity) as well as shared domain-general risk factors of RD and MD resulting in less severe deficits than expected under additivity (under-additivity). The “three independent disorders model” explains RDMD as a distinct learning disorder, showing a separate cognitive profile with distinct and/or more severe deficits, compared to the sum of RD’s and MD’s profiles (over-additivity). To evaluate these approaches, a meta-analysis including 74 studies, examining children aged 6–12, was conducted. Separate group comparisons for the three subcomponents in the cognitive profiles—reading, math, executive functions (EF)—were considered. Linear hypothesis testing revealed different results regarding the three subcomponents of the cognitive profiles of children with isolated vs. combined learning difficulties: Whereas RDMDs’ deficits in reading and math represented the sum of the deficits in the isolated groups (additivity), there was some evidence that RDMDs’ deficits in EF skills corresponded to under-additivity. Furthermore, group differences in math skills were more pronounced in symbolic than in non-symbolic math tasks, whereas in reading, group differences were larger in phonological processing and reading than in rapid automatized naming and language skills. Results are discussed in terms of intervention options for RDMD.
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8
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Chen Y, Han C, Yu X, Yang X, Jiang J, Zhao Y. Contributions of cognitive flexibility, inhibition and number label knowledge to numerical equivalence in 3- to 5-year-old children. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2022; 41:140-156. [PMID: 36577546 DOI: 10.1111/bjdp.12439] [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: 07/21/2021] [Revised: 10/30/2022] [Accepted: 12/14/2022] [Indexed: 12/30/2022]
Abstract
To investigate the contributions of cognitive flexibility, inhibition and number label knowledge to children's numerical equivalence, one hundred and one 3- to 5-year-olds were administered the dimensional change card sorting task, the day-night task and the give-a-number task. The numerical equivalence was assessed with the numerical matching task in three surface similarity conditions. Results showed that, in the high surface similarity condition, cognitive flexibility and label knowledge, rather than inhibition, were significant predictors of children's performance in numerical equivalence. In the low surface similarity and the cross-mapping conditions, only cognitive flexibility, rather than number label knowledge and inhibition, significantly explained the unique variance in numerical equivalence. Besides, cognitive flexibility explained more variation in numerical equivalence in the cross-mapping condition compared with the low surface similarity condition. These findings highlight different roles of cognitive flexibility, inhibition and number label knowledge in numerical equivalence in the three surface similarity conditions.
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Affiliation(s)
- Yinghe Chen
- Faculty of Psychology, School of Developmental Psychology, Beijing Normal University, Beijing, China
| | - Congcong Han
- School of Psychology, Shandong Normal University, Jinan, China
| | - Xiao Yu
- Department of Psychology, School of Humanities and Social Sciences, Beijing Forestry University, Beijing, China
| | - Xiujie Yang
- Faculty of Psychology, Beijing Normal University, Beijing, China.,State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China
| | - Jiali Jiang
- Department of Psychology, School of Humanities and Social Sciences, Beijing Forestry University, Beijing, China
| | - Yuxi Zhao
- Department of Psychology, School of Humanities and Social Sciences, Beijing Forestry University, Beijing, China
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9
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Estimating the Co-development of Executive Functions and Math Achievement Throughout the Elementary Grades Using a Cross-lagged Panel Model with Fixed Effects. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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10
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Zhou H, Tan Q, Ye X, Miao L. Number sense: the mediating effect between nonverbal intelligence and children's mathematical performance. PSICOLOGIA-REFLEXAO E CRITICA 2022; 35:27. [PMID: 36103098 PMCID: PMC9474765 DOI: 10.1186/s41155-022-00231-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Accepted: 09/02/2022] [Indexed: 11/30/2022] Open
Abstract
The study explored the mediating effect of number sense between nonverbal intelligence and children's mathematical performance. The sample consisted of 131 pupils in Shaoxing City of China from grades 1, 3, and 5. The students completed measures of nonverbal intelligence, number sense, basic arithmetic ability, mathematical performance, rapid automatized naming, and working memory. Results show that although all variables significantly relate with each other (all p < .01), only nonverbal intelligence, number sense, and basic arithmetic ability significantly affect children's mathematical performance (all p < .01). According to multiple-mediation model, nonverbal intelligence significantly predicts children's mathematical performance through number sense and basic arithmetic ability. These findings suggest that domain-specific mathematical skills play a prominent role in children's mathematical performance in primary school, rather than domain-general cognitive functions. Educators should pay attention to develop children's number sense in order to improve children's mathematical ability.
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Affiliation(s)
- Hui Zhou
- Center for Brain, Mind and Education, Shaoxing University, Shaoxing City, 312000, People's Republic of China.
- Department of Psychology, School of Teacher Education, Shaoxing University, Shaoxing City, 312000, People's Republic of China.
| | - Qiutong Tan
- Center for Brain, Mind and Education, Shaoxing University, Shaoxing City, 312000, People's Republic of China
- Department of Psychology, School of Teacher Education, Shaoxing University, Shaoxing City, 312000, People's Republic of China
| | - Xiaolin Ye
- School of Teacher Education, Huzhou University, Huzhou City, 313000, People's Republic of China
| | - Lujia Miao
- Research Center of Education Evaluation and Rural Education Development, Zhejiang Agriculture and Forestry University, Hangzhou City, 311300, People's Republic of China.
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11
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Schindler M, Doderer JH, Simon AL, Schaffernicht E, Lilienthal AJ, Schäfer K. Small number enumeration processes of deaf or hard-of-hearing students: A study using eye tracking and artificial intelligence. Front Psychol 2022; 13:909775. [PMID: 36072043 PMCID: PMC9441847 DOI: 10.3389/fpsyg.2022.909775] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2022] [Accepted: 07/11/2022] [Indexed: 11/26/2022] Open
Abstract
Students who are deaf or hard-of-hearing (DHH) often show significant difficulties in learning mathematics. Previous studies have reported that students who are DHH lag several years behind in their mathematical development compared to hearing students. As possible reasons, limited learning opportunities due to a lesser incidental exposure to numerical ideas, delays in language and speech development, and further idiosyncratic difficulties of students who are DHH are discussed; however, early mathematical skills and their role in mathematical difficulties of students who are DHH are not explored sufficiently. In this study, we investigate whether students who are DHH differ from hearing students in their ability to enumerate small sets (1–9)—an ability that is associated with mathematical difficulties and their emergence. Based on a study with N = 63 who are DHH and N = 164 hearing students from third to fifth grade attempting 36 tasks, we used eye tracking, the recording of students' eye movements, to qualitatively investigate student enumeration processes. To reduce the effort of qualitative analysis of around 8,000 student enumeration processes (227 students x 36 tasks), we used Artificial Intelligence, in particular, a clustering algorithm, to identify student enumeration processes from the heatmaps of student gaze distributions. Based on the clustering, we found that gaze distributions of students who are DHH and students with normal hearing differed significantly on a group level, indicating differences in enumeration processes, with students who are DHH using advantageous processes (e.g., enumeration “at a glance”) more often than hearing students. The results indicate that students who are DHH do not lag behind in small number enumeration as compared to hearing students but, rather, appear to perform better than their hearing peers in small number enumeration processes, as well as when conceptual knowledge about the part-whole relationship is involved. Our study suggests that the mathematical difficulties of students who are DHH are not related to difficulties in the small number enumeration, which offers interesting perspectives for further research.
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Affiliation(s)
- Maike Schindler
- Department of Special Education and Rehabilitation, Faculty of Human Sciences, University of Cologne, Cologne, Germany
- *Correspondence: Maike Schindler
| | - Jan H. Doderer
- Department of Special Education and Rehabilitation, Faculty of Human Sciences, University of Cologne, Cologne, Germany
| | - Anna L. Simon
- Department of Special Education and Rehabilitation, Faculty of Human Sciences, University of Cologne, Cologne, Germany
| | | | | | - Karolin Schäfer
- Department of Special Education and Rehabilitation, Faculty of Human Sciences, University of Cologne, Cologne, Germany
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12
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Fong CYC, Ho CSH. Executive functions in Chinese kindergarten children with early reading problems. DYSLEXIA (CHICHESTER, ENGLAND) 2022; 28:325-341. [PMID: 35586880 DOI: 10.1002/dys.1714] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2020] [Revised: 03/16/2022] [Accepted: 05/04/2022] [Indexed: 06/15/2023]
Abstract
Learning to read Chinese is a complex task that draws on a range of executive function (EF) skills since early development. However, no studies have examined EF as a potential contributing factor to early reading problems among Chinese children. The present longitudinal study identified 48 poor readers and 48 normal readers among a sample of 190 Chinese children at the end of kindergarten. Measures of EF skills (working memory, inhibition control, and cognitive flexibility) and reading outcomes (word reading, sentence reading fluency, and sentence reading comprehension) were administered to the children. The two groups were retrospectively compared on the EF measures after age and nonverbal IQ were considered. Poor readers were found to perform significantly worse than normal readers in all the examined EF skills. Correlation and regression results revealed a relatively different nature of the relationship between EF and reading in poor readers as compared with normal readers. Inhibition control predicted reading outcomes in poor readers only, while cognitive flexibility predicted reading outcomes in normal readers only. Working memory was significantly correlated to word reading in poor readers and to reading comprehension in normal readers. The results are discussed in terms of the special characteristics of the Chinese language.
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Affiliation(s)
- Cathy Yui-Chi Fong
- Department of Early Childhood Education, The Education University of Hong Kong, Tai Po, Hong Kong SAR
| | - Connie Suk-Han Ho
- Department of Psychology, The University of Hong Kong, Pokfulam, Hong Kong SAR
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13
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Neuropsychological and behavioral profile in a cohort of Becker Muscular Dystrophy pediatric patients. Neuromuscul Disord 2022; 32:736-742. [DOI: 10.1016/j.nmd.2022.07.402] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Revised: 06/20/2022] [Accepted: 07/25/2022] [Indexed: 11/17/2022]
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14
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Ji L, Zhao Q, Zhang Y, Wan J, Yu Y, Zhao J, Li X. Event-Related Brain Potential Correlates of Event-Based Prospective Memory in Children With Learning Disability. Front Psychiatry 2022; 13:898536. [PMID: 35815023 PMCID: PMC9256924 DOI: 10.3389/fpsyt.2022.898536] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Accepted: 05/25/2022] [Indexed: 11/13/2022] Open
Abstract
Prospective memory (PM) has been reported to be impaired in children with learning disabilities (LD), but few studies have examined the underlying neural mechanism of this impairment. To address this issue, the present study applied ERP technique to explore the difference of event-based prospective memory (EBPM) in 21 children with LD and 20 non-LD children with double task paradigm. Results from behavioral data showed that LD children exhibited lower accuracy than non-LD children. The ERP results showed that the two groups displayed significant difference in the ERP components, with longer N300 latency in LD group, but there was no obvious difference found in the prospective positivity component. The present findings seem to indicate that the poor performance of LD children on PM task might be result from deficits in PM cues detection. These results provided evidence for the existence of altered PM processing in LD children, which was characterized by a selective deficit in cues detection of PM. Therefore, these findings shed new light on the neurophysiological processes underlying PM in children with LD.
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Affiliation(s)
- Lili Ji
- Institute of Behavior and Psychology, School of Psychology, Henan University, Kaifeng, China
| | - Qi Zhao
- Department of Psychology, Faculty of Social Sciences, University of Macau, Macau, Macau SAR, China
- Center for Cognitive and Brain Sciences, University of Macau, Macau, Macau SAR, China
| | - Yafei Zhang
- Institute of Behavior and Psychology, School of Psychology, Henan University, Kaifeng, China
| | - Jiaojiao Wan
- Institute of Behavior and Psychology, School of Psychology, Henan University, Kaifeng, China
| | - Yifan Yu
- Institute of Behavior and Psychology, School of Psychology, Henan University, Kaifeng, China
| | - Junfeng Zhao
- Institute of Behavior and Psychology, School of Psychology, Henan University, Kaifeng, China
| | - Xiaoming Li
- Department of Health Promotion, Education, and Behavior, University of South Carolina, Columbia, SC, United States
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15
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Li D, Zhang X, Zhang L. What Skills Could Distinguish Developmental Dyscalculia and Typically Developing Children: Evidence From a 2-Year Longitudinal Screening. JOURNAL OF LEARNING DISABILITIES 2022:222194221099674. [PMID: 35674456 DOI: 10.1177/00222194221099674] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Developmental dyscalculia (DD) is a mathematics learning disorder that affects approximately 5% to 7% of the population. This study aimed to detect the underlying domain-specific and domain-general differences between DD and typically developing (TD) children. We recruited 9-year-old primary school children to form the DD group via a 2-year longitudinal screening process. In total, 75 DD children were screened from 1,657 children after the one-time screening, and 13 DD children were screened from 1,317 children through a consecutive 2-year longitudinal screening. In total, 13 experimental tasks were administered to assess their cognitive abilities to test the domain-specific magnitude representation hypothesis (including symbolic and nonsymbolic magnitude comparisons) and four alternative domain-general hypotheses (including working memory, executive function, attention, and visuospatial processing). The DD group had worse performance than the TD group on the number sense task, finger sense task, shifting task, and one-back task after both one-time and two-time screening. Logistic regressions further indicated the differences on the shifting task and the nonsymbolic magnitude comparison task could distinguish DD and TD children. Our findings suggest that domain-specific nonsymbolic magnitude representation and domain-general executive function both contribute to DD. Thus, both domain-specific and domain-general abilities will be necessary to investigate and to intervene in DD groups in the future.
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Affiliation(s)
- Danfeng Li
- Central University of Finance and Economics, Beijing, China
| | - Xuejing Zhang
- Central University of Finance and Economics, Beijing, China
| | - Li Zhang
- Central University of Finance and Economics, Beijing, China
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Choi B, Arguello J, Capra R, Ward AR. The Influences of a Knowledge Representation Tool on Searchers with Varying Cognitive Abilities. ACM T INFORM SYST 2022. [DOI: 10.1145/3527661] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
Abstract
While current systems are effective in helping searchers resolve simple information needs (e.g., fact-finding), they provide less support for searchers working on complex information-seeking tasks. Complex search tasks involve a wide range of (meta)cognitive activities, including goal-setting, organizing information, drawing inferences, monitoring progress, and revising mental models and search strategies. We report on a lab study (
N
=32) that investigated the influences of a
knowledge representation
tool called the OrgBox, developed to support searchers with complex tasks. The OrgBox tool was integrated into a custom-built search system and allowed study participants to drag-and-drop textual passages into the tool, organize passages into logical groupings called “boxes”, and make notes on passages and boxes. The OrgBox was compared to a baseline tool (called the Bookmark) that allowed participants to save textual passages, but not organize them nor make notes. Knowledge representation tools such as the OrgBox may provide special benefits for users with different cognitive profiles. In this paper, we explore two cognitive abilities: (1) working memory capacity and (2) switching ability. Participants in the study were asked to gather information on a complex subject and produce an outline for a hypothetical research paper. We investigate the influences of the tool (OrgBox vs. Bookmark) and the participant’s working memory capacity and switching ability on three types of outcomes: (RQ1) search behaviors, (RQ2) post-task perceptions, and (RQ3) the quality of outlines produces by participants.
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Affiliation(s)
| | | | | | - Austin R. Ward
- School of Information and Library ScienceUniversity of North Carolina at Chapel Hill
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17
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de Santana AN, Roazzi A, de Nobre APMC. The Relationship between Cognitive Flexibility and Mathematical Performance in Children: A Meta-Analysis. Trends Neurosci Educ 2022; 28:100179. [DOI: 10.1016/j.tine.2022.100179] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2021] [Revised: 04/27/2022] [Accepted: 04/29/2022] [Indexed: 01/18/2023]
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Haberstroh S, Schulte-Körne G. The Cognitive Profile of Math Difficulties: A Meta-Analysis Based on Clinical Criteria. Front Psychol 2022; 13:842391. [PMID: 35360597 PMCID: PMC8962618 DOI: 10.3389/fpsyg.2022.842391] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2021] [Accepted: 02/16/2022] [Indexed: 12/03/2022] Open
Abstract
Math difficulties (MD) manifest across various domain-specific and domain-general abilities. However, the existing cognitive profile of MD is incomplete and thus not applicable in typical settings such as schools or clinics. So far, no review has applied inclusion criteria according to DSM or ICD, summarized domain-specific abilities or examined the validity of response time scores for MD identification. Based upon stringent clinical criteria, the current meta-analysis included 34 studies which compared cognitive performances of a group with MD (n = 680) and a group without MD (n = 1565). Criteria according to DSM and ICD were applied to identify MD (percentile rank ≤ 16, age range 8–12 years, no comorbidities/low IQ). Effect sizes for 22 abilities were estimated and separated by their level and type of scoring (AC = accuracy, RT = response time). A cognitive profile of MD was identified, characterized by distinct weaknesses in: (a) computation (calculation [AC], fact retrieval [AC]), (b) number sense (quantity processing [AC], quantity-number linking [RT], numerical relations [AC]), and (c) visual-spatial short-term storage [AC]. No particular strength was found. Severity of MD, group differences in reading performance and IQ did not significantly moderate the results. Further analyses revealed that (a) effects are larger when dealing with numbers or number words than with quantities, (b) MD is not accompanied by any weakness in abilities typically assigned to reading, and (c) weaknesses in visual-spatial short-term storage emphasize the notion that number and space are interlinked. The need for high-quality studies investigating domain-general abilities is discussed.
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Alatorre-Cruz GC, Downs H, Hagood D, Sorensen ST, Williams DK, Larson-Prior LJ. Effect of Obesity on Arithmetic Processing in Preteens With High and Low Math Skills: An Event-Related Potentials Study. Front Hum Neurosci 2022; 16:760234. [PMID: 35360282 PMCID: PMC8960456 DOI: 10.3389/fnhum.2022.760234] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Accepted: 02/07/2022] [Indexed: 11/23/2022] Open
Abstract
Preadolescence is an important period for the consolidation of certain arithmetic facts, and the development of problem-solving strategies. Obese subjects seem to have poorer academic performance in math than their normal-weight peers, suggesting a negative effect of obesity on math skills in critical developmental periods. To test this hypothesis, event-related potentials (ERPs) were collected during a delayed-verification math task using simple addition and subtraction problems in obese [above 95th body mass index (BMI) percentile] and non-obese (between 5th and 90th BMI percentile) preteens with different levels of math skill; thirty-one with low math skills (14 obese, mean BMI = 26.40, 9.79 years old; 17 non-obese, BMI = 17.45, 9.76 years old) and thirty-one with high math skills (15 obese, BMI = 26.90, 9.60 years old; 16 non-obese, BMI = 17.13, 9.63 years old). No significant differences between weight groups were observed in task accuracy regardless of their mathematical skill level. For ERPs, electrophysiological differences were found only in the subtraction condition; participants with obesity showed an electrophysiologic pattern associated with a reduced ability to allocate attention resources regardless of their math skill level, these differences were characterized by longer P300 latency than their normal-weight peers. Moreover, the participants with obesity with high math skills displayed hypoactivity in left superior parietal lobule compared with their normal-weight peers. Additionally, obese preteens with low math skills displayed smaller arithmetic N400 amplitude than non-obese participants, reflecting difficulties in retrieving visual, semantic, and lexical information about numbers. We conclude that participants with obesity are less able than their normal-weight peers to deploy their attention regardless of their behavioral performance, which seems to have a greater effect on obese participants with low math skills because they also show problems in the retrieval of solutions from working memory, resulting in a delay in the development of mathematical skills.
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Affiliation(s)
- Graciela C. Alatorre-Cruz
- Department of Pediatrics, University of Arkansas for Medical Sciences, Little Rock, AR, United States
- Arkansas Children’s Nutrition Center, Little Rock, AR, United States
| | - Heather Downs
- Arkansas Children’s Nutrition Center, Little Rock, AR, United States
| | - Darcy Hagood
- Arkansas Children’s Nutrition Center, Little Rock, AR, United States
| | - Seth T. Sorensen
- Department of Pediatrics, University of Arkansas for Medical Sciences, Little Rock, AR, United States
- Arkansas Children’s Nutrition Center, Little Rock, AR, United States
| | - D. Keith Williams
- Vice Chair for Education, Department of Biostatistics, Arkansas Children’s Nutrition Center, Little Rock, AR, United States
| | - Linda J. Larson-Prior
- Arkansas Children’s Nutrition Center, Little Rock, AR, United States
- Departments of Psychiatry, Neurology, Neurobiology and Developmental Sciences, and Biomedical Informatics, University of Arkansas for Medical Sciences, Little Rock, AR, United States
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Wong TYT, Ho SHC. Comorbidity between persistent reading and mathematics disabilities: The nature of comorbidity. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 117:104049. [PMID: 34364090 DOI: 10.1016/j.ridd.2021.104049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2020] [Revised: 07/27/2021] [Accepted: 07/27/2021] [Indexed: 06/13/2023]
Abstract
The current study aimed at investigating the comorbidity between reading disability (RD) and mathematical disability (MD) in a non-alphabetic language context. Over 1,900 Chinese first graders were screened on their reading and mathematics achievement twice. Children who scored consistently below the 10th percentile in reading and/or mathematics were identified as RD and/or MD respectively. A subsample of these children, together with a group of typically-achieving children, were further assessed on their cognitive capacities. Results suggested that while there were cognitive deficits that were specifically found in RD (shifting) versus MD (spatial working memory, inhibition, processing speed, visual attention) groups, deficits in naming speed was found in both RD and MD groups. The cognitive profile of the comorbid group was an additive combination of those of the two single LD groups. The findings suggest that RD and MD are two dissociable learning disabilities with distinct cognitive profiles. Effective screening and intervention can be developed based on the cognitive profiles of different disability groups.
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Increased reliance on top-down information to compensate for reduced bottom-up use of acoustic cues in dyslexia. Psychon Bull Rev 2021; 29:281-292. [PMID: 34561852 PMCID: PMC8858289 DOI: 10.3758/s13423-021-01996-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/12/2021] [Indexed: 11/09/2022]
Abstract
Speech recognition is a complex human behavior in the course of which listeners must integrate the detailed phonetic information present in the acoustic signal with their general linguistic knowledge. It is commonly assumed that this process occurs effortlessly for most people, but it is still unclear whether this also holds true in the case of developmental dyslexia (DD), a condition characterized by perceptual deficits. In the present study, we used a dual-task setting to test the assumption that speech recognition is effortful for people with DD. In particular, we tested the Ganong effect (i.e., lexical bias on phoneme identification) while participants performed a secondary task of either low or high cognitive demand. We presumed that reduced efficiency in perceptual processing in DD would manifest in greater modulation in the performance of primary task by cognitive load. Results revealed that this was indeed the case. We found a larger Ganong effect in the DD group under high than under low cognitive load, and this modulation was larger than it was for typically developed (TD) readers. Furthermore, phoneme categorization was less precise in the DD group than in the TD group. These findings suggest that individuals with DD show increased reliance on top-down lexically mediated perception processes, possibly as a compensatory mechanism for reduced efficiency in bottom-up use of acoustic cues. This indicates an imbalance between bottom-up and top-down processes in speech recognition of individuals with DD.
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Sandoval CC, Gaspardo CM, Linhares MBM. The impact of preterm birth on the executive functioning of preschool children: A systematic review. APPLIED NEUROPSYCHOLOGY-CHILD 2021; 11:873-890. [PMID: 33984255 DOI: 10.1080/21622965.2021.1915145] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
This paper presents a systematic review of the impact of preterm childbirth on the later executive functioning of preschool-aged children. A systematic search for studies published between 2014 and 2019 was performed using the following keywords: executive funct* AND preterm AND child. The methodological quality of the reports was examined using the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) statement. Thirty-two studies were reviewed and scored at least 67% on the methodological quality assessment. In comparison to children born full-term, preschool children born preterm exhibit executive functioning deficits in the dimensions of the global index, inhibitory control, cognitive flexibility, working memory, and planning/executive functioning. These findings are independent of the degree of prematurity at birth. Since executive functioning has many complex components, future studies should assess the dimensions of executive functioning separately in preschool-aged children born preterm, rather than as a single measure.
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Affiliation(s)
- Carolina Cruvinel Sandoval
- Department of Neurosciences and Behavior, Ribeirao Preto Medical School, University of Sao Paulo, Ribeirao Preto, SP, Brazil
| | - Cláudia Maria Gaspardo
- Department of Neurosciences and Behavior, Ribeirao Preto Medical School, University of Sao Paulo, Ribeirao Preto, SP, Brazil
| | - Maria Beatriz Martins Linhares
- Department of Neurosciences and Behavior, Ribeirao Preto Medical School, University of Sao Paulo, Ribeirao Preto, SP, Brazil
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Kibby MY, Newsham G, Imre Z, Schlak JE. Is executive dysfunction a potential contributor to the comorbidity between basic reading disability and attention-deficit/hyperactivity disorder? Child Neuropsychol 2021; 27:888-910. [PMID: 33849390 DOI: 10.1080/09297049.2021.1908532] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Our study is one of the few to analyze executive functioning (EF) in a comprehensive, multi-modal fashion as a potential contributor to the comorbidity between attention-deficit/hyperactivity disorder (ADHD) and basic reading disability (RD). We included multiple, traditional, neuropsychological measures of EF, along with the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire, to assess inhibit, shift, working memory (WM), planning, generation fluency, and problem-solving. Participants included 263 children, ages 8-12 years, with RD, ADHD, RD/ADHD, and typically developing controls. When using the traditional measures in a 2 × 2 MANCOVA, we found both RD and ADHD had poor cognitive EF in most areas at the group level, with phonological loop deficits being more specific to RD and behavioral regulation deficits being more specific to ADHD. Children with RD/ADHD performed comparably to those with RD and ADHD alone. Results were similar on the BRIEF. In contrast, only WM predicted both basic reading and inattention when the data were assessed in a continuous fashion. It also explained the correlations between basic reading and inattention, being worthy of longitudinal research to determine if it is a shared contributor to RD/ADHD. When comparing hypotheses as to the nature of RD/ADHD, we found the multiple deficit hypothesis was better supported by our EF data than the phenocopy hypothesis or the cognitive subtype hypothesis.
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Affiliation(s)
- Michelle Y Kibby
- School of Psychological and Behavioral Sciences, Southern Illinois University-Carbondale, Carbondale, IL, USA
| | - Genni Newsham
- School of Psychological and Behavioral Sciences, Southern Illinois University-Carbondale, Carbondale, IL, USA
| | - Zsofia Imre
- School of Psychological and Behavioral Sciences, Southern Illinois University-Carbondale, Carbondale, IL, USA
| | - Jennifer E Schlak
- School of Psychological and Behavioral Sciences, Southern Illinois University-Carbondale, Carbondale, IL, USA
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Naaman R, Goldfarb L. Examining the effect of perceived performance-contingent gains, losses and errors on arithmetic. PLoS One 2021; 16:e0249696. [PMID: 33831064 PMCID: PMC8031462 DOI: 10.1371/journal.pone.0249696] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2020] [Accepted: 03/23/2021] [Indexed: 12/01/2022] Open
Abstract
Gains and losses have previously been found to differentially modulate Executive Functions and cognitive performance depending on performance contingency. Following recent findings suggesting that random gains and losses modulate arithmetic performance, the current study aimed to investigate the effect of perceived performance-contingent gains and losses on arithmetic performance. In the current study, an arithmetic equation judgment task was administered, with perceived performance-contingent gain, loss, and error feedback presented upon each trial. The results from two experiments suggest that when perceiving gain and loss as performance-contingent, the modulation of arithmetic performance, seen previously under random contingency conditions was entirely eliminated. In addition, another type of feedback was examined in the context of an arithmetic task: post-error adjustments. When performance after error feedback was compared to performance after other aversive performance feedback such as loss signals, only errors, but not other aversive feedback, modulated performance in the subsequent trial. These findings further extend the knowledge regarding the influence of gain and loss situations, as well as errors, on arithmetic performance.
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Affiliation(s)
- Ram Naaman
- E.J.S. Brain Research Center for the Study of Learning Disabilities, University of Haifa, Mount Carmel, Haifa, Israel
| | - Liat Goldfarb
- E.J.S. Brain Research Center for the Study of Learning Disabilities, University of Haifa, Mount Carmel, Haifa, Israel
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25
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Halverson KK, Derrick JL, Medina LD, Cirino PT. Executive Functioning with the NIH EXAMINER and Inference Making in Struggling Readers. Dev Neuropsychol 2021; 46:213-231. [PMID: 33794714 PMCID: PMC8113101 DOI: 10.1080/87565641.2021.1908291] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2020] [Revised: 01/06/2021] [Accepted: 03/19/2021] [Indexed: 10/21/2022]
Abstract
Executive functioning (EF) is a domain-general process implicated in reading, but there remains lack of clarity within the domain due to varied assessment methods. We investigated the relation of EF (indexed with the NIH EXAMINER) to word reading, reading fluency, and reading comprehension in struggling readers and evaluated the mediational role of inference making for the EF-comprehension link. Analyses revealed an overall effect of EF on reading, with significant differences between fluency and comprehension, and between single word reading and comprehension, but not between fluency and single-word reading. The EF-reading comprehension relation was fully mediated by inference making.
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Affiliation(s)
| | - Jaye L Derrick
- Psychology Department, University of Houston, Houston, Texas, USA
| | - Luis D Medina
- Psychology Department, University of Houston, Houston, Texas, USA
| | - Paul T Cirino
- Psychology Department, University of Houston, Houston, Texas, USA
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26
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Ji L, Zhao Q, Gu H, Chen Y, Zhao J, Jiang X, Wu L. Effect of Executive Function on Event-Based Prospective Memory for Different Forms of Learning Disabilities. Front Psychol 2021; 12:528883. [PMID: 33746809 PMCID: PMC7973034 DOI: 10.3389/fpsyg.2021.528883] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2020] [Accepted: 01/13/2021] [Indexed: 12/02/2022] Open
Abstract
Students with learning disabilities (LDs) suffer from executive function deficits and impaired prospective memory (PM). Yet the specificity of deficits associated with different types of LDs is still unclear. The object of the present research was to compare subgroups of students with different forms of LDs (<25th percentile) on executive function and PM. Students with a mathematics disability (MD, n = 30), reading disability (RD, n = 27), both (RDMD, n = 27), or neither (typically developing, TD, n = 30) were evaluated on a set of executive functioning tasks (e.g., updating, inhibition, and shifting) and on PM. The results showed that students with MDs and RDMDs suffered from PM deficits. Among the subtypes of LDs, the deficit is different. The students with RDMDs showed a wide range of defects in PM, shifting, inhibition, and updating. In comparison, students with MDs experienced deficits in PM and shifting, while students with RDs experienced a deficit only in updating. For the RD group, the RDMD group and the TD group, updating, and shifting significantly predicted PM. For the MD group, only shifting significantly predicted PM performance, but PM deficits were not completely confined to shifting deficits.
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Affiliation(s)
- Lili Ji
- Institute of Cognition, Brain and Health, Henan University, Kaifeng, China.,Institute of Psychology and Behavior, Henan University, Kaifeng, China
| | - Qi Zhao
- Department of Psychology, University of Macau, Macau, China
| | - Huang Gu
- Institute of Cognition, Brain and Health, Henan University, Kaifeng, China.,Institute of Psychology and Behavior, Henan University, Kaifeng, China
| | - Yanan Chen
- Institute of Cognition, Brain and Health, Henan University, Kaifeng, China.,Institute of Psychology and Behavior, Henan University, Kaifeng, China
| | - Junfeng Zhao
- Institute of Cognition, Brain and Health, Henan University, Kaifeng, China.,Institute of Psychology and Behavior, Henan University, Kaifeng, China
| | - Xiaowei Jiang
- Institute of Cognition, Brain and Health, Henan University, Kaifeng, China.,Institute of Psychology and Behavior, Henan University, Kaifeng, China
| | - Lina Wu
- Institute of Cognition, Brain and Health, Henan University, Kaifeng, China.,Institute of Psychology and Behavior, Henan University, Kaifeng, China
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27
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Bernabini L, Bonifacci P, de Jong PF. The Relationship of Reading Abilities With the Underlying Cognitive Skills of Math: A Dimensional Approach. Front Psychol 2021; 12:577488. [PMID: 33716850 PMCID: PMC7946841 DOI: 10.3389/fpsyg.2021.577488] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2020] [Accepted: 01/21/2021] [Indexed: 01/29/2023] Open
Abstract
Math and reading are related, and math problems are often accompanied by problems in reading. In the present study, we used a dimensional approach and we aimed to assess the relationship of reading and math with the cognitive skills assumed to underlie the development of math. The sample included 97 children from 4th and 5th grades of a primary school. Children were administered measures of reading and math, non-verbal IQ, and various underlying cognitive abilities of math (counting, number sense, and number system knowledge). We also included measures of phonological awareness and working memory (WM). Two approaches were undertaken to elucidate the relations of the cognitive skills with math and reading. In the first approach, we examined the unique contributions of math and reading ability, as well as their interaction, to each cognitive ability. In the second approach, the cognitive abilities were taken to predict math and reading. Results from the first set of analyses showed specific effects of math on number sense and number system knowledge, whereas counting was affected by both math and reading. No math-by-reading interactions were observed. In contrast, for phonological awareness, an interaction of math and reading was found. Lower performing children on both math and reading performed disproportionately lower. Results with respect to the second approach confirmed the specific relation of counting, number sense, and number system knowledge to math and the relation of counting to reading but added that each math-related marker contributed independently to math. Following this approach, no unique effects of phonological awareness on math and reading were found. In all, the results show that math is specifically related to counting, number sense, and number system knowledge. The results also highlight what each approach can contribute to an understanding of the relations of the various cognitive correlates with reading and math.
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Affiliation(s)
- Luca Bernabini
- Department of Psychology, University of Bologna, Bologna, Italy
| | - Paola Bonifacci
- Department of Psychology, University of Bologna, Bologna, Italy
| | - Peter F de Jong
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, Netherlands
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Skagerlund K, Forsblad M, Tinghög G, Västfjäll D. Decision‐making competence and cognitive abilities: Which abilities matter? JOURNAL OF BEHAVIORAL DECISION MAKING 2021. [DOI: 10.1002/bdm.2242] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Kenny Skagerlund
- Department of Behavioural Sciences and Learning Linköping University Linköping Sweden
- JEDILab, Division of Economics, Department of Management and Engineering Linköping University Linköping Sweden
- Center for Social and Affective Neuroscience, Department of Clinical and Experimental Medicine Linköping University Linköping Sweden
| | - Mattias Forsblad
- Department of Behavioural Sciences and Learning Linköping University Linköping Sweden
| | - Gustav Tinghög
- JEDILab, Division of Economics, Department of Management and Engineering Linköping University Linköping Sweden
- Center for Social and Affective Neuroscience, Department of Clinical and Experimental Medicine Linköping University Linköping Sweden
| | - Daniel Västfjäll
- Department of Behavioural Sciences and Learning Linköping University Linköping Sweden
- JEDILab, Division of Economics, Department of Management and Engineering Linköping University Linköping Sweden
- Center for Social and Affective Neuroscience, Department of Clinical and Experimental Medicine Linköping University Linköping Sweden
- Decision Research Eugene Oregon USA
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Decarli G, Paris E, Tencati C, Nardelli C, Vescovi M, Surian L, Piazza M. Impaired large numerosity estimation and intact subitizing in developmental dyscalculia. PLoS One 2020; 15:e0244578. [PMID: 33382740 PMCID: PMC7774972 DOI: 10.1371/journal.pone.0244578] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2020] [Accepted: 12/13/2020] [Indexed: 01/29/2023] Open
Abstract
It is believed that the approximate estimation of large sets and the exact quantification of small sets (subitizing) are supported by two different systems, the Approximate Number System (ANS) and Object Tracking System (OTS), respectively. It is a current matter of debate whether they are both impaired in developmental dyscalculia (DD), a specific learning disability in symbolic number processing and calculation. Here we tackled this question by asking 32 DD children and 32 controls to perform a series of tasks on visually presented sets, including exact enumeration of small sets as well as comparison of large, uncountable sets. In children with DD, we found poor sensitivity in processing large numerosities, but we failed to find impairments in the exact enumeration of sets within the subitizing range. We also observed deficits in visual short-term memory skills in children with dyscalculia that, however, did not account for their low ANS acuity. Taken together, these results point to a dissociation between quantification skills in dyscalculia, they highlight a link between DD and low ANS acuity and provide support for the notion that DD is a multifaceted disability that covers multiple cognitive skills.
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Affiliation(s)
- Gisella Decarli
- Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
- Department of General Psychology, University of Padova, Padova, Italy
| | - Emanuela Paris
- Servizio di Logopedia, Azienda Pubblica di Servizi alla Persona “Beato de Tschiderer”, Trento, Italy
| | - Chiara Tencati
- Servizio di Logopedia, Azienda Pubblica di Servizi alla Persona “Beato de Tschiderer”, Trento, Italy
| | - Chiara Nardelli
- Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
| | - Massimo Vescovi
- Center for Mind/Brain Sciences—CIMeC, University of Trento, Rovereto, Italy
| | - Luca Surian
- Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
| | - Manuela Piazza
- Center for Mind/Brain Sciences—CIMeC, University of Trento, Rovereto, Italy
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30
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Language difficulties are a shared risk factor for both reading disorder and mathematics disorder. J Exp Child Psychol 2020; 202:105009. [PMID: 33126134 PMCID: PMC7677889 DOI: 10.1016/j.jecp.2020.105009] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2020] [Revised: 09/16/2020] [Accepted: 09/16/2020] [Indexed: 11/20/2022]
Abstract
Disorders of language (DLD), reading (RD) and mathematics (MD) are highly comorbid. RD and MD is associated with familial dyslexia and preschool language difficulties. The comorbidity between RD and MD arises because of shared risk factors. Children with RD should be assessed for MD and vice versa. Interventions for MD should take account of likely language problems.
Disorders of reading and mathematics co-occur at greater than chance rates, but they are often studied separately. This article reports the reading and arithmetic outcomes at 9 years of age from a longitudinal study of 224 children at high risk for dyslexia. Using a cutoff at the 10th centile, groups of children with reading disorder (RD), mathematics disorder (MD), and comorbid reading disorder and math disorder (RD&MD) were identified. The risk of these disorders was elevated in children selected in preschool with language difficulties or at family risk for dyslexia. There was a high degree of comorbidity between RD and MD, and many cases—particularly in the comorbid group—also reached the diagnostic threshold for developmental language disorder (DLD). On measures of language, phoneme awareness, rapid automatized naming (RAN) digits, and rated inattention, there was a stepwise pattern: RD > MD > RD&MD. Poor language was associated with each disorder and appears to be a cognitive risk factor for RD, MD, and RD&MD. These findings suggest that there are shared genetic risk factors operating for both RD and MD.
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31
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Matheson IA, MacCormack J. Avoiding left-to-right, top-to-bottom: An examination of high school students’ executive functioning skills and strategies for reading non-linear graphic text. READING PSYCHOLOGY 2020. [DOI: 10.1080/02702711.2020.1837313] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Ian A. Matheson
- Faculty of Education, Queen’s University, Kingston, Ontario, Canada
| | - Jeffrey MacCormack
- Faculty of Education, University of Lethbridge, Lethbridge, Alberta, Canada
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32
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Koltermann G, Becker N, Paiva GM, De Almeida Gomides MR, Haase VG, Fumagalli De Salles J. Inattention Symptoms are Predictors of Neuropsychological Functioning in Children from 3rd and 4th Grades. Dev Neuropsychol 2020; 45:396-413. [PMID: 33043703 DOI: 10.1080/87565641.2020.1828424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Symptoms of inattention and hyperactivity/impulsivity, arranged along a continuum, are commonly associated with neuropsychological and academic deficits, even in the general population. The aim of this study is to analyze how Attention Deficit Hyperactivity Disorder (ADHD) symptoms are associated with the performance in neuropsychological and academic abilities (phonological processing, processing speed/automatic attention, executive functions, reading, and spelling) in school-age children. The sample consisted of 216 children from 3rd and 4th grades (M = 8.94 years old, SD =.71) from public elementary schools of two Brazilian capitals. Pearson correlation and Multiple Linear Regression analysis were performed. Inattention symptoms were the only predictors of performance in phonological processing (phoneme suppression and rapid automatized naming of letters), processing speed/automatic attention, executive functions, such as inhibitory control and cognitive flexibility, and reading fluency. Beta values ranged from .14 to .27, and the largest value was related to an inhibitory control task. Inattention, and not hyperactivity/impulsivity symptoms, seems to affect neuropsychological functions even in non-clinical diagnosed children. Contributions and future directions are discussed.
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Affiliation(s)
- Gabriella Koltermann
- Institute of Psychology, Universidade Federal do Rio Grande do Sul , Porto Alegre, Rio Grande do Sul, Brazil
| | - Natália Becker
- Institute of Psychology, Universidade Federal do Rio Grande do Sul , Porto Alegre, Rio Grande do Sul, Brazil
| | - Giulia Moreira Paiva
- Department of Psychology, Universidade Federal de Minas Gerais , Belo Horizonte, Minas Gerais, Brazil
| | | | - Vitor Geraldi Haase
- Department of Psychology, Universidade Federal de Minas Gerais , Belo Horizonte, Minas Gerais, Brazil
| | - Jerusa Fumagalli De Salles
- Institute of Psychology, Universidade Federal do Rio Grande do Sul , Porto Alegre, Rio Grande do Sul, Brazil
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Effects of Acute Aerobic Exercise on Executive Function in Children With and Without Learning Disability: A Randomized Controlled Trial. Adapt Phys Activ Q 2020; 37:404-422. [PMID: 32998110 DOI: 10.1123/apaq.2019-0108] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2019] [Revised: 03/03/2020] [Accepted: 03/07/2020] [Indexed: 11/18/2022] Open
Abstract
This study examined the effects of acute aerobic exercise on sustained attention and discriminatory ability of children with and without learning disabilities (LD). Fifty-one children with LD and 49 typically developing children were randomly assigned to exercise or control groups. The participants in the exercise groups performed a 30-min session of moderate-intensity aerobic exercise, whereas the control groups watched a running/exercise-related video. Neuropsychological tasks, the Daueraufmerksamkeit sustained attention test, and the determination tests were assessed before and after each treatment. Exercise significantly benefited performance in sustained attention and discriminatory ability, particularly in higher accuracy rate and shorter reaction time. In addition, the LD exercise group demonstrated greater improvement than the typically developing exercise group. The findings suggest that the acute aerobic exercise influenced the sustained attention and the discriminatory function in children with LD by enhancing regulation of mental states and allocation of attentional resources.
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Valcan DS, Davis HL, Pino-Pasternak D, Malpique AA. Executive functioning as a predictor of children’s mathematics, reading and writing. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1016/j.appdev.2020.101196] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Stolte M, García T, Van Luit JEH, Oranje B, Kroesbergen EH. The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating. J Intell 2020; 8:jintelligence8020026. [PMID: 32498391 PMCID: PMC7713010 DOI: 10.3390/jintelligence8020026] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2020] [Revised: 05/12/2020] [Accepted: 05/27/2020] [Indexed: 11/30/2022] Open
Abstract
The goal of the current study was to investigate the role of executive functions in mathematical creativity. The sample included 278 primary school children (ages 8–13). Two models were compared: the starting model tested whether executive functions (shifting, updating, and inhibition), domain-general creativity, and mathematical ability directly predicted mathematical creativity. The second model, which fitted the data best, included the additional assumption that updating influences mathematical creativity indirectly through mathematical ability and domain-general creativity. Updating was positively related to mathematical creativity. Additionally, updating was positively related to mathematical ability and domain-general creativity. Inhibition, shifting, domain-general creativity and mathematical ability did not have a significant contribution to either model but did positively correlate with mathematical creativity. This study reports the first empirical evidence that updating is a predictor of mathematical creativity in primary school children and demonstrates that creativity is a higher order cognitive process, activating a variety of cognitive abilities.
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Affiliation(s)
- Marije Stolte
- Department of Orthopedagogics: Cognitive and Motor Disabilities, Utrecht University, Heidelberglaan 1, 3584CS Utrecht, The Netherlands;
- Correspondence: ; Tel.: +31-30-253-2129
| | - Trinidad García
- Department of Psychology, University of Oviedo, Plaza Feijoo s/n, 33003 Oviedo, Spain;
| | - Johannes E. H. Van Luit
- Department of Orthopedagogics: Cognitive and Motor Disabilities, Utrecht University, Heidelberglaan 1, 3584CS Utrecht, The Netherlands;
| | - Bob Oranje
- Department of Psychiatry, UMC Utrecht Brain Center, University Medical Center Utrecht, Heidelberglaan 100, 3584CX Utrecht, The Netherlands;
| | - Evelyn H. Kroesbergen
- Behavioural Science Institute, Radboud University, PO Box 9104, 6500HE Nijmegen, The Netherlands;
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Koltermann G, Becker N, Wauke APT, de Oliveira CP, Gomides MRDA, Paiva GM, Haase VG, de Salles JF. Intragroup differences and similarities in performance on rapid automatized naming tasks in children with ADHD symptoms, children with reading disabilities, and controls. TRENDS IN PSYCHIATRY AND PSYCHOTHERAPY 2020; 42:190-194. [PMID: 32520167 DOI: 10.1590/2237-6089-2019-0014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/10/2019] [Accepted: 07/22/2019] [Indexed: 06/11/2023]
Abstract
Introduction Rapid automatized naming (RAN) is the ability to name, as fast as possible, symbols such as letters, digits and figures. The present study aimed to investigate intragroup performance patterns on RAN tasks in children with attention deficit hyperactivity disorder (ADHD) symptoms alone, children with reading disability (RD) alone and controls with typical development. Methods A total of 216 Brazilian children between 8 to 11 years old were selected from public schools located in two Brazilian capitals, namely Porto Alegre and Belo Horizonte, to participate in the study. Mixed 3 (participant group: ADHD symptoms, RD or control group) × 3 (type of stimulus: letters, numbers or figures) ANOVAs were performed using response time and number of errors as dependent variables. Only intragroup comparisons are described in this paper. Results The groups with ADHD symptoms and RD showed similar performance results on naming speed. There were no differences between letters and numbers within each group, but we found slower responses in figure naming compared to the other tasks for both groups. Concerning accuracy, children with ADHD symptoms showed a similar number of errors in all three tasks. These patterns were distinct from the performance of the control group. Conclusion Results suggest a shared deficit in naming speed of alphanumeric stimuli in children with ADHD symptoms and those with RD, and impairments in naming digits correctly in children with ADHD symptoms.
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Affiliation(s)
| | - Natália Becker
- Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil
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Koltermann G, Becker N, Lopes-Silva JB, Gomides MRDA, Paiva GM, Haase VG, de Salles JF. Are "cool" executive function impairments more salient in ADHD symptoms than in reading disability? Dement Neuropsychol 2020; 14:47-55. [PMID: 32206198 PMCID: PMC7077861 DOI: 10.1590/1980-57642020dn14-010008] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Introduction: Reading disability (RD) and Attention Deficit Hyperactivity Disorder (ADHD)
symptoms often co-occur in school-age children. Methods: The present study evaluated the performance of 216 Brazilian children from
3rd and 4th grades on “cool” executive function
(EF) abilities and phonological processing. The children were divided into
three groups: those with ADHD symptoms only, those with RD only, and
controls. Results: MANOVA analyses, controlling for age and nonverbal intelligence, showed worse
performance for the RD group, compared to the ADHD symptoms group, on
measures of phonological processing (phonemic awareness, phonological
short-term memory, and lexical access) and “cool” EF components
(orthographic verbal fluency and processing speed). The ADHD symptoms group
did not differ from the control group on the majority of the “cool” EF
tasks. Compared to the control group, the ADHD symptoms group and the RD
group both showed significantly more errors in rapid automatized naming of
figures, which evaluates the inhibition component of EF; performance on this
task was similar for these groups. Conclusion: We conclude that children with RD have greater impairment in phonological
processing and “cool” EF compared to those with ADHD symptoms. Furthermore,
deficits in inhibitory control may be shared among children with both
conditions.
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Affiliation(s)
| | - Natália Becker
- Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brasil
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Magalhães S, Carneiro L, Limpo T, Filipe M. Executive functions predict literacy and mathematics achievements: The unique contribution of cognitive flexibility in grades 2, 4, and 6. Child Neuropsychol 2020; 26:934-952. [PMID: 32200681 DOI: 10.1080/09297049.2020.1740188] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Research has shown that cognitive flexibility plays a critical role in students' learning and academic achievement. However, the unique contribution of cognitive flexibility to academic achievement across schooling is not fully understood. Thus, this study tested whether cognitive flexibility explained a significant amount of variance in academic achievement (i.e., literacy and mathematics outcomes) across Grades 2, 4, and 6, above and beyond fluid intelligence, inhibitory control, working memory, attention, and planning. The sample included 243 second graders, 284 fourth graders, and 203 sixth graders. For Grades 4 and 6, we found that better performance on the flexibility score was associated with better academic outcomes after controlling for fluid intelligence, attention, inhibitory control, working memory, and planning. This effect was not observed for Grade 2. Our findings showed that cognitive flexibility is a key component for school achievement, particularly for older students.
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Affiliation(s)
- Sofia Magalhães
- Faculty of Psychology and Education Sciences, University of Porto , Porto, Portugal
| | - Luísa Carneiro
- Faculty of Psychology and Education Sciences, University of Porto , Porto, Portugal
| | - Teresa Limpo
- Faculty of Psychology and Education Sciences, University of Porto , Porto, Portugal
| | - Marisa Filipe
- Faculty of Psychology and Education Sciences, University of Porto , Porto, Portugal
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Arán Filippetti V, Krumm G. A hierarchical model of cognitive flexibility in children: Extending the relationship between flexibility, creativity and academic achievement. Child Neuropsychol 2020; 26:770-800. [DOI: 10.1080/09297049.2019.1711034] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Affiliation(s)
- Vanessa Arán Filippetti
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental (CIIPME), Buenos Aires, Argentina
- Facultad de Humanidades, Educación y Ciencias Sociales, Universidad Adventista del Plata, Entre Ríos, Argentina
| | - Gabriela Krumm
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental (CIIPME), Buenos Aires, Argentina
- Facultad de Humanidades, Educación y Ciencias Sociales, Universidad Adventista del Plata, Entre Ríos, Argentina
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Altintas E, Moustafa AA, Gallouj K, Haj ME. The Swinging Self: The Costs of Shifting Between Self-Images in Alzheimer's Disease. Am J Alzheimers Dis Other Demen 2020; 35:1533317520905401. [PMID: 32627562 PMCID: PMC10624061 DOI: 10.1177/1533317520905401] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
BACKGROUND We investigated the ability of patients with Alzheimer's disease (AD) to shift between different self-images. METHODS We developed an original task (shifting-self task) in which we invited 28 patients with AD and 30 control participants to generate "who am I" statements that describe 2 alternative self-images (ie, physical-self vs psychological-self). In a control task, participants had to generate 2 blocks of "who am I" statements (ie, physical-self block and psychological-self block). RESULTS Analyses showed longer completion time in both the shifting-self and control task in patients with AD than in control participants. Completion time on the shifting-self task was longer than that on the control task in patients with AD, suggesting a shifting cost in AD. CONCLUSION We propose that one feature of the diminished sense of self in AD is the difficulty of patients to shift between different alternating self-images.
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Affiliation(s)
- Emin Altintas
- Unité de Gériatrie, Centre Hospitalier de Tourcoing, Tourcoing, France
- Laboratoire PSITEC, Psychologie: Interactions Temps Émotions Cognition, Université Lille Nord de France, Lille, France
| | - Ahmed A. Moustafa
- School of Social Sciences and Psychology & Marcs Institute for Brain and Behaviour, Western Sydney University, Sydney, Australia
| | - Karim Gallouj
- Unité de Gériatrie, Centre Hospitalier de Tourcoing, Tourcoing, France
| | - Mohamad El Haj
- Unité de Gériatrie, Centre Hospitalier de Tourcoing, Tourcoing, France
- Institut Universitaire de France, Paris, France
- Nantes Université, Univ Angers, Laboratoire de Psychologie des Pays de la Loire (LPPL-EA 4638), Nantes, France
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Lonergan A, Doyle C, Cassidy C, MacSweeney Mahon S, Roche RA, Boran L, Bramham J. A meta-analysis of executive functioning in dyslexia with consideration of the impact of comorbid ADHD. JOURNAL OF COGNITIVE PSYCHOLOGY 2019. [DOI: 10.1080/20445911.2019.1669609] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- Aoife Lonergan
- Department of Psychology, University College Dublin, Dublin, Ireland
| | - Caoilainn Doyle
- School of Nursing and Human Sciences, Dublin City University, Dublin, Ireland
| | - Clare Cassidy
- Department of Psychology, National University of Ireland, Galway, Ireland
| | | | | | - Lorraine Boran
- School of Nursing and Human Sciences, Dublin City University, Dublin, Ireland
| | - Jessica Bramham
- Department of Psychology, University College Dublin, Dublin, Ireland
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Cirino PT, Miciak J, Ahmed Y, Barnes MA, Taylor WP, Gerst EH. Executive Function: Association with Multiple Reading Skills. READING AND WRITING 2019; 32:1819-1846. [PMID: 31680727 PMCID: PMC6824553 DOI: 10.1007/s11145-018-9923-9] [Citation(s) in RCA: 43] [Impact Index Per Article: 8.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
Executive function (EF) is related to reading. However, there is a lack of clarity around (a) the relative contribution of different components of EF to different reading components (word reading, fluency, comprehension), and (b) how EF operates in the context of known strong language predictors (e.g., components of the Simple View of Reading or SVR), and other skills theoretically related to reading (e.g., vocabulary, processing speed) and/or to EF (e.g., short-term memory, motor function). In a large sample of 3rd to 5th graders oversampled for struggling readers, this paper evaluates the impact of EF derived from a bifactor model (Cirino, Ahmed, Miciak, Taylor, Gerst, & Barnes, 2018) in the context of well-known covariates and demographics. Beyond common EF, five specific factors (two related to working memory, and factors of fluency, self-regulated learning, and behavioral inattention/metacognition) were addressed. EF consistently showed a unique contribution to already-strong predictive models for all reading outcomes; for reading comprehension, EF interacted with SVR indices (word reading and listening comprehension). The findings extend and refine our understanding of the contribution of EF to reading skill.
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Using the Delis–Kaplan Executive Function System Tower Test to Examine ADHD Sensitivity in Children: Expanding Analysis Beyond the Summary Score. JOURNAL OF PEDIATRIC NEUROPSYCHOLOGY 2019. [DOI: 10.1007/s40817-019-00068-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Johann V, Könen T, Karbach J. The unique contribution of working memory, inhibition, cognitive flexibility, and intelligence to reading comprehension and reading speed. Child Neuropsychol 2019; 26:324-344. [DOI: 10.1080/09297049.2019.1649381] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Verena Johann
- Department of Psychology, University of Koblenz-Landau, Landau in der Pfalz, Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt, Germany
| | - Tanja Könen
- Department of Psychology, University of Koblenz-Landau, Landau in der Pfalz, Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt, Germany
| | - Julia Karbach
- Department of Psychology, University of Koblenz-Landau, Landau in der Pfalz, Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt, Germany
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Knoop-van Campen CAN, Segers E, Verhoeven L. Modality and redundancy effects, and their relation to executive functioning in children with dyslexia. RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 90:41-50. [PMID: 31051311 DOI: 10.1016/j.ridd.2019.04.007] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/04/2018] [Revised: 04/01/2019] [Accepted: 04/09/2019] [Indexed: 06/09/2023]
Abstract
Children with dyslexia are often provided with audio-support to compensate for their reading problems, but this may intervene with their learning. The aim of the study was to examine modality and redundancy effects in 21 children with dyslexia, compared to 21 typically developing peers (5th grade), on study outcome (retention and transfer knowledge) and study time in user-paced learning environments and the role of their executive functions (verbal and visual working memory, inhibition, and cognitive flexibility) on these effects. Results showed no effects on retention knowledge. Regarding transfer knowledge, a modality effect in children with dyslexia was found, and a reversed redundancy effect in typically developing children. For transfer knowledge, written text with pictures supported knowledge gain in typically developing children, but not in children with dyslexia who benefited more from auditory-presented information with pictures. Study time showed modality and reversed redundancy effects in both groups. In all children, studying in a written text with pictures condition took longer than with audio replacing the text or being added to it. Results also showed that executive functions were related to learning, but they did not differ between the groups, nor did they impact the found modality and redundancy effects. The present research thus shows that, irrespectively of children's executive functions, adding audio-support for all children, can potentially lead to more efficient learning.
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Affiliation(s)
| | - Eliane Segers
- Behavioural Science Institute, Radboud University, Department of Instructional Technology, University of Twente, Netherlands
| | - Ludo Verhoeven
- Behavioural Science Institute, Radboud University, Netherlands
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Learning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development. Cognition 2019; 187:1-9. [DOI: 10.1016/j.cognition.2018.11.016] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2018] [Revised: 10/29/2018] [Accepted: 11/13/2018] [Indexed: 11/22/2022]
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Church JA, Cirino PT, Miciak J, Juranek J, Vaughn S, Fletcher JM. Cognitive, Intervention, and Neuroimaging Perspectives on Executive Function in Children With Reading Disabilities. New Dir Child Adolesc Dev 2019; 2019:25-54. [PMID: 31046202 PMCID: PMC6522302 DOI: 10.1002/cad.20292] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
The role of executive function (EF) in the reading process, and in those with reading difficulties, remains unclear. As members of the Texas Center for Learning Disabilities, we review multiple perspectives regarding EF in reading and then summarize some of our recent studies of struggling and typical readers in grades 3-5. Study 1a found that a bi-factor structure best represented a comprehensive assessment of EF. Study 1b found that cognitive and behavioral measures of EF related independently to math and reading. Study 1c found that EF related to reading, above and beyond other variables, but Study 1d found no evidence that adding an EF training component improved intervention response. Study 1e found that pretest EF abilities did not relate to intervention response. Neuroimaging studies examined EF-related brain activity during both reading and nonlexical EF tasks. In Study 2a, the EF task evoked control activity, but generated no differences between struggling and typical readers. The reading task, however, had group differences in both EF and reading regions. In Study 2b, EF activity during reading at pretest was related to intervention response. Across studies, EF appears involved in the reading process. There is less evidence for general EF predicting or improving intervention outcomes.
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Khosrorad R, Akbari E, Soltani–Kouhbanani S. The effectiveness of working memory computer assisted program on executive functions and reading progress of students with reading disability disorder. ELECTRONIC JOURNAL OF GENERAL MEDICINE 2019. [DOI: 10.29333/ejgm/94044] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Skagerlund K, Bolt T, Nomi JS, Skagenholt M, Västfjäll D, Träff U, Uddin LQ. Disentangling Mathematics from Executive Functions by Investigating Unique Functional Connectivity Patterns Predictive of Mathematics Ability. J Cogn Neurosci 2019; 31:560-573. [DOI: 10.1162/jocn_a_01367] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/30/2023]
Abstract
What are the underlying neurocognitive mechanisms that give rise to mathematical competence? This study investigated the relationship between tests of mathematical ability completed outside the scanner and resting-state functional connectivity (FC) of cytoarchitectonically defined subdivisions of the parietal cortex in adults. These parietal areas are also involved in executive functions (EFs). Therefore, it remains unclear whether there are unique networks for mathematical processing. We investigate the neural networks for mathematical cognition and three measures of EF using resting-state fMRI data collected from 51 healthy adults. Using 10 ROIs in seed to whole-brain voxel-wise analyses, the results showed that arithmetical ability was correlated with FC between the right anterior intraparietal sulcus (hIP1) and the left supramarginal gyrus and between the right posterior intraparietal sulcus (hIP3) and the left middle frontal gyrus and the right premotor cortex. The connection between the posterior portion of the left angular gyrus and the left inferior frontal gyrus was also correlated with mathematical ability. Covariates of EF eliminated connectivity patterns with nodes in inferior frontal gyrus, angular gyrus, and middle frontal gyrus, suggesting neural overlap. Controlling for EF, we found unique connections correlated with mathematical ability between the right hIP1 and the left supramarginal gyrus and between hIP3 bilaterally to premotor cortex bilaterally. This is partly in line with the “mapping hypothesis” of numerical cognition in which the right intraparietal sulcus subserves nonsymbolic number processing and connects to the left parietal cortex, responsible for calculation procedures. We show that FC within this circuitry is a significant predictor of math ability in adulthood.
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Lima M, da Rosa Piccolo L, Puntel Basso F, Júlio-Costa A, Lopes-Silva JB, Haase VG, Salles JF. Neuropsychological and environmental predictors of reading performance in Brazilian children. APPLIED NEUROPSYCHOLOGY. CHILD 2019; 9:259-270. [PMID: 30884971 DOI: 10.1080/21622965.2019.1575737] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Word-level reading is strongly associated with phonological processing. The aim of this study was to investigate the effects of cognitive and environmental variables on word reading performance. Our sample consisted of 185 fourth-grade students. Linear regression analyses were used to investigate the role of the following variables as potential predictors of word reading accuracy and fluency: phonological processing (phonological awareness, rapid automatized naming, and phonological memory); verbal fluency; working memory; socioeconomic status and an indicator of school quality (IDEB) in Brazil. Phonological awareness and rapid automatic naming were the best predictors of reading, supporting the role of phonological processing as a key contributor to the lexical aspects of reading, beyond the early years of literacy acquisition. Environmental variables were significant predictors of irregular word reading (socioeconomic status) and fluency (IDEB), corroborating multicomponent models of reading performance. The present findings demonstrate the complex interplay of factors underlying reading performance and highlight the importance of a multidimensional approach to the study of reading.
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Affiliation(s)
- Melina Lima
- Institute of Psychology, Federal University of Rio Grande do Sul, Porto Alegre, Brazil
| | | | - Fabiane Puntel Basso
- Institute of Psychology, Federal University of Rio Grande do Sul, Porto Alegre, Brazil
| | - Annelise Júlio-Costa
- Department of Psychology, Federal University of Minas Gerais, Belo Horizonte, Brazil
| | | | - Vitor Geraldi Haase
- Department of Psychology, Federal University of Minas Gerais, Belo Horizonte, Brazil
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