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Donolato E, Toffalini E, Cornoldi C, Mammarella IC. In emotion and reading motivation, children with a diagnosis of dyslexia are not just the end of a continuum. DYSLEXIA (CHICHESTER, ENGLAND) 2024; 30:e1778. [PMID: 39005133 DOI: 10.1002/dys.1778] [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: 03/15/2023] [Revised: 03/01/2024] [Accepted: 06/24/2024] [Indexed: 07/16/2024]
Abstract
Children with dyslexia (CwD) often report poor psychological well-being. We examined (i) whether anxiety, self-concept and reading motivation in CwD differed from those of typically developing children (TDC; case-control design, Study 1a) and (ii) whether these differences mirrored the linear relationships that these variables present with reading ability in the TDC group (dimensional approach, Study 1b). In Study 1a, 34 CwD were compared with 191 TDC in grades 4-8 on anxiety, self-concept, reading motivation and reading strategy using self-reports (controlling for sex, intelligence and math ability scores). In Study 1b, the differences that emerged in Study 1a were compared with the results obtained from a simulation procedure that generated dyslexia observations under the assumptions of a dimensional hypothesis. The CwD group presented small-to-moderate difficulties, which partially mirrored the predictions in the TDC group. However, violations of predictions based on the population without dyslexia were found for reading self-concept, social anxiety and reading competitiveness. In sum, children's diagnoses affect their self-perception as readers and social anxiety in a way that cannot be inferred from linear relationships. CwD need support to preserve an adequate image of themselves as readers and cope with social anxiety.
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Affiliation(s)
- Enrica Donolato
- Department of Special Needs Education, University of Oslo, Oslo, Norway
| | - Enrico Toffalini
- Department of General Psychology, University of Padova, Padova, Italy
| | - Cesare Cornoldi
- Department of General Psychology, University of Padova, Padova, Italy
| | - Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy
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2
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Dolfi S, Decarli G, Lunardon M, De Filippo De Grazia M, Gerola S, Lanfranchi S, Cossu G, Sella F, Testolin A, Zorzi M. Weaker number sense accounts for impaired numerosity perception in dyscalculia: Behavioral and computational evidence. Dev Sci 2024:e13538. [PMID: 38949566 DOI: 10.1111/desc.13538] [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: 05/23/2023] [Revised: 04/29/2024] [Accepted: 05/27/2024] [Indexed: 07/02/2024]
Abstract
Impaired numerosity perception in developmental dyscalculia (low "number acuity") has been interpreted as evidence of reduced representational precision in the neurocognitive system supporting non-symbolic number sense. However, recent studies suggest that poor numerosity judgments might stem from stronger interference from non-numerical visual information, in line with alternative accounts that highlight impairments in executive functions and visuospatial abilities in the etiology of dyscalculia. To resolve this debate, we used a psychophysical method designed to disentangle the contribution of numerical and non-numerical features to explicit numerosity judgments in a dot comparison task and we assessed the relative saliency of numerosity in a spontaneous categorization task. Children with dyscalculia were compared to control children with average mathematical skills matched for age, IQ, and visuospatial memory. In the comparison task, the lower accuracy of dyscalculics compared to controls was linked to weaker encoding of numerosity, but not to the strength of non-numerical biases. Similarly, in the spontaneous categorization task, children with dyscalculia showed a weaker number-based categorization compared to the control group, with no evidence of a stronger influence of non-numerical information on category choice. Simulations with a neurocomputational model of numerosity perception showed that the reduction of representational resources affected the progressive refinement of number acuity, with little effect on non-numerical bias in numerosity judgments. Together, these results suggest that impaired numerosity perception in dyscalculia cannot be explained by increased interference from non-numerical visual cues, thereby supporting the hypothesis of a core number sense deficit. RESEARCH HIGHLIGHTS: A strongly debated issue is whether impaired numerosity perception in dyscalculia stems from a deficit in number sense or from poor executive and visuospatial functions. Dyscalculic children show reduced precision in visual numerosity judgments and weaker number-based spontaneous categorization, but no increasing reliance on continuous visual properties. Simulations with deep neural networks demonstrate that reduced neural/computational resources affect the developmental trajectory of number acuity and account for impaired numerosity judgments. Our findings show that weaker number acuity in developmental dyscalculia is not necessarily related to increased interference from non-numerical visual cues.
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Affiliation(s)
- Serena Dolfi
- Department of Developmental Psychology and Socialization, University of Padova, Padova, Italy
| | - Gisella Decarli
- Department of General Psychology, University of Padova, Padova, Italy
| | | | | | - Silvia Gerola
- Centro Medico di Foniatria - Casa di Cura Trieste, Padova, Italy
| | - Silvia Lanfranchi
- Department of Developmental Psychology and Socialization, University of Padova, Padova, Italy
| | - Giuseppe Cossu
- Centro Medico di Foniatria - Casa di Cura Trieste, Padova, Italy
| | - Francesco Sella
- Centre for Mathematical Cognition, Loughborough University, Loughborough, UK
| | - Alberto Testolin
- Department of General Psychology, University of Padova, Padova, Italy
- Department of Mathematics, University of Padova, Padova, Italy
| | - Marco Zorzi
- Department of General Psychology, University of Padova, Padova, Italy
- IRCCS San Camillo Hospital, Venice, Italy
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Gearin B, Turtura J, Anderson K, Durrance S, Mele-McCarthy J, Schultz L, Spitulnik K. An interdisciplinary perspective on the strengths and weaknesses of the International Dyslexia Association definition of dyslexia. ANNALS OF DYSLEXIA 2024:10.1007/s11881-024-00310-1. [PMID: 38867023 DOI: 10.1007/s11881-024-00310-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/26/2023] [Accepted: 05/29/2024] [Indexed: 06/14/2024]
Abstract
This commentary article describes the results of a Delphi Method discussion between an interdisciplinary team of state dyslexia policy implementers. The authors argue that the International Dyslexia Association (IDA) definition of dyslexia from 2001 skews toward the perspectives of the research community, inadvertently creating implementation challenges for school practice. The article describes how the authors reached this determination; why they believe Vaughn et al.'s (Annals of Dyslexia, 2024) proposed definition marks an improvement over the 2001 IDA definition; and the need for continued support in the dyslexia policy implementation process, including knowledge dissemination efforts and updates to other relevant policy documents. This collaboration between policymakers, educators, and researchers contributes to the special issue by considering how the definition of dyslexia is situated in policy and practice. In so doing, it addresses a longstanding gap in academic research on how policy implementers understand and use the IDA definition.
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Affiliation(s)
- Brian Gearin
- Center On Teaching and Learning, University of Oregon, 1600 Millrace Dr., Eugene, OR, 97403, USA.
| | - Jessica Turtura
- Center On Teaching and Learning, University of Oregon, 1600 Millrace Dr., Eugene, OR, 97403, USA
| | | | - Samantha Durrance
- SERVE Center, University of North Carolina at Greensboro, Greensboro, NC, USA
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Decarli G, Franchin L, Vitali F. Motor skills and capacities in developmental dyslexia: A systematic review and meta-analysis. Acta Psychol (Amst) 2024; 246:104269. [PMID: 38642452 DOI: 10.1016/j.actpsy.2024.104269] [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: 10/29/2023] [Revised: 04/09/2024] [Accepted: 04/10/2024] [Indexed: 04/22/2024] Open
Abstract
In recent decades, the connections between academic skills, such as reading, writing, and calculation, and motor skills/capacities have received increasing attention. Many studies provided evidence for motor difficulties in children and adolescents with dyslexia, prompting the need for a meta-analysis to combine these multiple findings. Therefore, we conducted a meta-analysis using PsycINFO, Pubmed, and SportDiscus as scientific databases. A total of 572 studies were analyzed following several stringent inclusion criteria, resulting in the inclusion of 23 peer-reviewed studies in the final analysis. Our results showed that children and adolescents with dyslexia displayed significant different performances in multiple motor tasks and these differences persisted also when the type of motor task was considered as moderator in the analysis. The present findings are in accordance with the literature that supports a close connection between reading disabilities and difficulties in motor skills/capacities.
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Affiliation(s)
- G Decarli
- Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
| | - L Franchin
- Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
| | - F Vitali
- Department of Neurosciences, Biomedicine and Movement Sciences, University of Verona, Verona, Italy.
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5
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Micheletti S, Galli J, Vezzoli M, Scaglioni V, Agostini S, Calza S, Merabet LB, Fazzi E. Academic skills in children with cerebral palsy and specific learning disorders. Dev Med Child Neurol 2024; 66:778-792. [PMID: 37990438 DOI: 10.1111/dmcn.15808] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/29/2022] [Revised: 09/02/2023] [Accepted: 10/17/2023] [Indexed: 11/23/2023]
Abstract
AIM To investigate the prevalence and clinical manifestations of reading, writing, and mathematics disorders in children with cerebral palsy (CP). We explored how the clinical profile of these children differed from those with specific learning disorders (SLDs), taking into account several factors, particularly IQ scores, neuropsychological aspects, and the presence of a visual impairment. METHOD A prospective cross-sectional study was conducted in 42 children with CP (mean age 9 years 8 months; SD = 2 years 2 months) and 60 children with SLDs (mean age 10 years; SD = 1 year 7 months). Clinical characteristics, neuromotor and cognitive profiles, neuropsychological aspects (speech performance, academic skills, visual attention, phonological awareness, working memory), and signs of visual impairment (visual acuity, contrast sensitivity, visual field, oculomotor functions) were assessed. A machine learning approach consisting of a random forest algorithm, where the outcome was the diagnosis and the covariates were the clinical variables collected in the sample, was used for the analyses. RESULTS About 59% of the children with CP had reading, writing, or mathematics disorders. Children with CP with learning disorders had a low performance IQ, normal phonological awareness, and working memory difficulties, whereas children with SLDs had normal performance IQ, impaired phonological awareness, and mild working memory difficulties. There were no differences in verbal IQ between the two groups. INTERPRETATION Learning disorders are frequently associated with CP, with different clinical characteristics, compared with SLDs. Assessment of academic skills is mandatory in these children, even if the IQ is normal. At school age, specific interventions to promote academic skills in children with CP could be a major rehabilitative goal. WHAT THIS PAPER ADDS Reading, writing, and mathematics disorders in cerebral palsy have specific clinical characteristics. Their underlying mechanisms differ from those described in specific learning disorders. Working memory impairment can be considered a hallmark of learning disorders in children with cerebral palsy.
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Affiliation(s)
- Serena Micheletti
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
| | - Jessica Galli
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
- Department of Clinical and Experimental Sciences, University of Brescia, Brescia, Italy
| | - Marika Vezzoli
- Unit of Biostatistics and Bioinformatics, Department of Molecular and Translational Medicine, University of Brescia, Brescia, Italy
| | - Vera Scaglioni
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
| | - Stefania Agostini
- Department of Clinical and Experimental Sciences, University of Brescia, Brescia, Italy
| | - Stefano Calza
- Unit of Biostatistics and Bioinformatics, Department of Molecular and Translational Medicine, University of Brescia, Brescia, Italy
| | - Lotfi B Merabet
- Laboratory for Visual Neuroplasticity, Department of Ophthalmology, Massachusetts Eye and Ear, Harvard Medical School, Boston, MA, USA
| | - Elisa Fazzi
- Unit of Child Neurology and Psychiatry, ASST Spedali Civili of Brescia, Brescia, Italy
- Department of Clinical and Experimental Sciences, University of Brescia, Brescia, Italy
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6
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Layes S, Lazar K, Mecheri S. Do learning disabilities in reading, spelling and numeracy have common underlying factors? Evidence from Arabic-speaking children sample. APPLIED NEUROPSYCHOLOGY. CHILD 2024; 13:113-125. [PMID: 36308724 DOI: 10.1080/21622965.2022.2137024] [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: 11/05/2022]
Abstract
We examined the role of phonemic awareness [PA], rapid naming [RAN], and verbal short-term memory [VSTM], phonological verbal fluency (PVF) along with literacy related skills (letter naming and orthographic knowledge) in reading, spelling, and numeracy performances. The study was carried out on a sample that consists of 245 native Arabic children of grade 1 and 2. The results showed a significant effect of Group on PA, RAN, VSTM, PVF, and letter naming and orthographic knowledge. There is also a comorbidity effect on PA and orthographic knowledge. The regression analysis indicated that PA and orthographic knowledge are the strongest predictors of the three academic outcomes, whereas VSTM, PVF and RAN displayed less predictive relationships with reading, spelling and numeracy. The results suggest that there are a number of underpinning factors that are linked to PA and orthographic knowledge, which are also accounted for a comorbidity condition between literacy and numeracy.
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Affiliation(s)
- Smail Layes
- Department of Psychology, University of El-Oued, El-Oued, Algeria
| | - Kheira Lazar
- Department of Psychology, University of El-Oued, El-Oued, Algeria
| | - Soulef Mecheri
- Department of Psychology, University of El-Oued, El-Oued, Algeria
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Bonti E, Zerva IK, Koundourou C, Sofologi M. The High Rates of Comorbidity among Neurodevelopmental Disorders: Reconsidering the Clinical Utility of Distinct Diagnostic Categories. J Pers Med 2024; 14:300. [PMID: 38541042 PMCID: PMC10971064 DOI: 10.3390/jpm14030300] [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: 02/06/2024] [Revised: 02/29/2024] [Accepted: 03/04/2024] [Indexed: 05/03/2024] Open
Abstract
The boundaries between neurodevelopmental disorders are often indistinct, even among specialists. But do these boundaries exist, or do experts struggle to distinguish and categorize symptoms in order to arrive at a dominant diagnosis while comorbidity continually leaves questions about where each disorder ends and begins? What should be reconsidered? The introduction of the term 'spectrum of neurodevelopmental disorders' could pave the way for a re-appraisal of the clinical continuum of neurodevelopmental disorders. This study aims to highlight the problems that emerge in the field of the differential diagnosis of neurodevelopmental disorders and propose a renegotiation of the distinctiveness criteria.
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Affiliation(s)
- Eleni Bonti
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, “Papageorgiou” General Hospital, Pavlos Melas, 564 29 Agios Pavlos, Greece;
- School of Education, Special Education Department, University of Nicosia, Nicosia 2417, Cyprus
| | - Irini K. Zerva
- School of Education, Special Education Department, University of Nicosia, Nicosia 2417, Cyprus
- First Psychiatric Clinic, School of Medicine, Aristotle University of Thessaloniki, 541 24 Thessaloniki, Greece
| | - Christiana Koundourou
- Psychology Department, School of Health Sciences, Neapolis University Pafos, Paphos 8042, Cyprus; (C.K.); (M.S.)
| | - Maria Sofologi
- Psychology Department, School of Health Sciences, Neapolis University Pafos, Paphos 8042, Cyprus; (C.K.); (M.S.)
- Department of Early Childhood Education, Education School, University of Ioannina, 451 10 Ioannina, Greece
- Institute of Humanities and Social Sciences, University Research Center of Ioannina (URCI), 451 10 Ioannina, Greece
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8
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Pedemonte B, Pereira CW, Borghesani V, Ebbert M, Allen IE, Pinheiro-Chagas P, De Leon J, Miller Z, Tee BL, Gorno-Tempini ML. Profiles of mathematical deficits in children with dyslexia. NPJ SCIENCE OF LEARNING 2024; 9:7. [PMID: 38360731 PMCID: PMC10869821 DOI: 10.1038/s41539-024-00217-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Accepted: 01/25/2024] [Indexed: 02/17/2024]
Abstract
Despite a high rate of concurrent mathematical difficulties among children with dyslexia, we still have limited information regarding the prevalence and severity of mathematical deficits in this population. To address this gap, we developed a comprehensive battery of cognitive tests, known as the UCSF Mathematical Cognition Battery (MCB), with the aim of identifying deficits in four distinct mathematical domains: number processing, arithmetical procedures, arithmetic facts retrieval, and geometrical abilities. The mathematical abilities of a cohort of 75 children referred to the UCSF Dyslexia Center with a diagnosis of dyslexia, along with 18 typically developing controls aged 7 to 16, were initially evaluated using a behavioral neurology approach. A team of professional clinicians classified the 75 children with dyslexia into five groups, based on parents' and teachers' reported symptoms and clinical history. These groups included children with no mathematical deficits and children with mathematical deficits in number processing, arithmetical procedures, arithmetic facts retrieval, or geometrical abilities. Subsequently, the children underwent evaluation using the MCB to determine concordance with the clinicians' impressions. Additionally, neuropsychological and cognitive standardized tests were administered. Our study reveals that within a cohort of children with dyslexia, 66% exhibit mathematical deficits, and among those with mathematical deficits, there is heterogeneity in the nature of these deficits. If these findings are confirmed in larger samples, they can potentially pave the way for new diagnostic approaches, consistent subtype classification, and, ultimately personalized interventions.
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Affiliation(s)
- B Pedemonte
- Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA.
- Dyslexia Center, University of California, San Francisco, CA, USA.
| | - C W Pereira
- Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA
- Dyslexia Center, University of California, San Francisco, CA, USA
| | - V Borghesani
- Faculty of Psychology and Educational Sciences, Université de Genève, Genève, CH, Switzerland
| | - M Ebbert
- Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA
- Dyslexia Center, University of California, San Francisco, CA, USA
| | - I E Allen
- Department of Epidemiology and Biostatistics, University of California, San Francisco, CA, USA
| | - P Pinheiro-Chagas
- Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA
- Dyslexia Center, University of California, San Francisco, CA, USA
| | - J De Leon
- Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA
- Dyslexia Center, University of California, San Francisco, CA, USA
| | - Z Miller
- Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA
- Dyslexia Center, University of California, San Francisco, CA, USA
| | - B L Tee
- Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA
- Dyslexia Center, University of California, San Francisco, CA, USA
| | - M L Gorno-Tempini
- Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA
- Dyslexia Center, University of California, San Francisco, CA, USA
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Cirino PT, Salentine C, Farrell A, Barnes MA, Roberts G. Cognitive Predictors of the Overlap of Reading and Math in Middle School. LEARNING AND INDIVIDUAL DIFFERENCES 2024; 109:102400. [PMID: 38962323 PMCID: PMC11219023 DOI: 10.1016/j.lindif.2023.102400] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/05/2024]
Abstract
Math and reading skills are known to be related, and predictors of each are well researched. What is less understood is the extent to which these predictors, uniquely and collectively, overlap with one another, are differentially important for different academic skills, and account for the overlap of math and reading. We examined 20 potential predictors from four domains (working memory, processing speed, attention, and language) using latent variables and both timed and untimed achievement skill, in a sample (N=212) of at-risk middle schoolers, half of whom were English learners. The predictors accounted for about half of the overlap among achievement skills, suggesting that other factors (e.g., domain specific skills) might also be relevant for the overlap. We also found some differential prediction (language for reading, working memory for math). The present results extend and refine our understanding of the contribution of these cognitive predictors for reading and math.
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Kwok FY, Wilkey ED, Peters L, Khiu E, Bull R, Lee K, Ansari D. Developmental dyscalculia is not associated with atypical brain activation: A univariate fMRI study of arithmetic, magnitude processing, and visuospatial working memory. Hum Brain Mapp 2023; 44:6308-6325. [PMID: 37909347 PMCID: PMC10681641 DOI: 10.1002/hbm.26495] [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: 03/03/2023] [Revised: 09/05/2023] [Accepted: 09/14/2023] [Indexed: 11/03/2023] Open
Abstract
Functional neuroimaging serves as a tool to better understand the cerebral correlates of atypical behaviors, such as learning difficulties. While significant advances have been made in characterizing the neural correlates of reading difficulties (developmental dyslexia), comparatively little is known about the neurobiological correlates of mathematical learning difficulties, such as developmental dyscalculia (DD). Furthermore, the available neuroimaging studies of DD are characterized by small sample sizes and variable inclusion criteria, which make it problematic to compare across studies. In addition, studies to date have focused on identifying single deficits in neuronal processing among children with DD (e.g., mental arithmetic), rather than probing differences in brain function across different processing domains that are known to be affected in children with DD. Here, we seek to address the limitations of prior investigations. Specifically, we used functional magnetic resonance imaging (fMRI) to probe brain differences between children with and without persistent DD; 68 children (8-10 years old, 30 with DD) participated in an fMRI study designed to investigate group differences in the functional neuroanatomy associated with commonly reported behavioral deficits in children with DD: basic number processing, mental arithmetic and visuo-spatial working memory (VSWM). Behavioral data revealed that children with DD were less accurate than their typically achieving (TA) peers for the basic number processing and arithmetic tasks. No behavioral differences were found for the tasks measuring VSWM. A pre-registered, whole-brain, voxelwise univariate analysis of the fMRI data from the entire sample of children (DD and TA) revealed areas commonly associated with the three tasks (basic number processing, mental arithmetic, and VSWM). However, the examination of differences in brain activation between children with and without DD revealed no consistent group differences in brain activation. In view of these null results, we ran exploratory, Bayesian analyses on the data to quantify the amount of evidence for no group differences. This analysis provides supporting evidence for no group differences across all three tasks. We present the largest fMRI study comparing children with and without persistent DD to date. We found no group differences in brain activation using univariate, frequentist analyses. Moreover, Bayesian analyses revealed evidence for the null hypothesis of no group differences. These findings contradict previous literature and reveal the need to investigate the neural basis of DD using multivariate and network-based approaches to brain imaging.
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Affiliation(s)
- Fu Yu Kwok
- Centre for Research in Child Development, National Institute of EducationNanyang Technological UniversitySingapore
- Macquarie School of EducationMacquarie UniversitySydneyNew South WalesAustralia
| | - Eric D. Wilkey
- Brain and Mind InstituteWestern UniversityLondonOntarioCanada
- Vanderbilt Brain InstituteVanderbilt UniversityNashvilleTennesseeUSA
- Department of Psychology & Human DevelopmentPeabody College, Vanderbilt UniversityNashvilleTennesseeUSA
| | - Lien Peters
- Brain and Mind InstituteWestern UniversityLondonOntarioCanada
- Department of Experimental Clinical and Health Psychology Research in Developmental Disorders LabGhent UniversityGhentBelgium
| | - Ellyn Khiu
- Centre for Research in Child Development, National Institute of EducationNanyang Technological UniversitySingapore
| | - Rebecca Bull
- Macquarie School of EducationMacquarie UniversitySydneyNew South WalesAustralia
| | - Kerry Lee
- Department of Early Childhood EducationThe Education University of Hong KongHong Kong
| | - Daniel Ansari
- Centre for Research in Child Development, National Institute of EducationNanyang Technological UniversitySingapore
- Brain and Mind InstituteWestern UniversityLondonOntarioCanada
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11
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Margolis AE, Greenwood P, Dranovsky A, Rauh V. The Role of Environmental Chemicals in the Etiology of Learning Difficulties: A Novel Theoretical Framework. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2023; 17:301-311. [PMID: 38389544 PMCID: PMC10881209 DOI: 10.1111/mbe.12354] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Accepted: 03/09/2023] [Indexed: 02/24/2024]
Abstract
Children from economically disadvantaged communities have a disproportionate risk of exposure to chemicals, social stress, and learning difficulties. Although animal models and epidemiologic studies link exposures and neurodevelopment, little focus has been paid to academic outcomes in environmental health studies. Similarly, in the educational literature, environmental chemical exposures are overlooked as potential etiologic factors in learning difficulties. We propose a theoretical framework for the etiology of learning difficulties that focuses on these understudied exogenous factors. We discuss findings from animal models and longitudinal, prospective birth cohort studies that support this theoretical framework. Studies reviewed point to the effects of prenatal exposure to polycyclic aromatic hydrocarbons on reading comprehension and math skills via effects on inhibitory control processes. Long term, this work will help close the achievement gap in the United States by identifying behavioral and neural pathways from prenatal exposures to learning difficulties in children from economically disadvantaged families.
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Affiliation(s)
- Amy E. Margolis
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, Columbia University Irving Medical Center
- New York State Psychiatric Institute
| | - Paige Greenwood
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, Columbia University Irving Medical Center
| | - Alex Dranovsky
- New York State Psychiatric Institute
- Division of Neuroscience, Department of Psychiatry, Columbia University Irving Medical Center
| | - Virginia Rauh
- Population and Family Health, Mailman School of Public Health, Columbia University Irving Medical Center
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12
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Anderson NJ, Rozenman M, Pennington BF, Willcutt EG, McGrath LM. Compounding Effects of Domain-General Cognitive Weaknesses and Word Reading Difficulties on Anxiety Symptoms in Youth. JOURNAL OF LEARNING DISABILITIES 2023; 56:343-358. [PMID: 35658570 PMCID: PMC9720039 DOI: 10.1177/00222194221098719] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
This study examined whether domain-general cognitive weaknesses in processing speed (PS) or executive functioning (EF) moderate the relation between word reading scores and anxiety such that lower word reading scores in combination with lower cognitive scores are associated with higher anxiety symptoms. The sample consisted of 755 youth ages 8-16 who were recruited as part of the Colorado Learning Disabilities Research Center twins study. Lower scores on PS (R2 = .007, p = .014), EF (R2 = .009, p = .006), and word reading (R2 = .006-.008, p = .010-.032) were associated with higher anxiety scores. In addition, the word reading × cognitive interactions were significant such that lower scores on PS (R2 = .010, p = .005) or EF (R2 = .013, p = .010) combined with lower word reading were associated with higher-than-expected anxiety symptoms. Results suggest that weaknesses in PS, EF, and word reading are modestly associated with higher anxiety symptoms, and these anxiety symptoms may be compounded in youth with both PS or EF weaknesses and word reading difficulties. These findings can guide assessment approaches for identifying youth with word reading challenges who may be at increased risk for anxiety.
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Martinez-Lincoln A, Fotidzis TS, Cutting LE, Price GR, Barquero LA. Examination of common and unique brain regions for atypical reading and math: a meta-analysis. Cereb Cortex 2023; 33:6959-6989. [PMID: 36758954 PMCID: PMC10233309 DOI: 10.1093/cercor/bhad013] [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: 07/26/2022] [Revised: 12/20/2022] [Accepted: 12/21/2022] [Indexed: 02/11/2023] Open
Abstract
The purpose of this study is to identify consistencies across functional neuroimaging studies regarding common and unique brain regions/networks for individuals with reading difficulties (RD) and math difficulties (MD) compared to typically developing (TD) individuals. A systematic search of the literature, utilizing multiple databases, yielded 116 functional magnetic resonance imaging and positron emission tomography studies that met the criteria. Coordinates that directly compared TD with either RD or MD were entered into GingerALE (Brainmap.org). An activation likelihood estimate (ALE) meta-analysis was conducted to examine common and unique brain regions for RD and MD. Overall, more studies examined RD (n = 96) than MD (n = 20). Across studies, overactivation for reading and math occurred in the right insula and inferior frontal gyrus for atypically developing (AD) > TD comparisons, albeit in slightly different areas of these regions; however, inherent threshold variability across imaging studies could diminish overlying regions. For TD > AD comparisons, there were no similar or overlapping brain regions. Results indicate there were domain-specific differences for RD and MD; however, there were some similarities in the ancillary recruitment of executive functioning skills. Theoretical and practical implications for researchers and educators are discussed.
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Affiliation(s)
- Amanda Martinez-Lincoln
- Department of Special Education, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203, United States
| | - Tess S Fotidzis
- Department of Special Education, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203, United States
| | - Laurie E Cutting
- Department of Special Education, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203, United States
- Vanderbilt University Medical Center, Vanderbilt Kennedy Center, 110 Magnolia Circle, Nashville, TN 37203, United States
| | - Gavin R Price
- Department of Psychology, University of Exeter, Washington Singer Building Perry Road Exeter EX44QG, United Kingdom
| | - Laura A Barquero
- Department of Special Education, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203, United States
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14
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Lunardon M, Decarli G, Sella F, Lanfranchi S, Gerola S, Cossu G, Zorzi M. Low discriminative power of WISC cognitive profile in developmental dyscalculia. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 136:104478. [PMID: 36933361 DOI: 10.1016/j.ridd.2023.104478] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Revised: 02/02/2023] [Accepted: 03/08/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND The role of domain-general cognitive abilities in the etiology of Developmental Dyscalculia (DD) is a hotly debated issue. AIMS In the present study, we tested whether WISC-IV cognitive profiles can be useful to single out DD. METHODS AND PROCEDURES Using a stringent 2-SD cutoff in a standardized numeracy battery, we identified children with DD (N = 43) within a clinical sample referred for assessment of learning disability and compared them in terms of WISC cognitive indexes to the remaining children without DD (N = 100) employing cross-validated logistic regression. OUTCOMES AND RESULTS Both groups showed higher Verbal Comprehension and Perceptual Reasoning than Working Memory and Processing Speed, and DD scores were generally lower. Predictive accuracy of WISC indexes in identifying DD individuals was low (AUC = 0.67) and it dropped to chance level in discriminating DD from selected controls (N = 43) with average math performance but matched on global IQ. The inclusion of a visuospatial memory score as an additional predictor did not improve classification accuracy. CONCLUSIONS AND IMPLICATIONS These results demonstrate that cognitive profiles do not reliably discriminate DD from non-DD children, thereby weakening the appeal of domain-general accounts.
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Affiliation(s)
- Maristella Lunardon
- Neuroscience Area, Scuola Internazionale Superiore di Studi Avanzati (SISSA), Trieste, Italy
| | - Gisella Decarli
- Department of General Psychology and Padova Neuroscience Center, University of Padova, Italy
| | - Francesco Sella
- Centre for Mathematical Cognition, Loughborough University, UK
| | - Silvia Lanfranchi
- Department of Developmental Psychology and Socialisation, University of Padova, Italy
| | | | | | - Marco Zorzi
- Department of General Psychology and Padova Neuroscience Center, University of Padova, Italy; IRCCS San Camillo Hospital, Venice-Lido, Italy.
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15
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Rinaldi P, Bello A, Simonelli I, Caselli MC. Is Specific Learning Disorder Predicted by Developmental Language Disorder? Evidence from a Follow-Up Study on Italian Children. Brain Sci 2023; 13:brainsci13040701. [PMID: 37190666 DOI: 10.3390/brainsci13040701] [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: 04/04/2023] [Revised: 04/19/2023] [Accepted: 04/19/2023] [Indexed: 05/17/2023] Open
Abstract
Specific Learning Disorder (SLD) is a complex disorder with a strong genetic component, characterized by varying manifestations and considerable differences among children. Several studies have highlighted that difficulties in language acquisition and the presence of Developmental Language Disorders (DLDs) are frequently associated with SLD, suggesting a continuity between the two disorders. This study aimed to add evidence on the proximal and distal predictors of SLD, focusing on the eventual continuity for the presence of DLD at 4-5 years, on some linguistic and communicative abilities at 27-30 months, and on biological and environmental factors. Our sample consisted of 528 families, whose children (Italian monolingual) participated in a screening program at the age of 27-30 months. When children were on average 8.05 years old, parents were asked to answer an interview aimed at collecting information about the children's language and learning development. Results showed that the prevalence of children with an SLD (7.01%) was in line with those reported in other similar studies. The diagnosis of SLD was significantly predicted by the previous diagnosis of DLD, by male sex/gender, and by the familial risk of SLD. Children with these characteristics had a 54% probability of presenting an SLD.
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Affiliation(s)
- Pasquale Rinaldi
- Institute of Cognitive Sciences and Technologies, National Research Council, Via Nomentana 56, 00161 Rome, Italy
| | - Arianna Bello
- Department of Education, Roma Tre University, Via Castro Pretorio 20, 00185 Rome, Italy
| | - Ilaria Simonelli
- Clinical Trial Center Fatebenefratelli Tiberina Island-Gemelli Island, Via di Ponte Quattro Capi 39, 00186 Rome, Italy
| | - Maria Cristina Caselli
- Institute of Cognitive Sciences and Technologies, National Research Council, Via Nomentana 56, 00161 Rome, Italy
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16
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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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17
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Matejko AA, Lozano M, Schlosberg N, McKay C, Core L, Revsine C, Davis SN, Eden GF. The relationship between phonological processing and arithmetic in children with learning disabilities. Dev Sci 2023; 26:e13294. [PMID: 35727164 PMCID: PMC9768103 DOI: 10.1111/desc.13294] [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: 08/19/2021] [Revised: 05/24/2022] [Accepted: 05/25/2022] [Indexed: 01/21/2023]
Abstract
Phonological processing skills have not only been shown to be important for reading skills, but also for arithmetic skills. Specifically, previous research in typically developing children has suggested that phonological processing skills may be more closely related to arithmetic problems that are solved through fact retrieval (e.g., remembering the solution from memory) than procedural computation (e.g., counting). However, the relationship between phonological processing and arithmetic in children with learning disabilities (LDs) has not been investigated. Yet, understanding these relationships in children with LDs is especially important because it can help elucidate the cognitive underpinnings of math difficulties, explain why reading and math disabilities frequently co-occur, and provide information on which cognitive skills to target for interventions. In 63 children with LDs, we examined the relationship between different phonological processing skills (phonemic awareness, phonological memory, and rapid serial naming) and arithmetic. We distinguished between arithmetic problems that tend to be solved with fact retrieval versus procedural computation to determine whether phonological processing skills are differentially related to these two arithmetic processes. We found that phonemic awareness, but not phonological memory or rapid serial naming, was related to arithmetic fact retrieval. We also found no association between any phonological processing skills and procedural computation. These results converge with prior research in typically developing children and suggest that phonemic awareness is also related to arithmetic fact retrieval in children with LD. These results raise the possibility that phonemic awareness training might improve both reading and arithmetic fact retrieval skills. RESEARCH HIGHLIGHTS: Relationships between phonological processing and various arithmetic skills were investigated in children with learning disabilities (LDs) for the first time. We found phonemic awareness was related to arithmetic involving fact retrieval, but not to arithmetic involving procedural computation in LDs. The results suggest that phonemic awareness is not only important to skilled reading, but also to some aspects of arithmetic. These results raise the question of whether intervention in phonemic awareness might improve arithmetic fact retrieval skills.
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Affiliation(s)
- Anna A Matejko
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington, District of Columbia, USA
| | - Melanie Lozano
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington, District of Columbia, USA
| | - Nicole Schlosberg
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington, District of Columbia, USA
| | - Cameron McKay
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington, District of Columbia, USA
- Interdisciplinary Program in Neuroscience, Georgetown University, Washington, District of Columbia, USA
| | - Lucy Core
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington, District of Columbia, USA
| | - Cambria Revsine
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington, District of Columbia, USA
| | - Shelby N Davis
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington, District of Columbia, USA
| | - Guinevere F Eden
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington, District of Columbia, USA
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18
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Cornoldi C, Giofrè D, Toffalini E. Cognitive characteristics of intellectually gifted children with a diagnosis of ADHD. INTELLIGENCE 2023. [DOI: 10.1016/j.intell.2023.101736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/23/2023]
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19
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Eye-Movements in a Text Reading Task: A Comparison of Preterm Children, Children with Dyslexia and Typical Readers. Brain Sci 2023; 13:brainsci13030425. [PMID: 36979235 PMCID: PMC10046295 DOI: 10.3390/brainsci13030425] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Revised: 02/16/2023] [Accepted: 02/24/2023] [Indexed: 03/05/2023] Open
Abstract
Preterm birth is associated with weaknesses in reading skills that are usually less severe than those of children with dyslexia. To understand the characteristics of reading processes in preterm children, we adopted a cross-population and multi-modal approach comparing eye movements in reading tasks among three groups: children with preterm birth, children with a diagnosis of dyslexia, and children with typical development. The study involved 78 participants (10.5 years). Eye movements (number and duration of fixations, amplitude and number of saccades, number of regressions) were recorded during the silent reading of two texts; cognitive and reading standardized tasks were also administered. Children with dyslexia had more fixations and more frequent and smaller saccades compared to the preterm group and children with typical development. They also showed more regressions compared to the control group. Preterm children showed shorter fixations compared to the other groups. Cognitive and reading standardized tasks confirmed severe delays in reading in children with dyslexia and some weaknesses in text reading speed and comprehension in preterm children. These results are discussed with reference to candidate mechanisms that underlie reading processes in preterm children and considering possible implications for research.
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20
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Lee MM, Drury BC, McGrath LM, Stoodley CJ. Shared grey matter correlates of reading and attention. BRAIN AND LANGUAGE 2023; 237:105230. [PMID: 36731345 PMCID: PMC10153583 DOI: 10.1016/j.bandl.2023.105230] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Revised: 01/13/2023] [Accepted: 01/17/2023] [Indexed: 05/04/2023]
Abstract
Disorders of reading (developmental dyslexia) and attention (ADHD) have a high rate of comorbidity (25-40%), yet little is known about the neural underpinnings of this phenomenon. The current study investigated the shared and unique neural correlates of reading and attention in 330 typically developing children ages 8-18 from the Philadelphia Neurodevelopmental Cohort. Multiple regression analyses were used to identify regions of the brain where grey matter (GM) volume was associated with reading or attention scores (p < 0.001, cluster FDR p < 0.05). Better attention scores correlated with increased GM in the precuneus and higher reading scores were associated with greater thalamic GM. An exploratory conjunction analysis (p < 0.05, k > 239) found that GM in the caudate and precuneus correlated with both reading and attention scores. These results are consistent with a recent meta-analysis which identified GM reductions in the caudate in both dyslexia and ADHD and reveal potential shared neural correlates of reading and attention.
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Affiliation(s)
- Marissa M Lee
- Department of Psychology, American University, United States; Department of Neuroscience, American University, United States
| | - Brianne C Drury
- Undergraduate Program in Neuroscience, American University, United States
| | | | - Catherine J Stoodley
- Department of Psychology, American University, United States; Department of Neuroscience, American University, United States.
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21
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Decarli G, Sella F, Lanfranchi S, Gerotto G, Gerola S, Cossu G, Zorzi M. Severe Developmental Dyscalculia Is Characterized by Core Deficits in Both Symbolic and Nonsymbolic Number Sense. Psychol Sci 2023; 34:8-21. [PMID: 36282938 DOI: 10.1177/09567976221097947] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023] Open
Abstract
A long-standing debate concerns whether developmental dyscalculia is characterized by core deficits in processing nonsymbolic or symbolic numerical information as well as the role of domain-general difficulties. Heterogeneity in recruitment and diagnostic criteria make it difficult to disentangle this issue. Here, we selected children (n = 58) with severely compromised mathematical skills (2 SD below average) but average domain-general skills from a large sample referred for clinical assessment of learning disabilities. From the same sample, we selected a control group of children (n = 42) matched for IQ, age, and visuospatial memory but with average mathematical skills. Children with dyscalculia showed deficits in both symbolic and nonsymbolic number sense assessed with simple computerized tasks. Performance in the digit-comparison task and the numerosity match-to-sample task reliably separated children with developmental dyscalculia from controls in cross-validated logistic regression (area under the curve = .84). These results support a number-sense-deficit theory and highlight basic numerical abilities that could be targeted for early identification of at-risk children as well as for intervention.
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Affiliation(s)
- Gisella Decarli
- Integrative Neuroscience and Cognition Center, Université Paris Cité, CNRS
| | | | - Silvia Lanfranchi
- Department of Developmental Psychology and Socialisation, University of Padova
| | | | - Silvia Gerola
- Children's Cognitive Neurorehabilitation Unit, Centro Medico di Foniatria, Padova
| | - Giuseppe Cossu
- Children's Cognitive Neurorehabilitation Unit, Centro Medico di Foniatria, Padova
| | - Marco Zorzi
- Department of General Psychology, University of Padova.,IRCCS San Camillo Hospital, Venice-Lido, Italy
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22
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Van Dyck D, Baijot S, Aeby A, De Tiège X, Deconinck N. Cognitive, perceptual, and motor profiles of school-aged children with developmental coordination disorder. Front Psychol 2022; 13:860766. [PMID: 35992485 PMCID: PMC9381813 DOI: 10.3389/fpsyg.2022.860766] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2022] [Accepted: 06/24/2022] [Indexed: 12/05/2022] Open
Abstract
Developmental coordination disorder (DCD) is a heterogeneous condition. Besides motor impairments, children with DCD often exhibit poor visual perceptual skills and executive functions. This study aimed to characterize the motor, perceptual, and cognitive profiles of children with DCD at the group level and in terms of subtypes. A total of 50 children with DCD and 31 typically developing (TD) peers (7–11 years old) underwent a comprehensive neuropsychological (15 tests) and motor (three subscales of the Movement Assessment Battery for Children-2) assessment. The percentage of children with DCD showing impairments in each measurement was first described. Hierarchical agglomerative and K-means iterative partitioning clustering analyses were then performed to distinguish the subtypes present among the complete sample of children (DCD and TD) in a data-driven way. Moderate to large percentages of children with DCD showed impaired executive functions (92%) and praxis (meaningless gestures and postures, 68%), as well as attentional (52%), visual perceptual (46%), and visuomotor (36%) skills. Clustering analyses identified five subtypes, four of them mainly consisting of children with DCD and one of TD children. These subtypes were characterized by: (i) generalized impairments (8 children with DCD), (ii) impaired manual dexterity, poor balance (static/dynamic), planning, and alertness (15 DCD and 1 TD child), (iii) impaired manual dexterity, cognitive inhibition, and poor visual perception (11 children with DCD), (iv) impaired manual dexterity and cognitive inhibition (15 DCD and 5 TD children), and (v) no impairment (25 TD and 1 child with DCD). Besides subtle differences, the motor and praxis measures did not enable to discriminate between the four subtypes of children with DCD. The subtypes were, however, characterized by distinct perceptual or cognitive impairments. These results highlight the importance of assessing exhaustively the perceptual and cognitive skills of children with DCD.
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Affiliation(s)
- Dorine Van Dyck
- Laboratoire de Neuroanatomie et Neuroimagerie Translationnelles, ULB Neuroscience Institute, Université libre de Bruxelles, Brussels, Belgium
- Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola, Université libre de Bruxelles, Brussels, Belgium
- *Correspondence: Dorine Van Dyck,
| | - Simon Baijot
- Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola, Université libre de Bruxelles, Brussels, Belgium
- Neuropsychology and Functional Neuroimaging Research Group at Center for Research in Cognition and Neurosciences, ULB Neurosciences Institute, Université libre de Bruxelles, Brussels, Belgium
| | - Alec Aeby
- Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola, Université libre de Bruxelles, Brussels, Belgium
- Neuropsychology and Functional Neuroimaging Research Group at Center for Research in Cognition and Neurosciences, ULB Neurosciences Institute, Université libre de Bruxelles, Brussels, Belgium
- Department of Pediatric Neurology, CUB Hôpital Erasme, Hôpital Universitaire de Bruxelles, Université libre de Bruxelles, Brussels, Belgium
| | - Xavier De Tiège
- Laboratoire de Neuroanatomie et Neuroimagerie Translationnelles, ULB Neuroscience Institute, Université libre de Bruxelles, Brussels, Belgium
- Department of Translational Neuroimaging, CUB Hôpital Erasme, Hôpital Universitaire de Bruxelles, Université libre de Bruxelles, Brussels, Belgium
| | - Nicolas Deconinck
- Department of Neurology, Hôpital Universitaire des Enfants Reine Fabiola, Université libre de Bruxelles, Brussels, Belgium
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23
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Individual differences in mathematical cognition: a Bert's eye view. Curr Opin Behav Sci 2022. [DOI: 10.1016/j.cobeha.2022.101175] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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24
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Investigating the association between variability in sulcal pattern and academic achievement. Sci Rep 2022; 12:12323. [PMID: 35854034 PMCID: PMC9296655 DOI: 10.1038/s41598-022-15335-y] [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: 08/02/2021] [Accepted: 06/22/2022] [Indexed: 11/10/2022] Open
Abstract
Investigating how the brain may constrain academic achievement is not only relevant to understanding brain structure but also to providing insight into the origins of individual differences in these academic abilities. In this pre-registered study, we investigated whether the variability of sulcal patterns, a qualitative feature of the brain determined in-utero and not affected by brain maturation and learning, accounted for individual differences in reading and mathematics. Participants were 97 typically developing 10-year-olds. We examined (a) the association between the sulcal pattern of the IntraParietal Sulcus (IPS) and mathematical ability; (b) the association between the sulcal pattern of the Occipito Temporal Sulcus (OTS) and reading ability; and (c) the overlap and specificity of sulcal morphology of IPS and OTS and their associations with mathematics and reading. Despite its large sample, the present study was unable to replicate a previously observed relationship between the IPS sulcal pattern and mathematical ability and a previously observed association between the left posterior OTS sulcal pattern and reading. We found a weak association between right IPS sulcal morphology and symbolic number abilities and a weak association between left posterior OTS and reading. However, both these associations were the opposite of previous reports. We found no evidence for a possible overlap or specificity in the effect of sulcal morphology on mathematics and reading. Possible explanations for this weak association between sulcal morphology and academic achievement and suggestions for future research are discussed.
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25
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Yao M, Wang J, Liu P, Guo Y, Xie Y, Zhang L, Su N, Li Y, Yu D, Hong Q, Chi X. Development, Reliability, and Validity of the Preschool Learning Skills Scale: A Tool for Early Identification of Preschoolers at Risk of Learning Disorder in Mainland China. Front Neurol 2022; 13:918163. [PMID: 35911917 PMCID: PMC9326052 DOI: 10.3389/fneur.2022.918163] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Accepted: 06/20/2022] [Indexed: 11/13/2022] Open
Abstract
BackgroundEarly identification of children at risk of learning disorders (LD) may mitigate the adverse effects of delayed intervention by guiding children to receive preventive services at an earlier age. However, there is no assessment tool for the early identification of children at risk of LD in Mainland China. Therefore, this study aimed to create a Chinese version of the Preschool Learning Skills Scale and investigate its validity and reliability.MethodsFirstly, a pilot scale was designed based on literature review and expert review. Secondly, a pre-survey of the pilot scale was conducted. In phase 3, a formal survey was carried out to test the reliability and validity of the scale by involving 2,677 preschool children from 7 kindergartens. Data were collected using a checklist for demographic characteristics, the preschool learning skills scale, the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P), and Conners' Rating Scales.ResultsThe final scale included 38 items under seven factors. The reliability and validity tests confirmed that the Cronbach's alpha, split-half reliability, and test–retest reliability coefficients of the scale were 0.946, 0.888, and 0.941, respectively. The Spearman correlations of factor-total score ranged from 0.685 to 0.876. The results of criterion-related validity showed a direct and significant association between the preschool learning skills scale with the BRIEF-P (r = 0.641, P < 0.001) and the cognitive problems factor of Conners' Rating Scales (r = 0.564, P < 0.001). The model had a good fit (χ2/df = 3.489, RMSEA = 0.047, RMR = 0.024, CFI = 0.912, TLI = 0.900, and IFI = 0.912). Multigroup confirmatory factor analysis supported the structural and measurement invariance on the preschool learning skills scale across gender and grade.ConclusionsThe developed preschool learning skills scale has good reliability and validity, indicating that the scale can be used to identify preschool children at risk of LD and can be recommended for use in clinical research and practice.
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Affiliation(s)
- Mengmeng Yao
- School of Public Health, Nanjing Medical University, Nanjing, China
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
| | - Jing Wang
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
- School of Pediatrics, Nanjing Medical University, Nanjing, China
| | - Panting Liu
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
| | - Yanru Guo
- School of Pediatrics, Nanjing Medical University, Nanjing, China
| | - Yachun Xie
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
- School of Pediatrics, Nanjing Medical University, Nanjing, China
| | - Lei Zhang
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
| | - Nan Su
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
| | - Yanwei Li
- School of Early-Childhood Education, NanJing XiaoZhuang University, Nanjing, China
| | - Dongchuan Yu
- Research Center of Learning Science, Southeast University, Nanjing, China
| | - Qin Hong
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
- *Correspondence: Xia Chi
| | - Xia Chi
- Nanjing Maternity and Child Health Care Hospital, Women's Hospital of Nanjing Medical University, Nanjing, China
- School of Pediatrics, Nanjing Medical University, Nanjing, China
- Qin Hong
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26
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Toffalini E, Girardi P, Giofrè D, Altoè G. Entia Non Sunt Multiplicanda … Shall I look for clusters in my cognitive data? PLoS One 2022; 17:e0269584. [PMID: 35771764 PMCID: PMC9246139 DOI: 10.1371/journal.pone.0269584] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Accepted: 05/25/2022] [Indexed: 11/19/2022] Open
Abstract
Unsupervised clustering methods are increasingly being applied in psychology. Researchers may use such methods on multivariate data to reveal previously undetected sub-populations of individuals within a larger population. Realistic research scenarios in the cognitive science may not be ideally suited for a successful use of these methods, however, as they are characterized by modest effect sizes, limited sample sizes, and non-orthogonal indicators. This combination of characteristics even presents a high risk of detecting non-existing clusters. A systematic review showed that, among 191 studies published in 2016–2020 that used different clustering methods to classify human participants, the median sample size was only 322, and a median of 3 latent classes/clusters were detected. None of them concluded in favor of a one-cluster solution, potentially giving rise to an extreme publication bias. Dimensionality reduction techniques are almost never used before clustering. In a subsequent simulation study, we examined the performance of popular clustering techniques, including Gaussian mixture model, a partitioning, and a hierarchical agglomerative algorithm. We focused on their ability to detect the correct number of clusters, and on their classification accuracy. Under a reasoned set of scenarios that we considered plausible for the cognitive research, none of the methods adequately discriminates between one vs two true clusters. In addition, non-orthogonal indicators lead to a high risk of incorrectly detecting multiple clusters where none existed, even in the presence of only modest correlation (a frequent case in psychology). In conclusion, it is hard for researchers to be in a condition to achieve a valid unsupervised clustering for inferential purposes with a view to classifying individuals.
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Affiliation(s)
- Enrico Toffalini
- Department of General Psychology, University of Padua, Padua, Italy
- * E-mail: (ET); (GA)
| | - Paolo Girardi
- Department of Developmental Psychology and Socialization, University of Padua, Padua, Italy
- Department of Statistical Sciences, University of Padua, Padua, Italy
| | | | - Gianmarco Altoè
- Department of Developmental Psychology and Socialization, University of Padua, Padua, Italy
- * E-mail: (ET); (GA)
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Pereira CLW, Zhou R, Pitt MA, Myung JI, Rossi PJ, Caverzasi E, Rah E, Allen IE, Mandelli ML, Meyer M, Miller ZA, Gorno Tempini ML. Probabilistic Decision-Making in Children With Dyslexia. Front Neurosci 2022; 16:782306. [PMID: 35769704 PMCID: PMC9235406 DOI: 10.3389/fnins.2022.782306] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Accepted: 04/19/2022] [Indexed: 11/24/2022] Open
Abstract
Background Neurocognitive mechanisms underlying developmental dyslexia (dD) remain poorly characterized apart from phonological and/or visual processing deficits. Assuming such deficits, the process of learning complex tasks like reading requires the learner to make decisions (i.e., word pronunciation) based on uncertain information (e.g., aberrant phonological percepts)-a cognitive process known as probabilistic decision making, which has been linked to the striatum. We investigate (1) the relationship between dD and probabilistic decision-making and (2) the association between the volume of striatal structures and probabilistic decision-making in dD and typical readers. Methods Twenty four children diagnosed with dD underwent a comprehensive evaluation and MRI scanning (3T). Children with dD were compared to age-matched typical readers (n = 11) on a probabilistic, risk/reward fishing task that utilized a Bayesian cognitive model with game parameters of risk propensity (γ+) and behavioral consistency (β), as well as an overall adjusted score (average number of casts, excluding forced-fail trials). Volumes of striatal structures (caudate, putamen, and nucleus accumbens) were analyzed between groups and associated with game parameters. Results dD was associated with greater risk propensity and decreased behavioral consistency estimates compared to typical readers. Cognitive model parameters associated with timed pseudoword reading across groups. Risk propensity related to caudate volumes, particularly in the dD group. Conclusion Decision-making processes differentiate dD, associate with the caudate, and may impact learning mechanisms. This study suggests the need for further research into domain-general probabilistic decision-making in dD, neurocognitive mechanisms, and targeted interventions in dD.
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Affiliation(s)
- Christa L. Watson Pereira
- Department of Neurology, UCSF Dyslexia Center, UCSF Memory and Aging Center, University of California, San Francisco, San Francisco, CA, United States
| | - Ran Zhou
- Department of Psychology, Ohio State University, Columbus, OH, United States
| | - Mark A. Pitt
- Department of Psychology, Ohio State University, Columbus, OH, United States
| | - Jay I. Myung
- Department of Psychology, Ohio State University, Columbus, OH, United States
| | - P. Justin Rossi
- Department of Neurology, UCSF Dyslexia Center, UCSF Memory and Aging Center, University of California, San Francisco, San Francisco, CA, United States
- Department of Psychiatry, Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, CA, United States
| | - Eduardo Caverzasi
- Department of Neurology, UCSF Dyslexia Center, UCSF Memory and Aging Center, University of California, San Francisco, San Francisco, CA, United States
- Department of Neurology, University of California, San Francisco, San Francisco, CA, United States
| | - Esther Rah
- Department of Neurology, UCSF Dyslexia Center, UCSF Memory and Aging Center, University of California, San Francisco, San Francisco, CA, United States
| | - Isabel E. Allen
- Department of Epidemiology and Biostatistics, University of California, San Francisco, San Francisco, CA, United States
| | - Maria Luisa Mandelli
- Department of Neurology, UCSF Dyslexia Center, UCSF Memory and Aging Center, University of California, San Francisco, San Francisco, CA, United States
| | - Marita Meyer
- Department of Neurology, UCSF Dyslexia Center, UCSF Memory and Aging Center, University of California, San Francisco, San Francisco, CA, United States
| | - Zachary A. Miller
- Department of Neurology, UCSF Dyslexia Center, UCSF Memory and Aging Center, University of California, San Francisco, San Francisco, CA, United States
| | - Maria Luisa Gorno Tempini
- Department of Neurology, UCSF Dyslexia Center, UCSF Memory and Aging Center, University of California, San Francisco, San Francisco, CA, United States
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Lee HY, Yang SH, Sheu JN, Tsai JD. Reading Ability in Patients With Tuberous Sclerosis Complex: Results of Chinese Character Reading and Reading Comprehension Tests. Front Psychol 2022; 13:849334. [PMID: 35645943 PMCID: PMC9137399 DOI: 10.3389/fpsyg.2022.849334] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2022] [Accepted: 04/19/2022] [Indexed: 11/17/2022] Open
Abstract
Background Most tuberous sclerosis complex (TSC) patients have neurological disorders and are at high risk of academic difficulties. Among academic skills, reading ability is the most important academic skill. The study applied the Chinese character fluency test to measure the word recognition and reading comprehension of TSC children to observe whether they have the characteristics of reading disability, as an indicator of the spectrum of reading ability in TSC patients. Methods The patients were assessed using the Chinese character fluency test and reading comprehension test to explore the differences in reading ability in terms of gender, age, epilepsy history, genotype, and intelligence level. Results Of the 27 patients, the assessment of reading accuracy showed statistical differences between intellectual level > 80, PR (p = 0.024), and pass numbers (p = 0.018). For the fluency assessment, there was a difference between different intellectual level (p = 0.050). In the reading comprehension test, there was differences for intellectual level in positivity (p = 0.07) and pass numbers (p = 0.06). Conclusion The Chinese character fluency and reading comprehension test measure the word recognition and reading comprehension and the spectrum of reading ability in TSC patients. All individuals with TSC, especially those with below average of intellectual ability, should be considered for potential academic difficulties.
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Affiliation(s)
- Hom-Yi Lee
- Department of Psychology, Chung Shan Medical University, Taichung, Taiwan
| | - Sheng-Hui Yang
- School of Medicine, Chung Shan Medical University, Taichung, Taiwan
| | - Ji-Nan Sheu
- School of Medicine, Chung Shan Medical University, Taichung, Taiwan
- Department of Paediatrics, Chung Shan Medical University Hospital, Taichung, Taiwan
| | - Jeng-Dau Tsai
- School of Medicine, Chung Shan Medical University, Taichung, Taiwan
- Department of Paediatrics, Chung Shan Medical University Hospital, Taichung, Taiwan
- *Correspondence: Jeng-Dau Tsai,
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Gordon KR, Lowry SL, Ohlmann NB, Fitzpatrick D. Word Learning by Preschool-Age Children: Differences in Encoding, Re-Encoding, and Consolidation Across Learners During Slow Mapping. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1956-1977. [PMID: 35442754 PMCID: PMC9559666 DOI: 10.1044/2022_jslhr-21-00530] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Revised: 12/14/2021] [Accepted: 01/27/2022] [Indexed: 06/14/2023]
Abstract
PURPOSE Children with typical development vary in how much experience they need to learn words. This could be due to differences in the amount of information encoded during periods of input, consolidated between periods of input, or both. Our primary purpose is to identify whether encoding, consolidation, or both, drive individual differences in the slow-mapping process. METHOD Four- to 6-year-old children (N = 43) were trained on nine form-referent pairs across consecutive days. Children's ability to name referents was assessed at the beginning and end of each session. Word learning was assessed 1 month after training to determine long-term retention. RESULTS Children with varying language knowledge and skills differed in their ability to encode words. Specifically, children varied in the number of words learned and the phonological precision of word forms at the end of the initial training session. Children demonstrated similarities in re-encoding in that they refined representations at a similar rate during subsequent sessions. Children did not differ in their ability to consolidate words between sessions, or in their ability to retain words over the 1-month delay. CONCLUSIONS The amount of experience children need to learn words is primarily driven by the amount of information encoded during the initial experience. When provided with high-quality instruction, children demonstrate a similar ability to consolidate and retain words. Critically, word learning instruction in educational settings must include repeated explicit instruction with the same words to support learning in children with typical development and varying language skills. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.19606150.
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Affiliation(s)
- Katherine R. Gordon
- Center for Childhood Deafness, Language and Learning, Boys Town National Research Hospital, NE
| | - Stephanie L. Lowry
- Center for Childhood Deafness, Language and Learning, Boys Town National Research Hospital, NE
| | - Nancy B. Ohlmann
- Center for Childhood Deafness, Language and Learning, Boys Town National Research Hospital, NE
| | - Denis Fitzpatrick
- Center for Childhood Deafness, Language and Learning, Boys Town National Research Hospital, NE
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Laws ML, Matejko AA, Lozano M, Napoliello E, Eden GF. Dorsal visual stream activity during coherent motion processing is not related to math ability or dyscalculia. Neuroimage Clin 2022; 35:103042. [PMID: 35580422 PMCID: PMC9117688 DOI: 10.1016/j.nicl.2022.103042] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2022] [Revised: 04/12/2022] [Accepted: 05/08/2022] [Indexed: 11/16/2022]
Abstract
Math disability (MD) or developmental dyscalculia is a highly prevalent learning disability involving deficits in computation and arithmetic fact retrieval and is associated with dysfunction of parietal and prefrontal cortices. It has been suggested that dyscalculia (and other learning disabilities and developmental disorders) can be viewed in terms of a broader 'dorsal stream vulnerability,' which could explain a range of dorsal visual stream function deficits, including poor coherent visual motion perception. Behavioral evidence from two studies in typical children has linked performance on visual motion perception to math ability, and a third behavioral study reported poorer visual motion perception in a small group of children with MD compared to controls. Visual motion perception relies on the magnocellular-dominated dorsal stream, particularly its constituent area V5/MT. Here we used functional MRI to measure brain activity in area V5/MT during coherent visual motion processing to test its relationship with math ability. While we found bilateral activation in V5/MT in 66 children/adolescents with varied math abilities, we found no relationships between V5/MT activity and standardized math measures. Next, we selected a group of children/adolescents with MD (n = 23) and compared them to typically developing controls (n = 18), but found no differences in activity in V5/MT or elsewhere in the brain. We followed these frequentist statistics with Bayesian analyses, which favored null models in both studies. We conclude that dorsal stream function subserving visual motion processing in area V5/MT is not related to math ability, nor is it altered in those with the math disability dyscalculia.
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Affiliation(s)
- Marissa L Laws
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington DC, United States; Interdisciplinary Program in Neuroscience, Georgetown University Medical Center, Washington DC, United States
| | - Anna A Matejko
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington DC, United States
| | - Melanie Lozano
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington DC, United States
| | - Eileen Napoliello
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington DC, United States
| | - Guinevere F Eden
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington DC, United States; Interdisciplinary Program in Neuroscience, Georgetown University Medical Center, Washington DC, United States.
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Ohba S, Koeda T, Oguri M, Okanishi T, Maegaki Y. Predicting Mathematical Learning Difficulties Using Fundamental Calculative Ability Test (FCAT). Yonago Acta Med 2022; 65:238-243. [DOI: 10.33160/yam.2022.08.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Accepted: 07/25/2022] [Indexed: 11/05/2022]
Affiliation(s)
- Sawako Ohba
- Work-Life Balance Support Center, Tottori University Hospital, Yonago 683-8504, Japan
| | - Tatsuya Koeda
- Department of Psychosocial Medicine, National Center for Child Health and Development, Setagaya, Tokyo 157-8535, Japan
| | - Masayoshi Oguri
- Department of Medical Technology, Kagawa Prefectural University of Health Sciences, Takamatsu, Kagawa 761-0123, Japan
| | - Tohru Okanishi
- Division of Child Neurology, Brain and Neuroscience, School of Medicine, Faculty of Medicine, Tottori University, Yonago 683-8503, Japan
| | - Yoshihiro Maegaki
- Division of Child Neurology, Brain and Neuroscience, School of Medicine, Faculty of Medicine, Tottori University, Yonago 683-8503, Japan
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Romanovska L, Bonte M. How Learning to Read Changes the Listening Brain. Front Psychol 2021; 12:726882. [PMID: 34987442 PMCID: PMC8721231 DOI: 10.3389/fpsyg.2021.726882] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Accepted: 11/23/2021] [Indexed: 01/18/2023] Open
Abstract
Reading acquisition reorganizes existing brain networks for speech and visual processing to form novel audio-visual language representations. This requires substantial cortical plasticity that is reflected in changes in brain activation and functional as well as structural connectivity between brain areas. The extent to which a child's brain can accommodate these changes may underlie the high variability in reading outcome in both typical and dyslexic readers. In this review, we focus on reading-induced functional changes of the dorsal speech network in particular and discuss how its reciprocal interactions with the ventral reading network contributes to reading outcome. We discuss how the dynamic and intertwined development of both reading networks may be best captured by approaching reading from a skill learning perspective, using audio-visual learning paradigms and longitudinal designs to follow neuro-behavioral changes while children's reading skills unfold.
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Affiliation(s)
| | - Milene Bonte
- *Correspondence: Linda Romanovska, ; Milene Bonte,
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Peterson RL, McGrath LM, Willcutt EG, Keenan JM, Olson RK, Pennington BF. How Specific Are Learning Disabilities? JOURNAL OF LEARNING DISABILITIES 2021; 54:466-483. [PMID: 33446025 PMCID: PMC8277890 DOI: 10.1177/0022219420982981] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
Despite historical emphasis on "specific" learning disabilities (SLDs), academic skills are strongly correlated across the curriculum. Thus, one can ask how specific SLDs truly are. To answer this question, we used bifactor models to identify variance shared across academic domains (academic g), as well as variance unique to reading, mathematics, and writing. Participants were 686 children ages 8 to 16. Although the sample was overselected for learning disabilities, we intentionally included children across the full range of individual differences in this study in response to growing recognition that a dimensional, quantitative view of SLD is more accurate than a categorical view. Confirmatory factor analysis identified five academic domains (basic reading, reading comprehension, basic math, math problem-solving, and written expression); spelling clustered with basic reading and not writing. In the bifactor model, all measures loaded significantly on academic g. Basic reading and mathematics maintained variance distinct from academic g, consistent with the notion of SLDs in these domains. Writing did not maintain specific variance apart from academic g, and evidence for reading comprehension-specific variance was mixed. Academic g was strongly correlated with cognitive g (r = .72) but not identical to it. Implications for SLD diagnosis are discussed.
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Affiliation(s)
- Robin L. Peterson
- Department of Physical Medicine and Rehabilitaiton, University of Colorado School of Medicine
| | | | - Erik G. Willcutt
- Department of Psychology of Neuroscience, University of Colorado Boulder
| | | | - Richard K. Olson
- Department of Psychology of Neuroscience, University of Colorado Boulder
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Mareva S, Holmes J. Cognitive and Academic Skills in Two Developmental Cohorts of Different Ability Level: A Mutualistic Network Perspective. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2021. [DOI: 10.1016/j.jarmac.2021.08.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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35
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Pollack C, Wilmot D, Centanni TM, Halverson K, Frosch I, D'Mello AM, Romeo RR, Imhof A, Capella J, Wade K, Al Dahhan NZ, Gabrieli JDE, Christodoulou JA. Anxiety, Motivation, and Competence in Mathematics and Reading for Children With and Without Learning Difficulties. Front Psychol 2021; 12:704821. [PMID: 34690863 PMCID: PMC8528962 DOI: 10.3389/fpsyg.2021.704821] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2021] [Accepted: 08/27/2021] [Indexed: 11/13/2022] Open
Abstract
Knowledge of the relations among learners' socio-emotional characteristics and competencies as they engage in mathematics and reading is limited, especially for children with academic difficulties. This study examined the relations between anxiety, motivation, and competence in mathematics and reading, within and across domains, in an academically-diverse set of 8-13-year-old learners (n = 146). To measure anxiety and motivation across domains, we paired existing measures of math anxiety and reading motivation with researcher-developed analogs for reading anxiety and math motivation. Participants completed standardized assessments of mathematics and reading, anxiety and motivation surveys for math and reading, and a measure of nonverbal cognitive ability. Results showed high internal consistency for all anxiety and motivation scales (Cronbach's alpha = 0.76-0.91). Pearson correlations showed that within and across domains, participants with higher competence had lower anxiety and higher motivation. Higher anxiety was also associated with lower motivation. Regression analyses showed that for both math and reading, within-domain motivation was a stronger predictor of competence than anxiety. There was a unidirectional across-domain relation: socio-emotional characteristics for reading predicted math competence, after accounting for nonverbal cognitive ability, age, gender, and within-domain anxiety and motivation. Results contribute to knowledge of the socio-emotional characteristics of children with and without learning difficulties in association with reading and math activities. Implications of a unidirectional socio-emotional link between the two domains can advance research and theory of the relations among socio-emotional characteristics and competence for academically-diverse learners.
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Affiliation(s)
- Courtney Pollack
- Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Dayna Wilmot
- Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Tracy M Centanni
- Department of Psychology, Texas Christian University, Fort Worth, TX, United States
| | - Kelly Halverson
- Department of Clinical Psychology, University of Houston, Houston, TX, United States
| | - Isabelle Frosch
- Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Anila M D'Mello
- Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Rachel R Romeo
- Department of Psychology, Harvard University, Cambridge, MA, United States
| | - Andrea Imhof
- Department of Clinical Psychology, University of Oregon, Eugene, OR, United States
| | - Jimmy Capella
- Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Karolina Wade
- Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Noor Z Al Dahhan
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, United States
| | - John D E Gabrieli
- Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Joanna A Christodoulou
- Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States.,Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, United States
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Polspoel B, Vandermosten M, De Smedt B. The value of structural brain imaging in explaining individual differences in children's arithmetic fluency. Cortex 2021; 144:99-108. [PMID: 34666301 DOI: 10.1016/j.cortex.2021.07.015] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2021] [Revised: 06/11/2021] [Accepted: 07/21/2021] [Indexed: 11/25/2022]
Abstract
How do different measures of brain structure correlate with individual differences in arithmetic fluency? This paper builds on two previously published studies in which individual differences in children's arithmetic fluency were correlated with measures of white (Polspoel et al., 2019) and grey matter (Polspoel et al., 2020) in one sample of children. We combined the brain imaging data of these two studies with measures of cognitive abilities that have been shown to be predictive of arithmetic fluency, i.e., numerical magnitude processing, working memory and rapid automatized naming (RAN). This allowed us to investigate to which extend the observed structural brain imaging measures uniquely correlated with children's arithmetic fluency, on top of each other as well as on top of the abovementioned cognitive variables. Participants were 43 typically developing 9-10-year-olds. All measures were added to a hierarchical multiple regression model. This regression model showed that the white matter integrity of the right inferior longitudinal fasciculus and the cortical complexity of the left postcentral gyrus remained unique predictors of individual differences in arithmetic when the abovementioned cognitive variables were taken into account. This indicates that structural neuroimaging measures can explain individual differences in arithmetic performance that are not merely accounted for by relevant cognitive predictors.
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Affiliation(s)
- Brecht Polspoel
- Parenting and Special Education Research Unit, KU Leuven, Belgium; Leuven Brain Institute, KU Leuven, Belgium.
| | - Maaike Vandermosten
- Experimental ORL, Department of Neurosciences, KU Leuven, Belgium; Leuven Brain Institute, KU Leuven, Belgium.
| | - Bert De Smedt
- Parenting and Special Education Research Unit, KU Leuven, Belgium; Leuven Brain Institute, KU Leuven, Belgium.
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The cognitive profiles for different samples of mathematical learning difficulties and their similarity to typical development: Evidence from a longitudinal study. J Exp Child Psychol 2021; 214:105288. [PMID: 34555559 DOI: 10.1016/j.jecp.2021.105288] [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: 09/01/2020] [Revised: 07/05/2021] [Accepted: 08/17/2021] [Indexed: 11/20/2022]
Abstract
Several cognitive deficits have been suggested to induce mathematical learning difficulties (MLD), but it is unclear whether the cognitive profile for all children with MLD is the same and to what extent it differs from typically developing (TD) children. This study investigated whether such a profile could be distinguished when cognitive skills and math performance are compared between TD children and children with MLD. This was accomplished by employing two-way repeated-measures analyses of covariance in 276 10-year-old participants (60 with MLD) from fourth and fifth grades. In addition, we investigated whether more restrictive selection criteria for MLD result in different mathematical and cognitive profiles by means of independent-samples t tests. Results revealed that cognitive mechanisms for math development are mostly similar for children with MLD and TD children and that variability in sample selection criteria did not produce different mathematical or cognitive profiles. To conclude, the cognitive mechanisms for math development are broadly similar for children with MLD and their TD counterparts even when different MLD samples were selected. This strengthens our idea that MLD can be defined as the worst performance on a continuous scale rather than as a discrete disorder.
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Solovieva Y, Koutsoklenis A, Quintanar L. Overcoming theoretical stagnation through cultural–historical neuropsychology: The case of dyslexia. THEORY & PSYCHOLOGY 2021. [DOI: 10.1177/09593543211040812] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In this article we argue that cultural–historical neuropsychology manages to escape the theoretical stagnation that characterises the field of dyslexia. To support our argumentation, we first define cultural–historical psychology and neuropsychology and determine their subject matter. Afterwards, we provide an outline of how reading and reading difficulties are perceived through the prism of cultural–historical neuropsychology. We then discuss several mainstream conceptualisations of dyslexia that contribute to the theoretical stagnation in the field. Finally, we explain how cultural–historical neuropsychology avoids each theoretical barrier imposed by mainstream conceptualisations.
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Developmental Dyslexia: Environment Matters. Brain Sci 2021; 11:brainsci11060782. [PMID: 34199166 PMCID: PMC8231524 DOI: 10.3390/brainsci11060782] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2021] [Revised: 06/09/2021] [Accepted: 06/11/2021] [Indexed: 12/15/2022] Open
Abstract
Developmental dyslexia (DD) is a multifactorial, specific learning disorder. Susceptibility genes have been identified, but there is growing evidence that environmental factors, and especially stress, may act as triggering factors that determine an individual's risk of developing DD. In DD, as in most complex phenotypes, the presence of a genetic mutation fails to explain the broad phenotypic spectrum observed. Early life stress has been repeatedly associated with the risk of multifactorial disorders, due to its effects on chromatin regulation, gene expression, HPA axis function and its long-term effects on the systemic stress response. Based on recent evidence, we discuss the potential role of stress on DD occurrence, its putative epigenetic effects on the HPA axis of affected individuals, as well as the necessity of early and appropriate intervention, based on the individual stress-associated (endo)phenotype.
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Mammarella IC, Toffalini E, Caviola S, Colling L, Szűcs D. No evidence for a core deficit in developmental dyscalculia or mathematical learning disabilities. J Child Psychol Psychiatry 2021; 62:704-714. [PMID: 33684972 DOI: 10.1111/jcpp.13397] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/07/2021] [Indexed: 12/24/2022]
Abstract
BACKGROUND Two hypotheses were tested regarding the characteristics of children with mathematical learning disabilities (MLD): (a) that children with MLD would have a 'core deficit' in basic number processing skills; and (b) that children with MLD would be at the end of a developmental continuum and have impairments in many cognitive skills. METHODS From a large sample (N = 1,303) of typically developing children, we selected a group definable as having MLD. The children were given measures of basic number processing and domain-general constructs. Differences between the observed sample and a simulated population were estimated using Cohen's d and Bayes factors. Receiver operating characteristic curves were plotted, and the area under the curve was computed to ascertain the diagnostic power of measures. RESULTS Results suggest that the differences between the MLD and control group can be defined along with general characteristics of the population rather than assuming single or multiple 'core deficits'. None of the measures of interest exceeded the diagnostic power that could be derived via simulation from the dimensional characteristics of the general population. CONCLUSIONS There is no evidence for core deficit(s) in MLD. We suggest that future research should focus on representative samples of typical populations and on carefully tested clinical samples confirming to the criteria of international diagnostic manuals. Clinical diagnoses require that MLD is persistent and resistant to intervention, so studies would deliver results less exposed to measurement fluctuations. Uniform diagnostic criteria would also allow for the easy cross-study comparison of samples overcoming a serious limitation of the current literature.
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Affiliation(s)
- Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy
| | - Enrico Toffalini
- Department of General Psychology, University of Padova, Padova, Italy
| | - Sara Caviola
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy.,School of Psychology, University of Leeds, Leeds, UK
| | | | - Denes Szűcs
- Department of Psychology, University of Cambridge, Cambridge, UK
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41
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Abstract
Difficulties with learning mathematics and learning to read have for a long time been categorised into diagnostic categories like dyscalculia and dyslexia. This categorization has been based on ideas that some core deficits underlie and cause the difficulties. However, no clear and sufficient core deficit has been found for these difficulties and no qualitative differences has been identified distinguishing those assigned to the diagnoses from people not assigned to the diagnoses - thus, the diagnostic cut-offs are arbitrary. In addition, several of the factors associated with one disorder are also associated with other disorders. These issues favour a multi-factored view of the diagnoses that have implication for both clinical practice and research.
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Affiliation(s)
- Arne Lervåg
- Department of Education, University of Oslo, Oslo, Norway
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42
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The Polygenic Nature and Complex Genetic Architecture of Specific Learning Disorder. Brain Sci 2021; 11:brainsci11050631. [PMID: 34068951 PMCID: PMC8156942 DOI: 10.3390/brainsci11050631] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Revised: 05/11/2021] [Accepted: 05/12/2021] [Indexed: 12/16/2022] Open
Abstract
Specific Learning Disorder (SLD) is a multifactorial, neurodevelopmental disorder which may involve persistent difficulties in reading (dyslexia), written expression and/or mathematics. Dyslexia is characterized by difficulties with speed and accuracy of word reading, deficient decoding abilities, and poor spelling. Several studies from different, but complementary, scientific disciplines have investigated possible causal/risk factors for SLD. Biological, neurological, hereditary, cognitive, linguistic-phonological, developmental and environmental factors have been incriminated. Despite worldwide agreement that SLD is highly heritable, its exact biological basis remains elusive. We herein present: (a) an update of studies that have shaped our current knowledge on the disorder’s genetic architecture; (b) a discussion on whether this genetic architecture is ‘unique’ to SLD or, alternatively, whether there is an underlying common genetic background with other neurodevelopmental disorders; and, (c) a brief discussion on whether we are at a position of generating meaningful correlations between genetic findings and anatomical data from neuroimaging studies or specific molecular/cellular pathways. We conclude with open research questions that could drive future research directions.
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43
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van Atteveldt N, Vandermosten M, Weeda W, Bonte M. How to capture developmental brain dynamics: gaps and solutions. NPJ SCIENCE OF LEARNING 2021; 6:10. [PMID: 33941785 PMCID: PMC8093270 DOI: 10.1038/s41539-021-00088-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2020] [Accepted: 03/25/2021] [Indexed: 05/03/2023]
Abstract
Capturing developmental and learning-induced brain dynamics is extremely challenging as changes occur interactively across multiple levels and emerging functions. Different levels include the (social) environment, cognitive and behavioral levels, structural and functional brain changes, and genetics, while functions include domains such as math, reading, and executive function. Here, we report the insights that emerged from the workshop “Capturing Developmental Brain Dynamics”, organized to bring together multidisciplinary approaches to integrate data on development and learning across different levels, functions, and time points. During the workshop, current main gaps in our knowledge and tools were identified including the need for: (1) common frameworks, (2) longitudinal, large-scale, multisite studies using representative participant samples, (3) understanding interindividual variability, (4) explicit distinction of understanding versus predicting, and (5) reproducible research. After illustrating interactions across levels and functions during development, we discuss the identified gaps and provide solutions to advance the capturing of developmental brain dynamics.
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Affiliation(s)
- Nienke van Atteveldt
- Dept. of Clinical Developmental Psychology & Institute Learn!, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
| | - Maaike Vandermosten
- Dept. of Neuroscience, and Leuven Brain Institute, Experimental ORL, KU Leuven, Leuven, Belgium
| | - Wouter Weeda
- Dept. of Methodology & Statistics, Leiden University, Leiden, The Netherlands
| | - Milene Bonte
- Dept. of Cognitive Neuroscience, and Maastricht Brain Imaging Center, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
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44
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Niazov Z, Hen M, Ferrari JR. Online and Academic Procrastination in Students With Learning Disabilities: The Impact of Academic Stress and Self-Efficacy. Psychol Rep 2021; 125:890-912. [PMID: 33573501 DOI: 10.1177/0033294120988113] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/02/2023]
Abstract
The steady growth in the number of college students with learning disabilities (LD) increases the need to investigate their unique characteristics and behaviors in academia. The present study examined the differences in academic and online procrastination, academic stress, and academic self-efficacy between college students with and without LD. In addition, the relationship between these variables was examined. It was assumed that the difficulties experienced by college students with LD would lead them to increased levels of academic stress, and academic and online procrastination. The results showed significant differences in the levels of all variables except online procrastination between students with (n = 77) and without (n = 98) LD. Further analysis indicated that academic stress and academic self-efficacy mediated the link between LD and academic and online procrastination. These findings support the notion that during higher education, students with LD experience more difficulties than students without LD, which at times will lead them to increased levels of procrastination. However, further studies are needed to understand the nature of online procrastination in students with LD in higher education.
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Affiliation(s)
| | - Meirav Hen
- Tel-Hai Academic College, Qiryat Shemona, Israel
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45
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Crisci G, Caviola S, Cardillo R, Mammarella IC. Executive Functions in Neurodevelopmental Disorders: Comorbidity Overlaps Between Attention Deficit and Hyperactivity Disorder and Specific Learning Disorders. Front Hum Neurosci 2021; 15:594234. [PMID: 33732121 PMCID: PMC7958764 DOI: 10.3389/fnhum.2021.594234] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2020] [Accepted: 01/13/2021] [Indexed: 11/29/2022] Open
Abstract
The present study examines the comorbidity between specific learning disorders (SLD) and attention deficit and hyperactivity disorder (ADHD) by comparing the neuropsychological profiles of children with and without this comorbidity. Ninety-seven schoolchildren from 8 to 14 years old were tested: a clinical sample of 49 children with ADHD (n = 18), SLD (n = 18) or SLD in comorbidity with ADHD (n = 13), and 48 typically-developing (TD) children matched for age and intelligence. Participants were administered tasks and questionnaires to confirm their initial diagnosis, and a battery of executive function (EF) tasks testing inhibition, shifting, and verbal and visuospatial updating. Using one-way ANOVAs, our results showed that all children in the clinical samples exhibited impairments on EF measures (inhibition and shifting tasks) when compared with TD children. A more specific pattern only emerged for the updating tasks. Only children with SLD had significant impairment in verbal updating, whereas children with ADHD, and those with SLD in comorbidity with ADHD, had the worst performance in visuospatial updating. The clinical and educational implications of these findings are discussed.
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Affiliation(s)
- Giulia Crisci
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
| | - Sara Caviola
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
- School of Psychology, University of Leeds, Leeds, United Kingdom
| | - Ramona Cardillo
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
| | - Irene C. Mammarella
- Department of Developmental and Social Psychology, University of Padua, Padua, Italy
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46
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Kershner JR. An Evolutionary Perspective of Dyslexia, Stress, and Brain Network Homeostasis. Front Hum Neurosci 2021; 14:575546. [PMID: 33551772 PMCID: PMC7859477 DOI: 10.3389/fnhum.2020.575546] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2020] [Accepted: 12/18/2020] [Indexed: 12/20/2022] Open
Abstract
Evolution fuels interindividual variability in neuroplasticity, reflected in brain anatomy and functional connectivity of the expanding neocortical regions subserving reading ability. Such variability is orchestrated by an evolutionarily conserved, competitive balance between epigenetic, stress-induced, and cognitive-growth gene expression programs. An evolutionary developmental model of dyslexia, suggests that prenatal and childhood subclinical stress becomes a risk factor for dyslexia when physiological adaptations to stress promoting adaptive fitness, may attenuate neuroplasticity in the brain regions recruited for reading. Stress has the potential to blunt the cognitive-growth functions of the predominantly right hemisphere Ventral and Dorsal attention networks, which are primed with high entropic levels of synaptic plasticity, and are critical for acquiring beginning reading skills. The attentional networks, in collaboration with the stress-responsive Default Mode network, modulate the entrainment and processing of the low frequency auditory oscillations (1-8 Hz) and visuospatial orienting linked etiologically to dyslexia. Thus, dyslexia may result from positive, but costly adaptations to stress system dysregulation: protective measures that reset the stress/growth balance of processing to favor the Default Mode network, compromising development of the attentional networks. Such a normal-variability conceptualization of dyslexia is at odds with the frequent assumption that dyslexia results from a neurological abnormality. To put the normal-variability model in the broader perspective of the state of the field, a traditional evolutionary account of dyslexia is presented to stimulate discussion of the scientific merits of the two approaches.
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Affiliation(s)
- John R. Kershner
- Department of Applied Psychology, University of Toronto, Toronto, ON, Canada
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47
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Zavadenko N, Suvorinova N, Zavadenko A, Fateeva V. Neurodevelopmental disorders in children and the possibilities of their pharmacotherapy. Zh Nevrol Psikhiatr Im S S Korsakova 2021; 121:38-45. [DOI: 10.17116/jnevro202112111238] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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48
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Zoccolotti P, De Luca M, Marinelli CV, Spinelli D. Testing the Specificity of Predictors of Reading, Spelling and Maths: A New Model of the Association Among Learning Skills Based on Competence, Performance and Acquisition. Front Hum Neurosci 2020; 14:573998. [PMID: 33364927 PMCID: PMC7750359 DOI: 10.3389/fnhum.2020.573998] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2020] [Accepted: 11/10/2020] [Indexed: 11/13/2022] Open
Abstract
In a previous study (Zoccolotti et al., 2020) we examined reading, spelling, and maths skills in an unselected group of 129 Italian children attending fifth grade by testing various cognitive predictors; results showed a high degree of predictors' selectivity for each of these three behaviors. In the present study, we focused on the specificity of the predictors by performing cross-analyses on the same dataset; i.e., we predicted spelling and maths skills based on reading predictors, reading based on maths predictors and so on. Results indicated that some predictors, such as the Orthographic Decision and the Arithmetic Facts tests, predicted reading, spelling and maths skills in similar ways, while others predicted different behaviors but only for a specific parameter, such as fluency but not accuracy (as in the case of RAN), and still others were specific for a single behavior (e.g., Visual-auditory Pseudo-word Matching test predicted only spelling skills). To interpret these results, we propose a novel model of learning skills separately considering factors in terms of competence, performance and acquisition (automatization). Reading, spelling and calculation skills would depend on the development of discrete and different abstract competences (accounting for the partial dissociations among learning disorders reported in the literature). By contrast, overlap among behaviors would be accounted for by defective acquisition in automatized responses to individual "instances"; this latter skill is item specific but domain independent. Finally, performance factors implied in task's characteristics (such as time pressure) may contribute to the partial association among learning skills. It is proposed that this new model may provide a useful base for interpreting the diffuse presence of comorbidities among learning disorders.
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Affiliation(s)
- Pierluigi Zoccolotti
- Department of Psychology, Sapienza University of Rome, Rome, Italy
- Developmental Dyslexia Lab, IRCCS Fondazione Santa Lucia, Rome, Italy
| | - Maria De Luca
- Developmental Dyslexia Lab, IRCCS Fondazione Santa Lucia, Rome, Italy
| | - Chiara Valeria Marinelli
- Lab of Applied Psychology and Intervention, Department of History, Society and Human Studies, University of Salento, Lecce, Italy
| | - Donatella Spinelli
- Department of Movement, Human and Health Sciences, Foro Italico University of Rome, Rome, Italy
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49
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Brem S, Maurer U, Kronbichler M, Schurz M, Richlan F, Blau V, Reithler J, van der Mark S, Schulz E, Bucher K, Moll K, Landerl K, Martin E, Goebel R, Schulte-Körne G, Blomert L, Wimmer H, Brandeis D. Visual word form processing deficits driven by severity of reading impairments in children with developmental dyslexia. Sci Rep 2020; 10:18728. [PMID: 33127943 PMCID: PMC7603304 DOI: 10.1038/s41598-020-75111-8] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2020] [Accepted: 09/23/2020] [Indexed: 12/25/2022] Open
Abstract
The visual word form area (VWFA) in the left ventral occipito-temporal (vOT) cortex is key to fluent reading in children and adults. Diminished VWFA activation during print processing tasks is a common finding in subjects with severe reading problems. Here, we report fMRI data from a multicentre study with 140 children in primary school (7.9-12.2 years; 55 children with dyslexia, 73 typical readers, 12 intermediate readers). All performed a semantic task on visually presented words and a matched control task on symbol strings. With this large group of children, including the entire spectrum from severely impaired to highly fluent readers, we aimed to clarify the association of reading fluency and left vOT activation during visual word processing. The results of this study confirm reduced word-sensitive activation within the left vOT in children with dyslexia. Interestingly, the association of reading skills and left vOT activation was especially strong and spatially extended in children with dyslexia. Thus, deficits in basic visual word form processing increase with the severity of reading disability but seem only weakly associated with fluency within the typical reading range suggesting a linear dependence of reading scores with VFWA activation only in the poorest readers.
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Affiliation(s)
- S Brem
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Neumuensterallee 9, 8032, Zurich, Switzerland.
- Neuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, Switzerland.
| | - U Maurer
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Neumuensterallee 9, 8032, Zurich, Switzerland
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China
- Brain and Mind Institute, The Chinese University of Hong Kong, Hong Kong, China
| | - M Kronbichler
- Centre for Cognitive Neuroscience and Department of Psychology, University of Salzburg, Salzburg, Austria
- Neuroscience Institute, Christian Doppler Clinic, Paracelsus Medical University, Salzburg, Austria
| | - M Schurz
- Centre for Cognitive Neuroscience and Department of Psychology, University of Salzburg, Salzburg, Austria
| | - F Richlan
- Centre for Cognitive Neuroscience and Department of Psychology, University of Salzburg, Salzburg, Austria
| | - V Blau
- Cognitive Neuroscience Department, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
- Maastricht Brain Imaging Center (M-BIC), Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - J Reithler
- Cognitive Neuroscience Department, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
- Maastricht Brain Imaging Center (M-BIC), Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - S van der Mark
- MR-Center, University Children's Hospital, University of Zürich, Zurich, Switzerland
| | - E Schulz
- Department of Neurology, Ludwig-Maximilians-Universität München, Munich, Germany
- Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital, Ludwig-Maximilians-University Munich, Munich, Germany
| | - K Bucher
- MR-Center, University Children's Hospital, University of Zürich, Zurich, Switzerland
| | - K Moll
- Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital, Ludwig-Maximilians-University Munich, Munich, Germany
| | - K Landerl
- Department of Psychology, University of Salzburg, Salzburg, Austria
- Institute of Psychology, University of Graz, Graz, Austria
| | - E Martin
- MR-Center, University Children's Hospital, University of Zürich, Zurich, Switzerland
| | - R Goebel
- Cognitive Neuroscience Department, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
- Maastricht Brain Imaging Center (M-BIC), Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - G Schulte-Körne
- Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital, Ludwig-Maximilians-University Munich, Munich, Germany
| | - L Blomert
- Cognitive Neuroscience Department, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
- Maastricht Brain Imaging Center (M-BIC), Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - H Wimmer
- Centre for Cognitive Neuroscience and Department of Psychology, University of Salzburg, Salzburg, Austria
| | - D Brandeis
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Neumuensterallee 9, 8032, Zurich, Switzerland
- Neuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, Switzerland
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany
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50
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Slomowitz RF, Narayan AJ, Pennington BF, Olson RK, DeFries JC, Willcutt EG, McGrath LM. In Search of Cognitive Promotive and Protective Factors for Word Reading. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2020; 25:397-416. [PMID: 34650325 PMCID: PMC8514166 DOI: 10.1080/10888438.2020.1821035] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This study examined whether strong cognitive skills (i.e. vocabulary, rapid naming, verbal working memory [VWM], and processing speed [PS]) contributed to resilience in single-word reading skills in children at risk for reading difficulties because of low phonological awareness scores (PA). Promotive factors were identified by main effects and protective factors through PA x cognition interactions. This study included 1,807 children ages 8-16. As predicted, all cognitive skills were significantly related to reading, consistent with promotive effects. A significant, but small effect PA x vocabulary interaction (R2 change=.002, p=.00038) was detected but its form was not consistent with a classic protective effect. Rather, the PA x vocabulary interaction was consistent with a "skill-enhancement" pattern, such that children with strong PA and vocabulary skills had better than expected reading. This study provides a framework for reading resilience research and directs attention to promotive mechanisms underlying reading success.
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Affiliation(s)
| | | | | | - Richard K. Olson
- Department of Psychology and Neuroscience, University of Colorado, Boulder, Boulder, CO, USA
| | - John C. DeFries
- Institute for Behavioral Genetics, University of Colorado, Boulder, Boulder CO, USA
| | - Erik G. Willcutt
- Department of Psychology and Neuroscience, University of Colorado, Boulder, Boulder, CO, USA
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