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Smith-Spark JH, Gordon R. Automaticity and Executive Abilities in Developmental Dyslexia: A Theoretical Review. Brain Sci 2022; 12:brainsci12040446. [PMID: 35447978 PMCID: PMC9030885 DOI: 10.3390/brainsci12040446] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2022] [Revised: 03/18/2022] [Accepted: 03/25/2022] [Indexed: 02/04/2023] Open
Abstract
Cognitive difficulties are well documented in developmental dyslexia but they present a challenge to dyslexia theory. In this paper, the Model of the Control of Action is proposed as a theoretical explanation of how and why deficits in both automaticity and executive abilities are apparent in the cognitive profiles of dyslexia and how these deficits might relate to literacy difficulties. This theoretical perspective is used to consider evidence from different cognitive domains. The neuroanatomical underpinnings of automaticity and executive abilities are then discussed in relation to the understanding of dyslexia. Links between reading, writing, and executive function are considered. The reviewed evidence suggests that dyslexia theory should consider an interaction between procedural learned behaviour (automaticity) and higher-order (executive) abilities. The capacity to handle environmental interference, develop and engage adaptive strategies accordingly, and plan actions all require interactions between the cerebellum and the prefrontal cortex (PFC). Difficulties in these areas might explain both impairments in the cumulative development of literacy skills in childhood and general task management in everyday life in adulthood. It is suggested that improved measures are required to assess this cerebellar–PFC interaction and to allow early identification of future literacy difficulties, allowing implementation of timely interventions and reasonable adjustments.
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Affiliation(s)
- James H. Smith-Spark
- Division of Psychology, School of Applied Sciences, London South Bank University, London SE1 0AA, UK
- Correspondence:
| | - Rebecca Gordon
- Department of Psychology and Human Development, Institute of Education, University College London, London WC1H 0AA, UK;
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Obidziński M. Response frequencies in the conjoint recognition memory task as predictors of developmental dyslexia diagnosis: A decision-trees approach. DYSLEXIA (CHICHESTER, ENGLAND) 2021; 27:50-61. [PMID: 32167644 DOI: 10.1002/dys.1655] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2018] [Revised: 01/31/2020] [Accepted: 02/25/2020] [Indexed: 06/10/2023]
Abstract
The presented study applies the methods of data mining and prediction models to the subject of memory functioning in developmental dyslexia. This article sets forth the results of an analysis of the decision tree algorithm for the classification of dyslexia/non-dyslexia, based on frequency data from the modified simplified conjoint recognition experiment-a paradigm based on the fuzzy-trace theory used to investigate verbatim and gist memory. This decision tree model was created with the use of the C&RT algorithm, which makes a prediction of the classification with the use of four predictors: the numbers of different types of answers depending on the specific stimuli presented. Seventy-one high school students, 33 with developmental dyslexia, took part in a memory experiment. The model created using the decision tree algorithm has a very good overall validity. Excellent developmental dyslexia classification was accompanied by satisfactory non-dyslexia classification. The decision tree proposed predictors that are supported both theoretically and empirically. The results obtained show an important role of verbatim and gist memory functioning in developmental dyslexia and suggest that the pattern of performance observed in the memory tests can be used as a predictor of the developmental dyslexia disorder. Results encourage further usage of decision trees.
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Affiliation(s)
- Michał Obidziński
- Institute of Psychology, Faculty of Christian Philosophy, Cardinal Stefan Wyszyński University, Warsaw, Poland
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Gan J, Guo Y. The Cognitive Mechanism of the Practice Effect of Time-Based Prospective Memory: The Role of Time Estimation. Front Psychol 2019; 10:2780. [PMID: 31866922 PMCID: PMC6909009 DOI: 10.3389/fpsyg.2019.02780] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2019] [Accepted: 11/26/2019] [Indexed: 12/22/2022] Open
Abstract
Remembering to perform delayed intentions at a specific time point or period is referred to as time-based prospective memory (TBPM). The practice effect of TBPM is the phenomenon that TBPM performance improves via repeated PM training. In the present study, our main purpose was to explore the cognitive mechanism of the practice effect of TBPM, specifically the role of time estimation in the practice effect. We adopted a simple retrospective component of TBPM (pressing 1 key) in the present study, facilitating a closer look at the role of time estimation. In Experiment 1, the experimental group received 20 TBPM tasks training and some ongoing tasks training, while the control group only received some ongoing tasks training. We found that TBPM and time estimation abilities of experimental group were all better than those of control group. It proved that the practice effect of TBPM was closely related to the improvement of time estimation ability. In Experiment 2, we used time estimation training instead of TBPM training used in Experiment 1. The results of Experiment 2 were basically the same as those of Experiment 1. It further confirmed that time estimation played a key role in the practice effect of TBPM.
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Affiliation(s)
- Jiaqun Gan
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Yunfei Guo
- Faculty of Psychology, Southwest University, Chongqing, China
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Ritter A, Ilakkuvan V. Reassessing health literacy best practices to improve medication adherence among patients with dyslexia. PATIENT EDUCATION AND COUNSELING 2019; 102:2122-2127. [PMID: 31174951 DOI: 10.1016/j.pec.2019.05.024] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2019] [Revised: 05/09/2019] [Accepted: 05/25/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Dyslexia is characterized as unexpected and persistent difficulty in reading. In addition to language-based deficits, evidence indicates that people with dyslexia may struggle with tasks related to memory and executive function. This discussion paper explores how these non-linguistic deficits could plausibly affect medication adherence among patients with dyslexia. DISCUSSION There is a dearth of original research literature exploring the intersection of dyslexia and health behaviors in the United States. The authors examine selected best practices from the field of health literacy with potential to improve medication adherence among patients with dyslexia and suggest areas for further research on the intersection of dyslexia, health literacy and medication adherence. CONCLUSION Dyslexia is a high-prevalence condition. Patients with dyslexia may be more likely to experience challenges when learning and implementing complex, multi-step health behaviors, such as the tasks associated with medication adherence. However, there has been no research to assess the specific needs of patients with dyslexia, or design interventions to meet those needs. Foundational research is necessary to develop a health communications framework that meets the needs of these neurodiverse patients.
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Affiliation(s)
- Ann Ritter
- George Washington University, Milken Institute School of Public Health, Washington, DC USA; LARK Consulting, New York, NY USA.
| | - Vinu Ilakkuvan
- George Washington University, Milken Institute School of Public Health, Washington, DC USA.
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Liu LL, Gan MY, Cui JF, Chen T, Tan SP, Neumann DL, Shum DHK, Wang Y, Chan RCK. The general facilitation effect of implementation intentions on prospective memory performance in patients with schizophrenia. Cogn Neuropsychiatry 2018; 23:350-363. [PMID: 30269636 DOI: 10.1080/13546805.2018.1528143] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/02/2023]
Abstract
INTRODUCTION Prospective memory (PM) refers to remembering to execute a planned intention in the future. It can be divided into event- and time-based, according to the nature of the PM cue. Event-based PM cues can be classified as focal or non-focal. Patients with schizophrenia (SCZ) have been found to be impaired in both event- and time-based PM. PM has been found to be improved by implementation intentions, which is an encoding strategy in the format of "if X then Y". This study examined the effect of implementation intentions on a non-focal event-based and a time-based PM task in patients with SCZ. METHODS Forty-two patients with SCZ and 42 healthy controls were allocated to either an implementation intention or a control PM instruction condition and were asked to complete two PM tasks. RESULTS Implementation intentions was found to improve performance in both the non-focal event-based and time-based PM tasks in patients with SCZ and healthy controls, with no costs to the ongoing task. The improvement in time-based PM performance in the implementation intentions condition was partially mediated by the frequency of clock checking behaviour. CONCLUSIONS Implementation intentions can facilitate PM performance in patients with SCZ and has the potential to be used as a clinical intervention tool.
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Affiliation(s)
- Lu-Lu Liu
- a Neuropsychology and Applied Cognitive Neuroscience Laboratory, CAS Key Laboratory of Mental Health , Institute of Psychology, Chinese Academy of Sciences , Beijing , China.,b Department of Psychology , University of Chinese Academy of Sciences , Beijing , China
| | | | - Ji-Fang Cui
- d Institute of Educational Information and Statistics , National Institute of Education Sciences , Beijing , China
| | - Tao Chen
- a Neuropsychology and Applied Cognitive Neuroscience Laboratory, CAS Key Laboratory of Mental Health , Institute of Psychology, Chinese Academy of Sciences , Beijing , China.,b Department of Psychology , University of Chinese Academy of Sciences , Beijing , China
| | - Shu-Ping Tan
- c Beijing Huilongguan Hospital , Beijing , China
| | - David L Neumann
- e Menzies Health Institute Queensland and School of Applied Psychology , Griffith University , Gold Coast , Australia
| | - David H K Shum
- a Neuropsychology and Applied Cognitive Neuroscience Laboratory, CAS Key Laboratory of Mental Health , Institute of Psychology, Chinese Academy of Sciences , Beijing , China.,e Menzies Health Institute Queensland and School of Applied Psychology , Griffith University , Gold Coast , Australia
| | - Ya Wang
- a Neuropsychology and Applied Cognitive Neuroscience Laboratory, CAS Key Laboratory of Mental Health , Institute of Psychology, Chinese Academy of Sciences , Beijing , China.,b Department of Psychology , University of Chinese Academy of Sciences , Beijing , China
| | - Raymond C K Chan
- a Neuropsychology and Applied Cognitive Neuroscience Laboratory, CAS Key Laboratory of Mental Health , Institute of Psychology, Chinese Academy of Sciences , Beijing , China.,b Department of Psychology , University of Chinese Academy of Sciences , Beijing , China
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Smith-Spark JH. A review of prospective memory impairments in developmental dyslexia: evidence, explanations, and future directions. Clin Neuropsychol 2017; 32:816-835. [DOI: 10.1080/13854046.2017.1369571] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- James H. Smith-Spark
- Division of Psychology, School of Applied Sciences, London South Bank University, London, UK
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Smith-Spark JH, Zięcik AP, Sterling C. Adults with developmental dyslexia show selective impairments in time-based and self-initiated prospective memory: Self-report and clinical evidence. RESEARCH IN DEVELOPMENTAL DISABILITIES 2017; 62:247-258. [PMID: 28089431 DOI: 10.1016/j.ridd.2016.12.011] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2015] [Revised: 11/28/2016] [Accepted: 12/20/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Prospective memory (PM; memory for delayed intentions) would seem to be impaired in dyslexia but evidence is currently limited in scope. AIMS There is a need, therefore, firstly, to explore PM under controlled conditions using a broader range of PM tasks than used previously and, secondly, to determine whether objectively measured and self-reported PM problems can be found in the same individuals with dyslexia. METHODS AND PROCEDURES The responses of 30 adults with dyslexia were compared with those of 30 IQ-matched adults without dyslexia on a self-report and a clinical measure of PM. OUTCOMES AND RESULTS Dyslexia-related deficits were shown on the clinical measure overall and, more particularly, when PM responses had to be made to cues based on time rather than environmental events. Adults with dyslexia were also more likely to forget to carry out an intention under naturalistic conditions 24h later. On the self-report questionnaire, the group with dyslexia reported significantly more frequent problems with PM overall, despite using more techniques to aid their memory. In particular, problems were identified with longer-term PM tasks and PM which had to be self-initiated. CONCLUSIONS AND IMPLICATIONS Dyslexia-related PM deficits were found under both laboratory and everyday conditions in the same participants; the first time that this has been demonstrated. These findings support previous experimental research which has highlighted dyslexia-related deficits in PM when the enacting of intentions is based on time cues and/or has to be self-initiated rather than being in prompted by environmental events.
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Smith-Spark JH, Zięcik AP, Sterling C. Self-Reports of Increased Prospective and Retrospective Memory Problems in Adults with Developmental Dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2016; 22:245-262. [PMID: 27121331 DOI: 10.1002/dys.1528] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2015] [Revised: 02/15/2016] [Accepted: 03/28/2016] [Indexed: 06/05/2023]
Abstract
Short-term and working memory problems in dyslexia are well-documented, but other memory domains have received little empirical scrutiny, despite some evidence to suggest that they might be impaired. Prospective memory is memory for delayed intentions, whilst retrospective memory relates to memory for personally experienced past events. To gain an understanding of subjective everyday memory experience, a self-report measure designed to tap prospective and retrospective memory was administered to 28 adults with dyslexia and 26 IQ-matched adults without dyslexia. Adults with dyslexia reported experiencing significantly more frequent problems with memory than the adults without dyslexia. Group differences were found across seven out of the eight questionnaire scales. Further to these analyses, the participants' own ratings were compared with proxy ratings provided by close associates. The perception of poorer memory abilities in the participants did not differ between respondent types. The self-reported difficulties are, thus, unlikely to be the result of lowered self-esteem or metacognitive awareness. More frequent difficulties with both types of memory would seem, therefore, to be experienced by adults with dyslexia in everyday life. Further laboratory-based research is recommended to explore both memory domains in dyslexia and to identify the cognitive mechanisms by which these problems occur. Copyright © 2016 John Wiley & Sons, Ltd.
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Affiliation(s)
- James H Smith-Spark
- Division of Psychology, School of Applied Sciences, London South Bank University, London, UK
| | - Adam P Zięcik
- Division of Psychology, School of Applied Sciences, London South Bank University, London, UK
| | - Christopher Sterling
- Division of Psychology, School of Applied Sciences, London South Bank University, London, UK
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Smith-Spark JH, Henry LA, Messer DJ, Edvardsdottir E, Zięcik AP. Executive functions in adults with developmental dyslexia. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 53-54:323-341. [PMID: 26970859 DOI: 10.1016/j.ridd.2016.03.001] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2015] [Revised: 01/15/2016] [Accepted: 03/01/2016] [Indexed: 06/05/2023]
Abstract
BACKGROUND Executive functioning (EF) deficits are well recognized in developmental dyslexia, yet the majority of studies have concerned children rather than adults, ignored the subjective experience of the individual with dyslexia (with regard to their own EFs), and have not followed current theoretical perspectives on EFs. AIMS AND METHODS The current study addressed these shortfalls by administering a self-report measure of EF (BRIEF-A; Roth, Isquith, & Gioia, 2005) and experimental tasks to IQ-matched groups of adults with and without dyslexia. The laboratory-based tasks tested the three factors constituting the framework of EF proposed by Miyake et al. (2000). RESULTS In comparison to the group without dyslexia, the participants with dyslexia self-reported more frequent EF problems in day-to-day life, with these difficulties centering on metacognitive processes (working memory, planning, task monitoring, and organization) rather than on the regulation of emotion and behaviour. The participants with dyslexia showed significant deficits in EF (inhibition, set shifting, and working memory). CONCLUSIONS AND IMPLICATIONS The findings indicated that dyslexia-related problems have an impact on the daily experience of adults with the condition. Further, EF difficulties are present in adulthood across a range of laboratory-based measures, and, given the nature of the experimental tasks presented, extend beyond difficulties related solely to phonological processing.
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