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Estrada-Plana V, Martínez-Escribano A, Ros-Morente A, Mayoral M, Castro-Quintas A, Vita-Barrull N, Terés-Lleida N, March-Llanes J, Badia-Bafalluy A, Moya-Higueras J. Benefits of Playing at School: Filler Board Games Improve Visuospatial Memory and Mathematical Skills. Brain Sci 2024; 14:642. [PMID: 39061383 PMCID: PMC11274538 DOI: 10.3390/brainsci14070642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2024] [Revised: 06/12/2024] [Accepted: 06/14/2024] [Indexed: 07/28/2024] Open
Abstract
The aim of the study was to test the effectiveness of cognitive interventions based on modern board games in school settings to improve memory outcomes and math skills. A parallel, quasi-experimental study was carried out with children (n = 234) into third and fourth grades (8-10 years old). School centres were allocated into a general domain intervention (playing memory board games), a specific domain intervention (playing mathematical board games) or a control group (regular classes without playing). Teachers carried out bi-weekly sessions during the last 30 min of mathematical lessons (8 weeks, 15 sessions). Before and after intervention, we individually measured verbal and visuospatial memory outcomes (short-term memory and working memory updating) and mathematical skills (number operations, number ranking, number production and problem solving). The results showed significant transfer effects of both memory and math trainings. In third grade, we found that playing math games showed medium-large effect sizes in visuospatial short-term memory and updating memory, number operations and number ranking compared to the control group. In fourth grade, we found that playing memory games showed significant small effect sizes in problem solving compared to the control group. Playing board games could be a methodology that enhances cognitive and mathematical development in children.
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Affiliation(s)
- Verónica Estrada-Plana
- Department of Psychology, Sociology and Social Work, University of Lleida, 25001 Lleida, Spain; (V.E.-P.); (A.R.-M.); (N.V.-B.); (N.T.-L.); (J.M.-L.); (A.B.-B.)
| | - Andrea Martínez-Escribano
- Parc Sanitari de Sant Joan de Déu de Sant Boi, C/del Antoni Pujadas, 42, 08830 Sant Boi de Llobregat, Spain
| | - Agnès Ros-Morente
- Department of Psychology, Sociology and Social Work, University of Lleida, 25001 Lleida, Spain; (V.E.-P.); (A.R.-M.); (N.V.-B.); (N.T.-L.); (J.M.-L.); (A.B.-B.)
| | - Maria Mayoral
- Instituto de Investigación Sanitaria Gregorio Marañón (IISGM), 28009 Madrid, Spain;
- Centre for Biomedical Research Network on Mental Health (CIBERSAM), Instituto de Salud Carlos III, 28029 Madrid, Spain;
| | - Agueda Castro-Quintas
- Centre for Biomedical Research Network on Mental Health (CIBERSAM), Instituto de Salud Carlos III, 28029 Madrid, Spain;
- Faculty of Biology, University of Barcelona, 08007 Barcelona, Spain
| | - Nuria Vita-Barrull
- Department of Psychology, Sociology and Social Work, University of Lleida, 25001 Lleida, Spain; (V.E.-P.); (A.R.-M.); (N.V.-B.); (N.T.-L.); (J.M.-L.); (A.B.-B.)
| | - Núria Terés-Lleida
- Department of Psychology, Sociology and Social Work, University of Lleida, 25001 Lleida, Spain; (V.E.-P.); (A.R.-M.); (N.V.-B.); (N.T.-L.); (J.M.-L.); (A.B.-B.)
| | - Jaume March-Llanes
- Department of Psychology, Sociology and Social Work, University of Lleida, 25001 Lleida, Spain; (V.E.-P.); (A.R.-M.); (N.V.-B.); (N.T.-L.); (J.M.-L.); (A.B.-B.)
| | - Ares Badia-Bafalluy
- Department of Psychology, Sociology and Social Work, University of Lleida, 25001 Lleida, Spain; (V.E.-P.); (A.R.-M.); (N.V.-B.); (N.T.-L.); (J.M.-L.); (A.B.-B.)
| | - Jorge Moya-Higueras
- Department of Psychology, Sociology and Social Work, University of Lleida, 25001 Lleida, Spain; (V.E.-P.); (A.R.-M.); (N.V.-B.); (N.T.-L.); (J.M.-L.); (A.B.-B.)
- Faculty of Biology, University of Barcelona, 08007 Barcelona, Spain
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2
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Collet OA, Orri M, Galéra C, Pryor L, Boivin M, Tremblay R, Côté S. Does early child negative emotionality moderate the association between maternal stimulation and academic readiness and achievement? Child Dev 2024; 95:948-961. [PMID: 38018650 DOI: 10.1111/cdev.14045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Revised: 10/08/2023] [Accepted: 11/09/2023] [Indexed: 11/30/2023]
Abstract
We investigated whether child temperament (negative emotionality, 5 months) moderated the association between maternal stimulation (5 months-2½ years) and academic readiness and achievement (vocabulary, mathematics, and reading). We applied structural equation modeling to the data from the Quebec Longitudinal Study of Child Development (N = 1121-1448; mostly Whites; 47% girls). Compared to children with low negative emotionality, those with high negative emotionality had higher levels of academic readiness (6 years) and mathematics achievement (7 years) when exposed to high levels of maternal stimulation (β = 3.17, p < .01 and β = 2.91, p < .01, respectively). The results support the differential susceptibility model whereby highly emotionally negative children were more susceptible to the influences of low and high levels of maternal stimulation in academic readiness and mathematics achievement's developments.
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Affiliation(s)
- Ophélie A Collet
- School of Public Health, University of Montreal, Montreal, Quebec, Canada
| | - Massimiliano Orri
- Bordeaux Population Health Research Centre Inserm U1219, University of Bordeaux, Talence, France
- Department of Psychiatry, McGill University, Montreal, Quebec, Canada
| | - Cédric Galéra
- Bordeaux Population Health Research Centre Inserm U1219, University of Bordeaux, Talence, France
- Centre Hospitalier Perrens, Bordeaux, France
| | - Laura Pryor
- Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, USA
| | - Michel Boivin
- School of Psychology, Université Laval, Quebec City, Quebec, Canada
| | - Richard Tremblay
- Department of Pediatrics and Psychology, University of Montreal, Montreal, Quebec, Canada
| | - Sylvana Côté
- School of Public Health, University of Montreal, Montreal, Quebec, Canada
- Bordeaux Population Health Research Centre Inserm U1219, University of Bordeaux, Talence, France
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Garon-Carrier G, Mavungu-Blouin C, Letarte MJ, Gobeil-Bourdeau J, Fitzpatrick C. School readiness among vulnerable children: a systematic review of studies using a person-centered approach. PSICOLOGIA-REFLEXAO E CRITICA 2024; 37:16. [PMID: 38630214 PMCID: PMC11024069 DOI: 10.1186/s41155-024-00298-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2023] [Accepted: 04/08/2024] [Indexed: 04/20/2024] Open
Abstract
BACKGROUND Research has consistently shown that some children are more vulnerable at the time of school readiness. Better understanding the characteristics of these children is therefore important. Most studies have used a variable-based approach, which may mask the presence of small but important subgroups of children with mixed patterns of readiness strengths and weaknesses. Identifying subgroups with mixed readiness patterns using a person-centered approach matters because their developmental trajectories might differ in important ways from children with broader difficulties across all readiness domains. OBJECTIVE This systematic review attempts to synthesize existing profiles of school readiness conducted on preschool-aged children and to describe how these various profiles are associated with children's academic achievement and social adjustment during their school years. Specifically, we described how the school readiness profiles vary in number of profiles identified and differences in the specific domains of school readiness. We further describe the school readiness profiles and how they predict later academic and social outcomes. Furthermore, we focus on profile differences between at-risk and non-at-risk preschoolers. METHODS Longitudinal studies published between 2005 and 2022 on profiles of school readiness before school entry and at least one subsequent academic and/or social outcomes were extracted from five databases. Eight articles were included in this systematic review out of the 117 screened peer-reviewed articles. RESULTS All the studies incorporated both the cognitive and socioemotional domains of school readiness in their profiles. Fifteen profiles of school readiness at preschool age were identified based on the child level of cognitive and socioemotional skills, with 7 profiles at risk of later academic and social difficulties. Despite variation, children in these at-risk profiles of school readiness shared similar features. CONCLUSION This literature review provides an exhaustive summary on the number of profiles and domains of school readiness most frequently reported in studies using a person-centered approach. Yielding an in-depth description of at-risk profiles of school readiness can help designing early preventive intervention for these children.
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Affiliation(s)
- Gabrielle Garon-Carrier
- Département de Psychoéducation, Université de Sherbrooke, Université, 2500 Boulevard de l'Université, Sherbrooke, QC, J1K 2R1, Canada.
| | - Corinne Mavungu-Blouin
- Département de Psychoéducation, Université de Sherbrooke, Université, 2500 Boulevard de l'Université, Sherbrooke, QC, J1K 2R1, Canada
| | - Marie-Josée Letarte
- Département de Psychoéducation, Université de Sherbrooke, Université, 2500 Boulevard de l'Université, Sherbrooke, QC, J1K 2R1, Canada
| | - Jasmine Gobeil-Bourdeau
- Département de Psychoéducation, Université de Sherbrooke, Université, 2500 Boulevard de l'Université, Sherbrooke, QC, J1K 2R1, Canada
| | - Caroline Fitzpatrick
- Département de L'enseignement Au Préscolaire Et Au Primaire, Université de Sherbrooke, Université, 2500 Boulevard de l'Université, Sherbrooke, QC, J1K 2R1, Canada
- Department of Childhood Education, University of Johannesburg, Johannesburg, South Africa
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4
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Aragón E, Cerda G, Pérez C, Aguilar M, Navarro JI. Socio-Economic and Cultural Context in the Development of Early Mathematical Competencies: A Comparative Study of Specific Educational Contexts in Chile and Spain. Psychol Rep 2023; 126:2904-2923. [PMID: 35485168 DOI: 10.1177/00332941221097950] [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] [Indexed: 11/15/2022]
Abstract
This research presents the findings of a comparative study of mathematical competence among 130 students (M = 54.08 months; SD = 2.57) from vulnerable school contexts in Chile and the Spanish public school system. The study analyses a set of general and specific domain precursors for which evidence of socioeconomic background exists. Using multivariate regression and discriminant analysis techniques, we calculated similarities and differences between groups by comparing these precursors. Significant differences were found between the Spanish and Chilean groups (p < .05); however, no differences were observed in non-symbolic comparison and receptive vocabulary. Possible reasons for the existence and extent of these differences are discussed in terms of socio-cultural and educational contexts.
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Affiliation(s)
| | - Gamal Cerda
- Department of Research Methodology and Educational Informatics, University of Concepción, Concepción, Chile
| | - Carlos Pérez
- Institute of Social Sciences, University of O'Higgins, Rancagua, Chile
| | - Manuel Aguilar
- Department of Psychology, University of Cadiz, Cádiz, Spain
| | - José I Navarro
- Department of Psychology, University of Cadiz, Cádiz, Spain
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Kutaka TS, Chernyavskiy P, Sarama J, Clements DH. Ordinal models to analyze strategy sophistication: Evidence from a learning trajectory efficacy study. J Sch Psychol 2023; 97:77-100. [PMID: 36914368 DOI: 10.1016/j.jsp.2023.01.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2022] [Revised: 09/10/2022] [Accepted: 01/11/2023] [Indexed: 02/09/2023]
Abstract
Investigators often rely on the proportion of correct responses in an assessment when describing the impact of early mathematics interventions on child outcomes. Here, we propose a shift in focus to the relative sophistication of problem-solving strategies and offer methodological guidance to researchers interested in working with strategies. We leverage data from a randomized teaching experiment with a kindergarten sample whose details are outlined in Clements et al. (2020). First, we describe our problem-solving strategy data, including how strategies were coded in ways that are amenable to analysis. Second, we explore what kinds of ordinal statistical models best fit the nature of arithmetic strategies, describe what each model implies about problem-solving behavior, and how to interpret model parameters. Third, we discuss the effect of "treatment", operationalized as instruction aligned with an arithmetic Learning Trajectory (LT). We show that arithmetic strategy development is best described as a sequential stepwise process and that children who receive LT instruction use more sophisticated strategies at post-assessment, relative to their peers in a teach-to-target skill condition. We introduce latent strategy sophistication as an analogous metric to traditional Rasch factor scores and demonstrate a moderate correlation them (r = 0.58). Our work suggests strategy sophistication carries information that is unique from, but complimentary to traditional correctness-based Rasch scores, motivating its expanded use in intervention studies.
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Affiliation(s)
- T S Kutaka
- University of Virginia, Center for the Advanced Study of Teaching and Learning, Ridley 236, PO Box 800784, Charlottesville, VA 22904, United States of America.
| | - P Chernyavskiy
- University of Virginia, Department of Public Health Sciences, PO Box 800717, Charlottesville, VA 22908, United States of America.
| | - J Sarama
- University of Denver, Morgridge College of Education, Marsico Institute for Early Learning, 1999 East Evans Avenue, Denver, CO 80208, United States of America.
| | - D H Clements
- University of Denver, Morgridge College of Education, Marsico Institute for Early Learning, 1999 East Evans Avenue, Denver, CO 80208, United States of America.
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6
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Muñez D, Bull R, Lee K, Ruiz C. Heterogeneity in children at risk of math learning difficulties. Child Dev 2023. [PMID: 36919958 DOI: 10.1111/cdev.13918] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Revised: 01/15/2023] [Accepted: 01/26/2023] [Indexed: 03/16/2023]
Abstract
This study recruited 428 Singaporean children at risk of math learning difficulties (MLD; Mage = 83.9 months, SDage = 4.35 months; 41% female). Using a factor mixture model that considered both quantitative and qualitative differences in math ability, two qualitatively different groups were identified: one with generalized difficulties across different math skills and the other with more focal difficulties in arithmetic fluency. Reading, working memory capacity, and numeracy (number line estimation skills and numerical discrimination) uniquely explained group membership. Children within each group differed in the extent of difficulties they exhibited, with numeracy variables differentially contributing to math ability in each group. Findings speak against a dimensional view of MLD and underscore the conceptual limitations of using basic numeracy performance to profile learning difficulties.
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Affiliation(s)
- David Muñez
- Centre for Research in Child Development, National Institute of Education, Nanyang Technological University, Singapore
| | - Rebecca Bull
- Department of Educational Studies, Macquarie University, Sydney, New South Wales, Australia
| | - Kerry Lee
- Department of Early Childhood Education, The University of Education Hong Kong, Tai Po, Hong Kong
| | - Carola Ruiz
- Department of Educational Studies, Macquarie University, Sydney, New South Wales, Australia
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Carpentier P, Morneau-Vaillancourt G, Aubé S, Matte-Gagné C, Denault AS, Brendgen M, Larose S, Petitclerc A, Ouellet-Morin I, Carbonneau R, Feng B, Séguin J, Côté S, Vitaro F, Tremblay RE, Dionne G, Boivin M. A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement. PLoS One 2022; 17:e0276532. [PMID: 36399469 PMCID: PMC9674147 DOI: 10.1371/journal.pone.0276532] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Accepted: 10/09/2022] [Indexed: 11/19/2022] Open
Abstract
The present study documented in two distinct population-based samples the contribution of preschool fluid and crystallized cognitive abilities to school achievement in primary school and examined the mediating role of crystallized abilities in this sequence of predictive associations. In both samples, participants were assessed on the same cognitive abilities at 63 months (sample 1, n = 1072), and at 41 and 73 months (sample 2, n = 1583), and then with respect to their school achievement from grade 1 (7 years) to grade 6 (12 years). Preschool crystallized abilities were found to play a key role in predicting school achievement. They contributed substantially to school achievement in the early school years, but more modestly in the later years, due to the strong auto-regression of school achievement. They also mediated the association between fluid abilities and later school achievement in the early grades of school, with the former having modest direct contribution to the latter in the later grades. These findings are discussed regarding their implication for preventive interventions.
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Affiliation(s)
| | | | - Sophie Aubé
- School of Psychology, Université Laval, Québec, Québec, Canada
| | | | | | - Mara Brendgen
- Department of Psychology, Université du Québec à Montréal, Montréal, Québec, Canada
| | - Simon Larose
- Faculty of Education Science, Université Laval, Québec, Québec, Canada
| | | | | | - René Carbonneau
- Department of Pediatrics and Psychology, Université de Montréal, Montréal, Québec, Canada
| | - Bei Feng
- School of Psychology, Université Laval, Québec, Québec, Canada
| | - Jean Séguin
- Department of Psychiatry, Université de Montréal, Montréal, Québec, Canada
| | - Sylvana Côté
- Department of Social and Preventive Medicine, Université de Montréal, Montréal, Québec, Canada
| | - Frank Vitaro
- School of Psycho-Education, Université de Montréal, Montréal, Québec, Canada
| | - Richard E. Tremblay
- Department of Pediatrics and Psychology, Université de Montréal, Montréal, Québec, Canada
| | - Ginette Dionne
- School of Psychology, Université Laval, Québec, Québec, Canada
| | - Michel Boivin
- School of Psychology, Université Laval, Québec, Québec, Canada
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8
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Li L, Valiente C, Eisenberg N, Spinrad TL, Johns SK, Berger RH, Thompson MS, Southworth J, Pina AA, Hernández MM, Gal-Szabo DE. Longitudinal relations between behavioral engagement and academic achievement: The moderating roles of socio-economic status and early achievement. J Sch Psychol 2022; 94:15-27. [PMID: 36064213 PMCID: PMC9484542 DOI: 10.1016/j.jsp.2022.08.001] [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: 05/14/2020] [Revised: 03/02/2022] [Accepted: 08/01/2022] [Indexed: 10/15/2022]
Abstract
This study investigated developmental trajectories of observationally coded engagement across the early elementary years and whether these trajectories were associated with children's academic achievement. Furthermore, we evaluated if these relations varied as a function of children's family socio-economic status and early reading and math skills. Data were collected from 301 children who were studied from kindergarten (Mage = 65.74 months; 49% boys) to 2nd grade. Children's behavioral engagement was observed in kindergarten, 1st, and 2nd grade. Reading and math skills were assessed via standardized tests in kindergarten and 2nd grade. Growth mixture models identified two classes of behavioral engagement: most children (87.0%) displayed relatively high behavioral engagement in the fall of kindergarten and decreased significantly across time (referred to below as high-decreasing class), and other children (13.0%) exhibited moderate behavioral engagement in the fall of kindergarten that was stable across time (referred to below as moderate-stable class). After controlling for academic skills in kindergarten and demographic variables (i.e., child age, sex, ethnicity, and family socio-economic status), children in the high-decreasing class displayed higher reading skills, but not math skills, than children in the moderate-stable class. Additional analyses revealed that differences in reading skills between the two classes were present only for children from low socio-economic status families or for children low in kindergarten reading skills. The findings suggest that economically or academically at-risk students might benefit more than their peers from high behavioral engagement.
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Affiliation(s)
- Longfeng Li
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA
| | - Carlos Valiente
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA.
| | - Nancy Eisenberg
- Department of Psychology, Arizona State University, Tempe, USA
| | - Tracy L Spinrad
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA
| | - Sarah K Johns
- Department of Psychology, Arizona State University, Tempe, USA
| | - Rebecca H Berger
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA; Education and Child Development, NORC at the University of Chicago, USA
| | - Marilyn S Thompson
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA
| | - Jody Southworth
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA
| | - Armando A Pina
- Department of Psychology, Arizona State University, Tempe, USA
| | | | - Diana E Gal-Szabo
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, USA
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9
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Guay F, Morin AJ, Ahn JS, Bradet R, Marsh HW, Boivin M. Trajectories of academic self-concept during the elementary school years: A growth mixture analysis. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102196] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
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10
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Luoni C, Scorza M, Stefanelli S, Fagiolini B, Termine C. A Neuropsychological Profile of Developmental Dyscalculia: The Role of Comorbidity. JOURNAL OF LEARNING DISABILITIES 2022:222194221102925. [PMID: 35726739 DOI: 10.1177/00222194221102925] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Developmental dyscalculia (DD) has long been thought to be determined by multiple components. Dyscalculia has high comorbidity with other learning and developmental disabilities, including reading and writing disorders, attention deficits, and problems in visual/spatial skills, short memory, and working memory. This study aims to assess prevalence rates for isolated as well as comorbid DD in a sample of Italian-speaking children. In addition, we studied the neuropsychological profile of children with isolated or combined dyscalculia. We tested 380 children (176 males and 204 females) between the ages of 8.17 and 9.33 years using an extensive battery to determine the neuropsychological profile. The assessment included an arithmetic battery and nonverbal intelligence, short-term memory, reading, and writing tests. The results indicated that children with DD more frequently have a reading disorder and writing disorder. They also have a lower nonverbal intelligence quotient (IQ) and obtain significantly lower scores in short-term memory tests and on a visuospatial skills questionnaire. They also had significantly higher scores (indicative of greater attentional difficulties) in the Conners subscale for attentional problems. Children with DD present different cognitive and neuropsychological profiles.
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Orri M, Boivin M, Chen C, Ahun MN, Geoffroy MC, Ouellet-Morin I, Tremblay RE, Côté SM. Cohort Profile: Quebec Longitudinal Study of Child Development (QLSCD). Soc Psychiatry Psychiatr Epidemiol 2021; 56:883-894. [PMID: 33185737 DOI: 10.1007/s00127-020-01972-z] [Citation(s) in RCA: 44] [Impact Index Per Article: 14.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/12/2020] [Accepted: 10/24/2020] [Indexed: 02/06/2023]
Abstract
PURPOSE The Quebec Longitudinal Study of Child Development (QLSCD) was designed to examine the long-term associations of preschool physical, cognitive, social, and emotional development with biopsychosocial development across childhood, adolescence, and young adulthood. METHODS QLSCD is an ongoing prospective cohort including 2120 singletons born in 1997/1998 in the Canadian province of Quebec. So far, data have been collected annually or every 2 years from child ages 5 months to 21 years. The cohort currently includes 1245 participants. Data available include a range of environmental (e.g., family characteristics, child behaviour, educational attainment, mental health), biological (e.g., hair cortisol, genetic, epigenetic), and administrative data. RESULTS QLSCD has contributed to the understanding of children's psychosocial development, including the development of physical aggression and anxiety. QLSCD articles have advanced scientific knowledge on the influence of early childhood factors on childhood, adolescent, and young adult mental health, including the effect of participation in early childcare on cognitive and behavioural development, the developmental origins of adolescent and young adult mental health problems and suicide risk, and the development of interpersonal difficulties (e.g., peer victimisation) from preschool years to adolescence. CONCLUSION QLSCD has given major contributions to our understanding of the link between different aspects of child development and biopsychosocial development during the first two decades of life. Unique features include the presence of environmental, biological, and administrative data, long-term follow-up with frequent data collections, and use of data from multiple informants, including teachers, mothers, fathers, and the children themselves.
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Affiliation(s)
- Massimiliano Orri
- McGill Group for Suicide Studies, Department of Psychiatry, Department, Montreal, Douglas Mental Health University Institute, McGill University, Frank B. Common Pavilion, F-2101 6875 LaSalle Boulevard, Montreal, QC, H4H 1R3, Canada
- Bordeaux Population Health Research Centre, Inserm U1219, University of Bordeaux, Bordeaux, France
| | - Michel Boivin
- School of Psychology, Université Laval, Quebec, QC, Canada
| | - Chelsea Chen
- Sainte-Justine Hospital Research Center, Montreal, QC, Canada
| | - Marilyn N Ahun
- Sainte-Justine Hospital Research Center, Montreal, QC, Canada
- Department of Social and Preventive Medicine, School of Public Health, University of Montreal, 3050 Edouard Montpetit, Montreal, QC, H3T 1J7, Canada
| | - Marie-Claude Geoffroy
- McGill Group for Suicide Studies, Department of Psychiatry, Department, Montreal, Douglas Mental Health University Institute, McGill University, Frank B. Common Pavilion, F-2101 6875 LaSalle Boulevard, Montreal, QC, H4H 1R3, Canada
- Department of Education and Counselling Psychology, McGill University, Montreal, QC, Canada
| | - Isabelle Ouellet-Morin
- School of Criminology, University of Montreal, Montreal, QC, Canada
- Research Center of the Montreal Mental Health University Institute, Montreal, QC, Canada
| | - Richard E Tremblay
- Department of Pediatrics and Psychology, University of Montreal, Montreal, QC, Canada
- School of Public Health, University College Dublin, Dublin, Ireland
| | - Sylvana M Côté
- Bordeaux Population Health Research Centre, Inserm U1219, University of Bordeaux, Bordeaux, France.
- Department of Social and Preventive Medicine, School of Public Health, University of Montreal, 3050 Edouard Montpetit, Montreal, QC, H3T 1J7, Canada.
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12
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Navarro-Soria I, Álvarez-Teruel JD, Granados-Alós L, Lavigne-Cerván R. Early Detection of Academic Performance During Primary Education Using the Spanish Primary School Aptitude Test (AEI) Battery. Front Psychol 2021; 11:630803. [PMID: 33551939 PMCID: PMC7858253 DOI: 10.3389/fpsyg.2020.630803] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2020] [Accepted: 12/21/2020] [Indexed: 11/17/2022] Open
Abstract
The aim of this study was to assess the predictive capacity of some of the most relevant cognitive skills pertaining to the academic field as measured by the Spanish Primary School Aptitude Test Battery. This psychometric tool was applied to all students who were enrolled in the final year of Early Childhood Education (631 students) in the public schools of the province of Alicante (in the South-East of Spain) and a follow-up of their academic progress was carried out when they completed Primary Education (6 school years). The results obtained show that medium-high and high scores in Verbal Aptitude and Numerical Aptitude tests in Early Childhood Education (5 years of age), can predict academic success at the end of Primary Education (12 years of age) in instrumental subjects such as: (1) Language (Verbal Aptitude Odds Ratio = 1.39 and Numerical Aptitude Odds Ratio = 1.39) and (2) Mathematics (Verbal Aptitude Odds Ratio = 1.47 and Numerical Aptitude Odds Ratio = 1.52). We have determined the importance of developing pedagogical programs that stimulate the development of these skills during Early Childhood Education, while implementing support strategies during Primary Education, for those students who present underdeveloped aptitudes in these areas. In this way, school difficulties would be prevented in the instrumental subjects that provide access to other academic areas.
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Affiliation(s)
- Ignasi Navarro-Soria
- Department of Developmental and Educational Psychology, University of Alicante, Alicante, Spain
| | | | | | - Rocío Lavigne-Cerván
- Department of Developmental and Educational Psychology, University of Malaga, Málaga, Spain
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Dimond D, Heo S, Ip A, Rohr CS, Tansey R, Graff K, Dhollander T, Smith RE, Lebel C, Dewey D, Connelly A, Bray S. Maturation and interhemispheric asymmetry in neurite density and orientation dispersion in early childhood. Neuroimage 2020; 221:117168. [DOI: 10.1016/j.neuroimage.2020.117168] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2019] [Revised: 06/15/2020] [Accepted: 07/12/2020] [Indexed: 12/13/2022] Open
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14
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Aragón E, Cerda G, Aguilar M, Mera C, Navarro JI. Modulation of general and specific cognitive precursors to early mathematical competencies in preschool children. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s10212-020-00483-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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15
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Dimond D, Rohr CS, Smith RE, Dhollander T, Cho I, Lebel C, Dewey D, Connelly A, Bray S. Early childhood development of white matter fiber density and morphology. Neuroimage 2020; 210:116552. [DOI: 10.1016/j.neuroimage.2020.116552] [Citation(s) in RCA: 35] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2019] [Revised: 01/10/2020] [Accepted: 01/14/2020] [Indexed: 12/13/2022] Open
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16
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Yang X, Meng X. Visual Processing Matters in Chinese Reading Acquisition and Early Mathematics. Front Psychol 2020; 11:462. [PMID: 32296366 PMCID: PMC7141237 DOI: 10.3389/fpsyg.2020.00462] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2019] [Accepted: 02/27/2020] [Indexed: 11/13/2022] Open
Abstract
The main purpose of the present study was to investigate whether visual processing uniquely contributed to character reading and early mathematics in Chinese children. Eighty-two Chinese kindergarteners at K3 (mean age = 68 months, SD = 0.30) were followed up to grade one (mean age = 82 months, SD = 0.35) with an interval of 14 months. Nonverbal intelligence, inhibitory control, sustained attention, character reading, and mathematics were measured at kindergarten. Character reading and mathematics were assessed again at grade one. Results showed visual processing at kindergarten significantly predicted character reading at grade one after controlling for prior reading performance, inhibitory control, sustained attention, age, gender, and nonverbal IQ. Similarly, visual processing at kindergarten explained unique variance in early mathematics at grade one when prior mathematics performance and other covariates at kindergarten were controlled. These findings suggest that visual processing should serve as a domain-general precursor of children's performance in character reading and early mathematics and an important cognitive factor for later academic learning.
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Affiliation(s)
- Xiujie Yang
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Xiangzhi Meng
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavioral and Mental Health, Peking University, Beijing, China
- PekingU-PolyU Center for Child Development and Learning, Beijing, China
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Zhou X, Zhen R, Wu X. Trajectories of academic burnout in adolescents after the Wenchuan earthquake: A latent growth mixture model analysis. SCHOOL PSYCHOLOGY INTERNATIONAL 2018. [DOI: 10.1177/0143034318810318] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Changes in academic burnout in adolescents have attracted much research attention; however, most studies assume that adolescent academic burnout is characterized by overall homogenous change and overlook the heterogeneity of burnout change. To address this issue, this study examined distinct latent trajectories of academic burnout in adolescents following the Wenchuan earthquake, China. Adolescents were surveyed at 1 (T1), 1.5 (T2), 2 (T3), and 2.5 years (T4) after the earthquake. Self-reported questionnaires were administered to 391 participants aged 12- to 19-years-old. The results identified three academic burnout trajectories: Increasing (3.9%), low (85.4%), and decreasing (10.7%). Additionally, intrusive post-traumatic stress disorder (PTSD) symptoms were more likely in the increasing group, avoidance PTSD symptoms were more likely in the decreasing group, and PTSD hyperarousal symptoms were more likely in the decreasing group, but less likely in the increasing group. These findings indicate that adolescents experienced heterogeneous academic burnout changes following the earthquake.
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Affiliation(s)
| | - Rui Zhen
- Hangzhou Normal University, China
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