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Kaltsa M, Babacheva E, Fotiadou G, Goutsiou E, Kantziou K, Nicolaidis K, Soubasi V. Early cognitive assessment in premature infants: the discriminatory value of eye-tracking vs. Bayley Scales. Front Psychol 2024; 15:1384486. [PMID: 38957884 PMCID: PMC11217545 DOI: 10.3389/fpsyg.2024.1384486] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2024] [Accepted: 05/23/2024] [Indexed: 07/04/2024] Open
Abstract
Introduction The testing of visuocognitive development in preterm infants shows strong interactions between perinatal characteristics and cognition, learning and overall neurodevelopment evolution. The assessment of anticipatory gaze data of object-location bindings via eye-tracking can predict the neurodevelopment of preterm infants at the age of 3 years; little is known, however, about the early cognitive function and its assessment methods during the first year of life. Methods The current study presents data from a novel assessment tool, a Delayed Match Retrieval (DMR) paradigm via eye-tracking was used to measure visual working memory (VWM) and attention skills. The eye-tracking task that was designed to measure infants' ability to actively localize objects and to make online predictions of object-location bindings. 63 infants participated in the study, 39 preterm infants and 24 healthy full term infants - at a corrected age of 8-9 months for premature infants and similar chronological age for full term infants. Infants were also administered the Bayley Scales of Infant and Toddler Development. Results The analysis of the Bayley scores showed no significant difference between the two groups while the eye-tracking data showed a significant group effect on all measurements. Moreover, preterm infants' VWM performance was significantly lower than full term's. Birth weight affected the gaze time on all Areas Of Interest (AOIs), overall VWM performance and the scores at the Cognitive Bayley subscale. Furthermore, preterm infants with fetal growth restriction (FGR) showed significant performance effects in the eye-tracking measurements but not on their Bayley scores verifying the high discriminatory value of the eye gaze data. Conclusion Visual working memory and attention as measured via eye-tracking is a non-intrusive, painless, short duration procedure (approx. 4-min) was found to be a significant tool for identifying prematurity and FGR effects on the development of cognition during the first year of life. Bayley Scales alone may not pick up these deficits. Identifying tools for early neurodevelopmental assessments and cognitive function is important in order to enable earlier support and intervention in the vulnerable group of premature infants, given the associations between foundational executive functional skills and later cognitive and academic ability.
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Affiliation(s)
- Maria Kaltsa
- Language Development Lab, School of English, Department of Theoretical and Applied Linguistics, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Evgenia Babacheva
- 2 Department of Neonatology and NICU, School of Medicine, General Hospital of Papageorgiou, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Georgia Fotiadou
- LingLab, School of Philology, Department of Linguistics, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Evanthia Goutsiou
- 2 Department of Neonatology and NICU, School of Medicine, General Hospital of Papageorgiou, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Katerina Kantziou
- 1 Neonatal Department and NICU, Hippokration General Hospital, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Katerina Nicolaidis
- Phonetics Laboratory, School of English, Department of Theoretical and Applied Linguistics, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Vasiliki Soubasi
- 2 Department of Neonatology and NICU, School of Medicine, General Hospital of Papageorgiou, Aristotle University of Thessaloniki, Thessaloniki, Greece
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Turoman N, Fiave PA, Zahnd C, deBettencourt MT, Vergauwe E. Decoding the content of working memory in school-aged children. Cortex 2024; 171:136-152. [PMID: 37995540 DOI: 10.1016/j.cortex.2023.10.019] [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: 02/10/2023] [Revised: 07/19/2023] [Accepted: 10/06/2023] [Indexed: 11/25/2023]
Abstract
Developmental improvements in working memory (WM) maintenance predict many real-world outcomes, including educational attainment. It is thus critical to understand which WM mechanisms support these behavioral improvements, and how WM maintenance strategies might change through development. One challenge is that specific WM neural mechanisms cannot easily be measured behaviorally, especially in a child population. However, new multivariate decoding techniques have been designed, primarily in adult populations, that can sensitively decode the contents of WM. The goal of this study was to deploy multivariate decoding techniques known to decode memory representations in adults to decode the contents of WM in children. We created a simple computerized WM game for children, in which children maintained different categories of information (visual, spatial or verbal). We collected electroencephalography (EEG) data from 20 children (7-12-year-olds) while they played the game. Using Multivariate Pattern Analysis (MVPA) on children's EEG signals, we reliably decoded the category of the maintained information during the sensory and maintenance period. Across exploratory reliability and validity analyses, we examined the robustness of these results when trained on less data, and how these patterns generalized within individuals throughout the testing session. Furthermore, these results matched theory-based predictions of WM across individuals and across ages. Our proof-of-concept study proposes a direct and age-appropriate potential alternative to exclusively behavioral WM maintenance measures in children. Our study demonstrates the utility of MVPA to measure and track the uninstructed representational content of children's WM. Future research could use our technique to investigate children's WM maintenance and strategies.
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Affiliation(s)
- Nora Turoman
- Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland.
| | - Prosper A Fiave
- Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
| | - Clélia Zahnd
- Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
| | | | - Evie Vergauwe
- Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
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3
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Melamed TC, Chalamalasetty P, Ralph YK, Berinhout K, Maguire MJ. The power of the written word: Comparing word meaning inferencing from auditory and written modalities throughout grade school. J Exp Child Psychol 2024; 237:105755. [PMID: 37572384 DOI: 10.1016/j.jecp.2023.105755] [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: 02/21/2023] [Revised: 07/18/2023] [Accepted: 07/18/2023] [Indexed: 08/14/2023]
Abstract
Previous research indicates that word learning from auditory contexts may be more effective than written context at least through fourth grade. However, no study has examined contextual differences in word learning in older school-aged children when reading abilities are more developed. Here we examined developmental differences in children's ability to deduce the meanings of unknown words from the surrounding linguistic context in the auditory and written modalities and sought to identify the most important predictors of success in each modality. A total of 89 children aged 8-15 years were randomly assigned to either read or listen to a narrative that included eight novel words, with five exposures to each novel word. They then completed three posttests to assess word meaning inferencing. Children across all ages performed better in the written modality. Vocabulary was the only significant predictor of success on the word inferencing task. Results indicate support for written stimuli as the most effective modality for novel word meaning deduction. Our findings suggest that the presence of orthographic information facilitates novel word learning even for early, less proficient readers.
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Affiliation(s)
- Tina C Melamed
- Department of Rehabilitation Sciences, University of Texas at Tyler, Tyler, TX 757099, USA.
| | - Prasanth Chalamalasetty
- Callier Center for Communication Disorders, University of Texas at Dallas, Dallas, TX 75235, USA
| | - Yvonne K Ralph
- College of Education and Psychology, University of Texas at Tyler, Tyler, TX 75799, USA
| | - Kate Berinhout
- Callier Center for Communication Disorders, University of Texas at Dallas, Dallas, TX 75235, USA
| | - Mandy J Maguire
- Callier Center for Communication Disorders, University of Texas at Dallas, Dallas, TX 75235, USA
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Cai X, Ouyang M, Yin Y, Zhang Q. Sensorimotor Adaptation to Formant-Shifted Auditory Feedback Is Predicted by Language-Specific Factors in L1 and L2 Speech Production. LANGUAGE AND SPEECH 2023:238309231202503. [PMID: 37830332 DOI: 10.1177/00238309231202503] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/14/2023]
Abstract
Auditory feedback plays an important role in the long-term updating and maintenance of speech motor control; thus, the current study explored the unresolved question of how sensorimotor adaptation is predicted by language-specific and domain-general factors in first-language (L1) and second-language (L2) production. Eighteen English-L1 speakers and 22 English-L2 speakers performed the same sensorimotor adaptation experiments and tasks, which measured language-specific and domain-general abilities. The experiment manipulated the language groups (English-L1 and English-L2) and experimental conditions (baseline, early adaptation, late adaptation, and end). Linear mixed-effects model analyses indicated that auditory acuity was significantly associated with sensorimotor adaptation in L1 and L2 speakers. Analysis of vocal responses showed that L1 speakers exhibited significant sensorimotor adaptation under the early adaptation, late adaptation, and end conditions, whereas L2 speakers exhibited significant sensorimotor adaptation only under the late adaptation condition. Furthermore, the domain-general factors of working memory and executive control were not associated with adaptation/aftereffects in either L1 or L2 production, except for the role of working memory in aftereffects in L2 production. Overall, the study empirically supported the hypothesis that sensorimotor adaptation is predicted by language-specific factors such as auditory acuity and language experience, whereas general cognitive abilities do not play a major role in this process.
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Affiliation(s)
- Xiao Cai
- School of Foreign Languages, Renmin University of China, China; Department of Psychology, Renmin University of China, China
| | - Mingkun Ouyang
- School of Education Science, Guangxi Minzu University, China
| | - Yulong Yin
- School of Psychology, Northwest Normal University, China
| | - Qingfang Zhang
- Department of Psychology, Renmin University of China, China
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Lane JM, Liu SH, Pantic I, Martinez-Medina S, Téllez-Rojo MM, Amarasiriwardena C, Wright RO. Sex-specific association between prenatal manganese exposure and working memory in school-aged children in Mexico city: An exploratory multi-media approach. ENVIRONMENTAL POLLUTION (BARKING, ESSEX : 1987) 2023; 333:121965. [PMID: 37286025 PMCID: PMC10527609 DOI: 10.1016/j.envpol.2023.121965] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 05/11/2023] [Accepted: 06/04/2023] [Indexed: 06/09/2023]
Abstract
It remains unclear whether manganese (Mn) exposure affects working memory (WM) in a sexually dimorphic manner. Further, no gold standard media exists to measure Mn, suggesting a combined blood and urinary Mn index may better capture the totality of exposure. We investigated the modification effect of child sex on the influence of prenatal Mn exposure on WM in school-age children, exploring two methodological frameworks to integrate exposure estimates across multiple exposure biomarkers. Leveraging the PROGRESS birth cohort in Mexico City, children (N = 559) ages 6-8 completed the between errors and strategy measures of the CANTAB Spatial Working Memory (SWM) task. Mn levels were assayed in blood and urine of mothers during the 2nd and 3rd trimesters and in umbilical cord blood from mothers and children at delivery. Weighted quantile sum regression estimated the association of a multi-media biomarker (MMB) mixture with SWM. We applied a confirmatory factor analysis to similarly quantify a latent blood Mn burden index. We then used an adjusted linear regression to estimate the Mn burden index with SWM measures. Interaction terms were used to estimate the modification effect by child sex for all models. Results showed that the between-errors-specific MMB mixture (i.e., this model demonstrates the impact of the MMB mixture on the between-error scores.) was associated (β = 6.50, 95% CI: 0.91, 12.08) with fewer between errors for boys and more between errors for girls. The strategy-specific MMB mixture (i.e., this model demonstrates the impact of the MMB mixture on the strategy scores) was associated (β = -1.36, 95% CI: 2.55, - 0.18) with less efficient strategy performance for boys and more efficient strategy performance for girls. A higher Mn burden index was associated (β = 0.86, 95% CI: 0.00, 1.72) with more between errors in the overall sample. The vulnerability to prenatal Mn biomarkers on SWM differs in the directionality by child sex. An MMB mixture and composite index of body burden are stronger predictors than a single biomarker for Mn exposure on WM performance.
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Affiliation(s)
- Jamil M Lane
- Department of Environmental Medicine and Public Health, Icahn School of Medicine at Mount Sinai, New York, NY, USA.
| | - Shelley H Liu
- Department of Population Health Science and Policy, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Ivan Pantic
- Division of Community Interventions Research, National Institute of Perinatology, Mexico City, Mexico
| | - Sandra Martinez-Medina
- Division of Community Interventions Research, National Institute of Perinatology, Mexico City, Mexico
| | - Martha M Téllez-Rojo
- Center for Nutrition and Health Research, National Institute of Public Health, Cuernavaca, Morelos, Mexico
| | - Chitra Amarasiriwardena
- Department of Environmental Medicine and Public Health, Icahn School of Medicine at Mount Sinai, New York, NY, USA; Institute for Exposomic Research, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Robert O Wright
- Department of Environmental Medicine and Public Health, Icahn School of Medicine at Mount Sinai, New York, NY, USA; Institute for Exposomic Research, Icahn School of Medicine at Mount Sinai, New York, NY, USA
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Turoman N, Fiave PA, Zahnd C, deBettencourt MT, Vergauwe E. Decoding the content of working memory in school-aged children. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2023:2023.02.10.527990. [PMID: 36798254 PMCID: PMC9934641 DOI: 10.1101/2023.02.10.527990] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 02/16/2023]
Abstract
Developmental improvements in working memory (WM) maintenance predict many real-world outcomes, including educational attainment. It is thus critical to understand which WM mechanisms support these behavioral improvements, and how WM maintenance strategies might change through development. One challenge is that specific WM neural mechanisms cannot easily be measured behaviorally, especially in a child population. However, new multivariate decoding techniques have been designed, primarily in adult populations, that can sensitively decode the contents of WM. The goal of this study was to deploy multivariate decoding techniques known to decode memory representations in adults to decode the contents of WM in children. We created a simple computerized WM game for children, in which children maintained different categories of information (visual, spatial or verbal). We collected electroencephalography (EEG) data from 20 children (7-12-year-olds) while they played the game. Using Multivariate Pattern Analysis (MVPA) on children's EEG signals, we reliably decoded the category of the maintained information during the sensory and maintenance period. Across exploratory reliability and validity analyses, we examined the robustness of these results when trained on less data, and how these patterns generalized within individuals throughout the testing session. Furthermore, these results matched theory-based predictions of WM across individuals and across ages. Our proof-of-concept study proposes a direct and age-appropriate potential alternative to exclusively behavioral WM maintenance measures in children. Our study demonstrates the utility of MVPA to measure and track the uninstructed representational content of children's WM. Future research could use our technique to investigate children's WM maintenance and strategies.
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Affiliation(s)
- Nora Turoman
- Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
| | - Prosper Agbesi Fiave
- Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
| | - Clélia Zahnd
- Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
| | | | - Evie Vergauwe
- Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
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7
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Ottoboni G, Toraldo A, Proietti R, Cangelosi A, Tessari A. Paradoxical decrease of imitation performance with age in children. Br J Psychol 2023. [PMID: 36942850 DOI: 10.1111/bjop.12644] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2022] [Revised: 02/20/2023] [Accepted: 02/22/2023] [Indexed: 03/23/2023]
Abstract
Imitation development was studied in a cross-sectional design involving 174 primary-school children (aged 6-10), focusing on the effect of actions' complexity and error analysis to infer the underlying cognitive processes. Participants had to imitate the model's actions as if they were in front of a mirror ('specularly'). Complexity varied across three levels: movements of a single limb; arm and leg of the same body side; or arm and leg of opposite body sides. While the overall error rate decreased with age, this was not true of all error categories. The rate of 'side' errors (using a limb of the wrong body side) paradoxically increased with age (from 9 years). However, with increasing age, the error rate also became less sensitive to the complexity of the action. This pattern is consistent with the hypothesis that older children have the working memory (WM) resources and the body knowledge necessary to imitate 'anatomically', which leads to additional side errors. Younger children might be paradoxically free from such interference because their WM and/or body knowledge are insufficient for anatomical imitation. Yet, their limited WM resources would prevent them from successfully managing the conflict between spatial codes involved in complex actions (e.g. moving the left arm and the right leg). We also found evidence that action side and content might be stored in separate short-term memory (STM) systems: increasing the number of sides to be encoded only affected side retrieval, but not content retrieval; symmetrically, increasing the content (number of movements) of the action only affected content retrieval, but not side retrieval. In conclusion, results suggest that anatomical imitation might interfere with specular imitation at age 9 and that STM storages for side and content of actions are separate.
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Affiliation(s)
- Giovanni Ottoboni
- Department of Psychology 'Renzo Canestrari', University of Bologna, Bologna, Italy
| | - Alessio Toraldo
- Department of Brain and Behavioural Sciences, University of Pavia, Pavia, Italy
- Milan Centre for Neuroscience (NeuroMI), Milan, Italy
| | - Riccardo Proietti
- Department of Psychology 'Renzo Canestrari', University of Bologna, Bologna, Italy
| | - Angelo Cangelosi
- Department of Computer Science, University of Manchester, Manchester, UK
| | - Alessia Tessari
- Department of Psychology 'Renzo Canestrari', University of Bologna, Bologna, Italy
- Alma Mater Research Institute for Human-Centered Artificial Intelligence, Bologna, Italy
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Witt A, Poulin-Charronnat B, Bard P, Vinter A. The effect of response-to-stimulus interval on children's implicit sequence learning. J Exp Child Psychol 2023; 232:105668. [PMID: 36948041 DOI: 10.1016/j.jecp.2023.105668] [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: 10/11/2021] [Revised: 11/15/2022] [Accepted: 02/22/2023] [Indexed: 03/22/2023]
Abstract
The current study examined, for the first time in a developmental perspective, the effect of response-to-stimulus interval (RSI) in incidental sequence learning (SL). Children aged 4, 7, and 10 years performed a serial reaction time (SRT) task in which the RSI was systematically manipulated (0, 250, 500, or 750 ms). SL (difference in reaction times between fixed and random blocks) was not observed for the youngest children whatever the RSI condition, whereas the 7-year-olds learned the sequence only in the 250-ms RSI condition and the 10-year-olds exhibited SL in all temporal conditions except the 500-ms RSI condition. Finally, the results suggest that conscious awareness of the sequence emerges only in older children faced with the 500- and 750-ms RSI conditions. The discussion questions the robustness of implicit learning processes in the light of individual and contextual factors.
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Affiliation(s)
- Arnaud Witt
- Laboratory for Research on Learning and Development (LEAD)-French National Centre for Scientific Research (CNRS), UMR 5022, Université Bourgogne Franche-Comté, 21065 Dijon Cedex, France.
| | - Bénédicte Poulin-Charronnat
- Laboratory for Research on Learning and Development (LEAD)-French National Centre for Scientific Research (CNRS), UMR 5022, Université Bourgogne Franche-Comté, 21065 Dijon Cedex, France
| | - Patrick Bard
- Laboratory for Research on Learning and Development (LEAD)-French National Centre for Scientific Research (CNRS), UMR 5022, Université Bourgogne Franche-Comté, 21065 Dijon Cedex, France
| | - Annie Vinter
- Laboratory for Research on Learning and Development (LEAD)-French National Centre for Scientific Research (CNRS), UMR 5022, Université Bourgogne Franche-Comté, 21065 Dijon Cedex, France
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9
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You Z, Yang T, Li Z, Li Y, Zhong M. Interactive Educational Toy Design Strategies for Promoting Young Children's Garbage-Sorting Behavior and Awareness. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4460. [PMID: 36901470 PMCID: PMC10001630 DOI: 10.3390/ijerph20054460] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/30/2022] [Revised: 02/25/2023] [Accepted: 02/28/2023] [Indexed: 06/18/2023]
Abstract
Existing educational toys for teaching garbage classification fail to teach about its benefits and positive results. Thus, children do not fully understand the logic behind garbage classification. We summarized the design strategies of garbage classification educational toys according to parents' evaluations of existing toys and the literature on children's memory characteristics. Presenting children with all the system information related to garbage classification is essential for their logical understanding. Using interactive formats and personified images enhances children's desire to play with toys. Based on the above strategies, we designed an intelligent trash can system toy: Incorrect garbage input displays an uncomfortable expression and sad voice. Correct garbage input triggers happy expressions and positive sounds. An animated story then shows how the garbage is treated and recycled into something new. The results of a contrast experiment showed that the accuracy rate of children's garbage classification was significantly raised after playing with the designed toy for two weeks. The toy also promoted children's garbage-sorting behavior in daily life. When seeing trash misclassified, the children would correct the mistakes and take the initiative to share relevant knowledge about garbage disposal.
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Ibbotson P. The Development of Executive Function: Mechanisms of Change and Functional Pressures. JOURNAL OF COGNITION AND DEVELOPMENT 2023. [DOI: 10.1080/15248372.2022.2160719] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Affiliation(s)
- Paul Ibbotson
- School of Education, Childhood, Youth and Sport, The Open University, Milton Keynes, UK
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Searching for a Relationship between Early Breastfeeding and Cognitive Development of Attention and Working Memory Capacity. Brain Sci 2022; 13:brainsci13010053. [PMID: 36672035 PMCID: PMC9856597 DOI: 10.3390/brainsci13010053] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Revised: 12/17/2022] [Accepted: 12/21/2022] [Indexed: 12/29/2022] Open
Abstract
Previous research consistently reported that subjects that were exclusively breastfed (eBF) vs. not-exclusively breastfed (neBF) during infancy (0-6 months) showed increased scores of general intelligence measures (e.g., the intelligence quotient). However, the existent literature largely neglected whether breastfeeding also affects specific cognitive processes, such as attention and working memory (WM) capacity. We tested whether eBF vs. neBF subjects showed performance differences in relation to these two core cognitive functions. The Attention Network Test (ANT), to measure alerting, orienting, and conflict, and the Change Colour Task (CCT), to measure visuospatial WM capacity, were administered to 144 participants divided according to age (6-, 10-, and 18-year-old participants) and breastfeeding (eBF or neBF during 0-6 months of life). Importantly, the sub-groups were homogenous in terms of maternal education, a factor potentially affecting the relation between breastfeeding and cognition. While we found increased performance as a function of participants' age in both tasks, we failed to observe effects related to breastfeeding, as evidenced by Bayesian analyses. These findings highlight for the first time that the pattern of nutrition provided during early infancy does not appear to affect the development of attention and WM capacity, at least starting from the age considered in the present study.
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Goujon A, Mathy F, Thorpe S. The fate of visual long term memories for images across weeks in adults and children. Sci Rep 2022; 12:21763. [PMID: 36526824 PMCID: PMC9758234 DOI: 10.1038/s41598-022-26002-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Accepted: 12/07/2022] [Indexed: 12/23/2022] Open
Abstract
What is the content and the format of visual memories in Long Term Memory (LTM)? Is it similar in adults and children? To address these issues, we investigated, in both adults and 9-year-old children, how visual LTM is affected over time and whether visual vs semantic features are affected differentially. In a learning phase, participants were exposed to hundreds of meaningless and meaningful images presented once or twice for either 120 ms or 1920 ms. Memory was assessed using a recognition task either immediately after learning or after a delay of three or six weeks. The results suggest that multiple and extended exposures are crucial for retaining an image for several weeks. Although a benefit was observed in the meaningful condition when memory was assessed immediately after learning, this benefit tended to disappear over weeks, especially when the images were presented twice for 1920 ms. This pattern was observed for both adults and children. Together, the results call into question the dominant models of LTM for images: although semantic information enhances the encoding & maintaining of images in LTM when assessed immediately, this seems not critical for LTM over weeks.
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Affiliation(s)
- Annabelle Goujon
- grid.7459.f0000 0001 2188 3779Laboratoire de Recherches Intégratives en Neurosciences et Psychologie Cognitive UR 481, Université de Franche-Comté, 19 rue Ambroise Paré, 25030 Besançon, Cedex, France
| | - Fabien Mathy
- grid.460782.f0000 0004 4910 6551Laboratory BCL CNRS UMR 7320 & Université Côte d’Azur, Nice, France
| | - Simon Thorpe
- CerCo-CNRS & Université de Toulouse 3, Toulouse, France
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Oligodendroglia are emerging players in several forms of learning and memory. Commun Biol 2022; 5:1148. [PMID: 36309567 PMCID: PMC9617857 DOI: 10.1038/s42003-022-04116-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: 05/27/2022] [Accepted: 10/14/2022] [Indexed: 11/15/2022] Open
Abstract
Synaptic plasticity is the fundamental cellular mechanism of learning and memory, but recent research reveals that myelin-forming glia, oligodendrocytes (OL), are also involved. They contribute in ways that synaptic plasticity cannot, and the findings have not been integrated into the established conceptual framework used in the field of learning and memory. OLs and their progenitors are involved in long-term memory, memory consolidation, working memory, and recall in associative learning. They also contribute to short-term memory and non-associative learning by affecting synaptic transmission, intrinsic excitability of axons, and neural oscillations. Oligodendroglial involvement expands the field beyond synaptic plasticity to system-wide network function, where precise spike time arrival and neural oscillations are critical in information processing, storage, and retrieval. A Perspective highlights current evidence that supports oligodendrocytes and their progenitors’ involvement in cognition and proposes that our understanding of learning and memory can be expanded beyond the classic view of synaptic plasticity to a system-wide network function.
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Tsunoda S, Inoue T, Takeuchi N, Akabane A, Saito N. Direct Clipping of Paraclinoid Aneurysm in Conjunction with Extradural Anterior Clinoidectomy: Technical Nuance and Functional Outcome. Skull Base Surg 2022; 83:505-514. [DOI: 10.1055/s-0041-1730351] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2020] [Accepted: 01/07/2021] [Indexed: 10/21/2022]
Abstract
Abstract
Objective Because of their anatomical features, treatment for paraclinoid aneurysms has remained to be challenging. Thus, the aim of this report is to prove the validity of our surgical method for unruptured paraclinoid aneurysms, together with surgical videos.
Study Design Between August 2017 and November 2019, we were able to perform surgical clipping for 11 patients with unruptured paraclinoid aneurysm using a completely unified method. This study investigated the effect of surgery on multiple measures, including visual impairment, brain contusion, temporalis muscle atrophy, and multiple neurocognitive functions.
Results Of the 67 unruptured aneurysms treated at our hospital, 17 were identified to be paraclinoid aneurysm, and 11 of them were treated by direct clipping using anterior clinoidectomy. Three were ophthalmic artery aneurysms, three were superior hypophyseal artery aneurysms, and five were anterior carotid wall aneurysms without branch projection. Only one patient had asymptomatic mild enlargement of the Marriott blind spots postoperatively. No brain contusion and temporalis muscle atrophy were observed in any cases. Only the Trail Making test (TMT) showed a significant worsening in the acute postoperative period: mean pre- and postoperative TMT scores were 59.1 ± 29.1 and 72.7 ± 37.3 for Part A (p = 0.018) and 80.5 ± 35.5 and 93.8 ± 39.9 for Part B (p = 0.030), respectively. However, it improved in the chronic phase.
Conclusion We can conclude that our surgical method is safe and can be considered an acceptable treatment. Although surgical stress can cause temporary executive dysfunction shortly after surgery, this decline is temporary.
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Affiliation(s)
- Sho Tsunoda
- Department of Neurosurgery, NTT Medical Center Tokyo, Shinagawa-ku, Tokyo, Japan
| | - Tomohiro Inoue
- Department of Neurosurgery, NTT Medical Center Tokyo, Shinagawa-ku, Tokyo, Japan
| | - Naoko Takeuchi
- Department of Rehabilitation, NTT Medical Center Tokyo, Shinagawa-ku, Tokyo, Japan
| | - Atsuya Akabane
- Department of Neurosurgery, NTT Medical Center Tokyo, Shinagawa-ku, Tokyo, Japan
| | - Nobuhito Saito
- Department of Neurosurgery, The University of Tokyo Hospital, Bunkyo-ku, Tokyo, Japan
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Ferreira PDC, Ferreira AI, Veiga Simão AMVD, Prada R, Paulino AP, Rodrigues R. Self-Regulated Learning and Working Memory Determine Problem-Solving Accuracy in Math. THE SPANISH JOURNAL OF PSYCHOLOGY 2022; 25:e23. [PMID: 36155128 DOI: 10.1017/sjp.2022.19] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
This study aims to understand the role of self-regulated learning (SRL) and its different processes in the relationship between working memory (WM) and problem-solving accuracy in math in primary school children. A sample of 269 primary school children (Mage = 8.84, SD = 0.81, 58% boys) participated in this study. Tasks were used as intervention resources to assess children's WM (i.e., reading and computation span tasks), SRL (i.e., a digital game), and performance (i.e., the performance in the game, as well as a traditional math problem). Through structural equation modeling, results revealed that WM predicted children's SRL and their problem-solving accuracy in math, such that those with higher capability for temporary storage attained better accuracy. Accordingly, children's SRL explained the relationship between WM capacity and problem-solving accuracy in math; such that the indirect effect of WM capacity through SRL was lower on problem-solving accuracy in math. Results indicated that the planning phase was a greater indicator of students' SRL in problem-solving accuracy in math. These results highlight the importance of SRL competencies in explaining children's performance in problem-solving in math.
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Affiliation(s)
| | | | | | - Rui Prada
- Instituto Superior Técnico (INESC-ID) (Portugal)
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16
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Developmental trajectory of time perception from childhood to adolescence. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03526-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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17
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Heled E, Israeli R, Margalit D. Working memory development in different modalities in children and young adults. J Exp Child Psychol 2022; 220:105422. [DOI: 10.1016/j.jecp.2022.105422] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2021] [Revised: 02/08/2022] [Accepted: 03/02/2022] [Indexed: 10/18/2022]
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18
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Shokrkon A, Nicoladis E. The Directionality of the Relationship Between Executive Functions and Language Skills: A Literature Review. Front Psychol 2022; 13:848696. [PMID: 35928417 PMCID: PMC9343615 DOI: 10.3389/fpsyg.2022.848696] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2022] [Accepted: 06/06/2022] [Indexed: 11/13/2022] Open
Abstract
It has been demonstrated that executive functions play a significant role in different aspects of the development of children. Development of language is also one of the most important accomplishments of the preschool years, and it has been linked to many outcomes in life. Despite substantial research demonstrating the association between executive function and language development in childhood, only a handful of studies have examined the direction of the developmental pathways between EF skills and language skills, therefore little is known about how these two constructs are connected. In this review paper, we discuss three possible directional relationships between EFs and language development throughout childhood. First, we discuss how EF might affect language functioning. Next, we discuss how language functioning might affect EF. Lastly, we consider other possible relationships between EF and language. Given that children with better EF and language skills are more likely to succeed in educational settings and demonstrate greater social–emotional competencies, investigating the relationship between EF and language in the preschool period provides insight into mechanisms that have not been extensively studied. Furthermore, it could create new opportunities for designing effective and efficient interventions aimed at addressing EF and language deficits during the preschool period which could in turn influence later development.
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Affiliation(s)
- Anahita Shokrkon
- Department of Psychology, University of Alberta, Edmonton, AB, Canada
- *Correspondence: Anahita Shokrkon,
| | - Elena Nicoladis
- Department of Psychology, University of British Columbia, Kelowna, BC, Canada
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19
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Pedale T, Mastroberardino S, Capurso M, Macrì S, Santangelo V. Developmental differences in the impact of perceptual salience on short-term memory performance and meta-memory skills. Sci Rep 2022; 12:8185. [PMID: 35581267 PMCID: PMC9113989 DOI: 10.1038/s41598-022-11624-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2021] [Accepted: 04/21/2022] [Indexed: 11/09/2022] Open
Abstract
In everyday life, individuals are surrounded by many stimuli that compete to access attention and memory. Evidence shows that perceptually salient stimuli have more chances to capture attention resources, thus to be encoded into short-term memory (STM). However, the impact of perceptual salience on STM at different developmental stages is entirely unexplored. Here we assessed STM performance and meta-memory skills of 6, 10, and 18 years-old participants (total N = 169) using a delayed match-to-sample task. On each trial, participants freely explored a complex (cartoon-like) scene for 4 s. After a retention interval of 4 s, they discriminated the same/different position of a target-object extracted from the area of maximal or minimal salience of the initially-explored scene. Then, they provided a confidence judgment of their STM performance, as an index of meta-memory skills. When taking into account 'confident' responses, we found increased STM performance following targets at maximal versus minimal salience only in adult participants. Similarly, only adults showed enhanced meta-memory capabilities following maximal versus minimal salience targets. These findings documented a late development in the impact of perceptual salience on STM performance and in the improvement of metacognitive capabilities to properly judge the content of one's own memory representation.
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Affiliation(s)
- Tiziana Pedale
- Functional Neuroimaging Laboratory, IRCCS Santa Lucia Foundation, Rome, Italy
| | - Serena Mastroberardino
- Department of Psychology, School of Medicine and Psychology, Sapienza University of Rome, Rome, Italy
| | - Michele Capurso
- Department of Philosophy, Social Sciences and Education, University of Perugia, Piazza G. Ermini 1, 06123, Perugia, Italy
| | - Simone Macrì
- Centre for Behavioural Sciences and Mental Health, Istituto Superiore di Sanità, Rome, Italy
| | - Valerio Santangelo
- Functional Neuroimaging Laboratory, IRCCS Santa Lucia Foundation, Rome, Italy. .,Department of Philosophy, Social Sciences and Education, University of Perugia, Piazza G. Ermini 1, 06123, Perugia, Italy.
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20
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Hendriks H, Hickmann M, Pastorino-Campos C. Running or crossing? Children's expression of voluntary motion in English, German, and French. JOURNAL OF CHILD LANGUAGE 2022; 49:578-601. [PMID: 33884949 DOI: 10.1017/s0305000921000271] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Much research has focused on the expression of voluntary motion (Slobin, 2004; Talmy, 2000). The present study contributes to this body of research by comparing how children (three to ten years) and adults narrated short, animated cartoons in English and German (satellite-framed languages) vs. French (verb-framed). The cartoons showed agents displacing themselves in variable Manners along different Paths (Path saliency and variance were specifically manipulated in four item types). Results show an increase with age across languages in how much information participants expressed. However, at all ages, more motion information was encoded in English and German than in French. Furthermore, language-specific features impacted the content and its organization within utterances in discourse, showing more variation within and across Path types in French than in the satellite-framed languages, resulting in later achievement of adult-like descriptions in this language. The discussion highlights the joint impact of cognitive and typological features on language development.
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21
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Prior S, Renaud K. The impact of financial deprivation on children's cybersecurity knowledge & abilities. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 27:10563-10583. [PMID: 35464112 PMCID: PMC9013633 DOI: 10.1007/s10639-022-10908-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/16/2021] [Accepted: 01/18/2022] [Indexed: 06/14/2023]
Abstract
Online users require a working knowledge of password "best practice", as well as the ability to apply such knowledge. Children increasingly operate as independent agents online, and thus also need to be aware of password "best practice". To meet this need, the Scottish curriculum for excellence includes lessons about password "best practice". Hence, all Scottish children ought, theoretically, to have similar levels of password-related knowledge. They ought also, by age 8-9, to be able to apply their knowledge. One factor that could deter password-related knowledge acquisition and skill development is financial deprivation. To gauge its impact, we assessed the knowledge and abilities of Scottish 8-9 year old children, in four primary schools, in areas of varying financial deprivation. We uncovered stark differences in knowledge and password retention. There is a clear need for an extra-curricular intervention programme to teach up-to-date password "best practice" and support in developing the required password management skills. This will reduce their online vulnerabilities, whatever their socio-economic background.
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Affiliation(s)
| | - Karen Renaud
- University of Strathclyde, Glasgow, UK
- Abertay University, Dundee, UK
- Rhodes University, Grahamstown, South Africa
- University of South Africa, Pretoria, South Africa
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22
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Hill LJB, Shire KA, Allen RJ, Crossley K, Wood ML, Mason D, Waterman AH. Large-scale assessment of 7-11-year-olds' cognitive and sensorimotor function within the Born in Bradford longitudinal birth cohort study. Wellcome Open Res 2022; 6:53. [PMID: 37746317 PMCID: PMC10511857 DOI: 10.12688/wellcomeopenres.16429.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/26/2022] [Indexed: 09/26/2023] Open
Abstract
Background: Cognitive ability and sensorimotor function are crucial aspects of children's development, and are associated with physical and mental health outcomes and educational attainment. This paper describes cross-sectional sensorimotor and cognitive function data collected on over 15,000 children aged 7-10 years, collected as part of the Born in Bradford (BiB) longitudinal birth-cohort study. Methodological details of the large-scale data collection process are described, along with initial analyses of the data involving the relationship between cognition/sensorimotor ability and age and task difficulty, and associations between tasks. Method: Data collection was completed in 86 schools between May 2016 and July 2019. Children were tested at school, individually, using a tablet computer with a digital stylus or finger touch for input. Assessments comprised a battery of three sensorimotor tasks (Tracking, Aiming, & Steering) and five cognitive tasks (three Working Memory tasks, Inhibition, and Processing Speed), which took approximately 40 minutes. Results: Performance improved with increasing age and decreasing task difficulty, for each task. Performance on all three sensorimotor tasks was correlated, as was performance on the three working memory tasks. In addition, performance on a composite working memory score correlated with performance on both inhibition and processing speed. Interestingly, within age-group variation was much larger than between age-group variation. Conclusions: The current project collected computerised measures of a range of cognitive and sensorimotor functions at 7-10 years of age in over 15,000 children. Performance varied as expected by age and task difficulty, and showed the predicted correlations between related tasks. Large within-age group variation highlights the need to consider the profile of individual children in studying cognitive and sensorimotor development. These data can be linked to the wider BiB dataset including measures of physical and mental health, biomarkers and genome-wide data, socio-demographic information, and routine data from local health and education services.
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Affiliation(s)
- Liam JB Hill
- School of Psychology, University of Leeds, Leeds, West Yorkshire, LS29JT, UK
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford, West Yorkshire, BD96RJ, UK
- Born in Bradford, Bradford Institute for Health Research, Bradford, West Yorkshire, BD96RJ, UK
| | - Katy A. Shire
- School of Psychology, University of Leeds, Leeds, West Yorkshire, LS29JT, UK
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford, West Yorkshire, BD96RJ, UK
- Born in Bradford, Bradford Institute for Health Research, Bradford, West Yorkshire, BD96RJ, UK
| | - Richard J Allen
- School of Psychology, University of Leeds, Leeds, West Yorkshire, LS29JT, UK
| | - Kirsty Crossley
- Born in Bradford, Bradford Institute for Health Research, Bradford, West Yorkshire, BD96RJ, UK
| | - Megan L Wood
- School of Psychology, University of Leeds, Leeds, West Yorkshire, LS29JT, UK
- Born in Bradford, Bradford Institute for Health Research, Bradford, West Yorkshire, BD96RJ, UK
| | - Dan Mason
- Born in Bradford, Bradford Institute for Health Research, Bradford, West Yorkshire, BD96RJ, UK
| | - Amanda H Waterman
- School of Psychology, University of Leeds, Leeds, West Yorkshire, LS29JT, UK
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford, West Yorkshire, BD96RJ, UK
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23
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Hong JS, Lee YS, Hong M, Kim B, Joung YS, Yoo HK, Kim EJ, Lee SI, Bhang SY, Lee SY, Bahn GH, Han DH. Cognitive Developmental Trajectories in Adult ADHD Patients and Controls: A Comparative Study. J Atten Disord 2022; 26:391-407. [PMID: 33472514 DOI: 10.1177/1087054720978548] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
OBJECTIVE There is an updated conceptualization of whole-lifespan attention-deficit hyperactivity disorder (ADHD), promoted by awareness of probable persistence of impairment into adulthood. We investigated cognition trajectories from adolescence to mid-adulthood in ADHD. METHOD Data of 240 patients with ADHD and 244 healthy controls (HCs) were obtained; clinical symptoms and neuropsychological functions were assessed using the various tests. RESULTS Compared to HCs, patients with ADHD except 35 to 44 age interval showed lower full scale intelligence quotient. They showed decreased verbal comprehensive scores except in the 35 to 44 age interval and working memory scores in all intervals. In the Comprehensive Attention Test, patients with ADHD showed increased working memory error frequencies except in the 15 to 17 age interval and divided attention omission error in all intervals. CONCLUSION Adults with ADHD showed deficits not in simple attention but in complex attention, including divided attention and working memory.
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Affiliation(s)
- Ji Sun Hong
- Chung-Ang University College of Medicine, Seoul, Republic of Korea
| | - Young Sik Lee
- Chung-Ang University College of Medicine, Seoul, Republic of Korea
| | - Minha Hong
- Hanyang University College of Medicine, Seoul, Republic of Korea
| | - Bongseog Kim
- Inje University College of Medicine, Seoul, Republic of Korea
| | - Yoo Sook Joung
- Sungkyunkwan University College of Medicine, Seoul, Republic of Korea
| | - Hanik K Yoo
- Seoul Brain Research Institute, Seoul, Republic of Korea
| | - Eui-Jung Kim
- Ewha Womans University, Seoul, Republic of Korea
| | - Soyoung Irene Lee
- Soonchunhyang University College of Medicine, Buchun, Republic of Korea
| | - Soo Young Bhang
- Eulji University School of Medicine, Seoul, Republic of Korea
| | - Seung Yup Lee
- Kyung Hee University School of Medicine, Seoul, Republic of Korea
| | - Geon Ho Bahn
- Kyung Hee University School of Medicine, Seoul, Republic of Korea
| | - Doug Hyun Han
- Chung-Ang University College of Medicine, Seoul, Republic of Korea
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Effects of Teaching Presentation Methods and Visual and Auditory Working Memory Capacity on Young Children’s Learning Effectiveness. ADONGHAKOEJI 2021. [DOI: 10.5723/kjcs.2021.42.6.721] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Objectives: This study investigates the effects of teaching material presentation methods and young children's visual and auditory working memory capacity on their learning effectiveness. It also suggests effective instructional design and teaching-learning methods suitable for children’s information processing characteristics.Methods: Participants included 86 five-year-old children enrolled in kindergartens in Seoul, Gyeonggi, Incheon, and Daejeon. Three categories of teaching materials with different presentation methods were created. Participants were randomly assigned to one of the category groups, and participated in learning activities. After the activities, learning effectiveness, working memory, and attention were measured. Data were analyzed using SPSS 20.0.Results: Results indicated that children’s learning effectiveness differed according to the teaching material presentation method. Higher learning effectiveness was observed when auditory and visual information was presented concurrently rather than sequentially, but learning was not affected by the sequential order. The groups with larger auditory working memory capacity and larger visual working memory capacity achieved higher learning effectiveness than did their respective counterparts. Additionally, learning effectiveness was greater for children with larger auditory working memory capacity when presented with auditory information before visual, and for those with larger visual working memory capacity when presented with visual information before auditory.Conclusion: The study results enhance foundational knowledge related to individual differences in young children's visual and auditory information processing abilities. Moreover, this study has practical implications for developing instructional materials and proposals suitable for young children’s individual information processing characteristics.
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25
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Ginzburg J, Moulin A, Fornoni L, Talamini F, Tillmann B, Caclin A. Development of auditory cognition in 5- to 10-year-old children: Focus on musical and verbal short-term memory. Dev Sci 2021; 25:e13188. [PMID: 34751481 DOI: 10.1111/desc.13188] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2020] [Revised: 10/20/2021] [Accepted: 10/22/2021] [Indexed: 11/29/2022]
Abstract
Developmental aspects of auditory cognition were investigated in 5-to-10-year-old children (n = 100). Musical and verbal short-term memory (STM) were assessed by means of delayed matching-to-sample tasks (DMST) (comparison of two four-item sequences separated by a silent retention delay), with two levels of difficulty. For musical and verbal materials, children's performance increased from 5 years to about 7 years of age, then remained stable up to 10 years of age, with performance remaining inferior to performance of young adults. Children and adults performed better with verbal material than with musical material. To investigate auditory cognition beyond STM, we assessed speech-in-noise perception with a four-alternative forced-choice task with two conditions of phonological difficulty and two levels of cocktail-party noise intensity. Partial correlations, factoring out the effect of age, showed a significant link between musical STM and speech-in-noise perception in the condition with increased noise intensity. Our findings reveal that auditory STM improves over development with a critical phase around 6-7 years of age, yet these abilities appear to be still immature at 10 years. Musical and verbal STM might in particular share procedural and serial order processes. Furthermore, musical STM and the ability to perceive relevant speech signals in cocktail-party noise might rely on shared cognitive resources, possibly related to pitch encoding. To the best of our knowledge, this is the first time that auditory STM is assessed with the same paradigm for musical and verbal material during childhood, providing perspectives regarding diagnosis and remediation in developmental learning disorders.
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Affiliation(s)
- Jérémie Ginzburg
- Lyon Neuroscience Research Center, UMR5292, INSERM, U1028, CNRS, Lyon, France.,University Lyon 1, Lyon, France
| | - Annie Moulin
- Lyon Neuroscience Research Center, UMR5292, INSERM, U1028, CNRS, Lyon, France.,University Lyon 1, Lyon, France
| | - Lesly Fornoni
- Lyon Neuroscience Research Center, UMR5292, INSERM, U1028, CNRS, Lyon, France.,University Lyon 1, Lyon, France
| | | | - Barbara Tillmann
- Lyon Neuroscience Research Center, UMR5292, INSERM, U1028, CNRS, Lyon, France.,University Lyon 1, Lyon, France
| | - Anne Caclin
- Lyon Neuroscience Research Center, UMR5292, INSERM, U1028, CNRS, Lyon, France.,University Lyon 1, Lyon, France
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Moffett L, Weissman A, Weiland C, McCormick M, Hsueh J, Snow C, Sachs J. Unpacking pre-K classroom organization: Types, variation, and links to school readiness gains. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101346] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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27
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Guler HA, Turkoglu S. The Relationship of Comorbid Overweight-Obesity With Cold Executive Functions, Verbal Short-Term Memory, and Learning in Attention Deficit Hyperactivity Disorder. J Nerv Ment Dis 2021; 209:829-834. [PMID: 34183623 DOI: 10.1097/nmd.0000000000001383] [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] [Indexed: 11/25/2022]
Abstract
ABSTRACT The aim of this study was to investigate the relationship between comorbid obesity/overweight and cold executive functions, verbal short-term memory, and learning in children with attention deficit and hyperactivity disorder (ADHD). Our study was conducted on 100 drug-naive participants, including 70 patients with ADHD and 30 healthy controls. In our study, patients diagnosed with ADHD were divided into two groups according to body mass index as above the 85th percentile and at or below the 85th percentile. Cold executive functions were evaluated by the Stroop Test (ST) and Cancellation Test (CT). Serial Digit Learning Test (SDLT) was administered to measure verbal short-term memory and learning capacity. To evaluate the severity of ADHD objectively, the parents completed the Conners' Parents Rating Scale-Revised Short Version (CPRS-RS). There was no statistically significant difference in ST, SDLT, CT scores, and CPRS-RS subscale scores between the two groups with ADHD. This study show that overweight/obesity comorbid with ADHD may not be associated with cold executive functions, verbal short-term memory, learning, or ADHD symptom severity.
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Affiliation(s)
- Hasan Ali Guler
- Department of Child and Adolescent Psychiatry, Afyonkarahisar State Hospital, Afyonkarahisar
| | - Serhat Turkoglu
- Department of Child and Adolescent Psychiatry, Faculty of Medicine, Selcuk University, Konya, Turkey
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28
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Guediche S, Fiez JA. Comprehension of Morse Code Predicted by Item Recall From Short-Term Memory. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:3465-3475. [PMID: 34491811 PMCID: PMC8642092 DOI: 10.1044/2021_jslhr-21-00042] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Revised: 04/16/2021] [Accepted: 05/19/2021] [Indexed: 06/13/2023]
Abstract
Purpose Morse code as a form of communication became widely used for telegraphy, radio and maritime communication, and military operations, and remains popular with ham radio operators. Some skilled users of Morse code are able to comprehend a full sentence as they listen to it, while others must first transcribe the sentence into its written letter sequence. Morse thus provides an interesting opportunity to examine comprehension differences in the context of skilled acoustic perception. Measures of comprehension and short-term memory show a strong correlation across multiple forms of communication. This study tests whether this relationship holds for Morse and investigates its underlying basis. Our analyses examine Morse and speech immediate serial recall, focusing on established markers of echoic storage, phonological-articulatory coding, and lexical-semantic support. We show a relationship between Morse short-term memory and Morse comprehension that is not explained by Morse perceptual fluency. In addition, we find that poorer serial recall for Morse compared to speech is primarily due to poorer item memory for Morse, indicating differences in lexical-semantic support. Interestingly, individual differences in speech item memory are also predictive of individual differences in Morse comprehension. Conclusions We point to a psycholinguistic framework to account for these results, concluding that Morse functions like "reading for the ears" (Maier et al., 2004) and that underlying differences in the integration of phonological and lexical-semantic knowledge impact both short-term memory and comprehension. The results provide insight into individual differences in the comprehension of degraded speech and strategies that build comprehension through listening experience. Supplemental Material https://doi.org/10.23641/asha.16451868.
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Affiliation(s)
- Sara Guediche
- BCBL - Basque Center on Cognition, Brain and Language, Donostia, Spain
| | - Julie A. Fiez
- Departments of Psychology, Neuroscience, Communication Science and Disorders, Center for the Neural Basis of Cognition, and Learning Research and Development Center, University of Pittsburgh, PA
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Sahu PP, Tseng P. Frontoparietal theta tACS nonselectively enhances encoding, maintenance, and retrieval stages in visuospatial working memory. Neurosci Res 2021; 172:41-50. [PMID: 33992662 DOI: 10.1016/j.neures.2021.05.005] [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] [Received: 11/06/2020] [Revised: 04/21/2021] [Accepted: 05/06/2021] [Indexed: 11/30/2022]
Abstract
Neurobiological and cognitive evidence suggests that working memory is processed through three distinctive and well-characterized phases: encoding, maintenance, and retrieval. Several studies have reported that applying theta transcranial alternating current stimulation (tACS) to the right prefrontal and parietal cortices can significantly improve visual working memory performance. However, it remains unclear whether the facilitative effect of tACS on visual working memory is due to a domain-general or stage-specific process. In this study, we combined pre-task right frontoparietal theta tACS (6 Hz, 15 min) with a stage-specific change detection paradigm that provided retro-cues during various stages of working memory. This stage-specific tagging via the use of retro-cues enabled us to probe whether theta tACS would create a nonspecific/additive effect that is equal in magnitude across all cognitive stages or would create a stage-specific effect that is interactive with the retro-cue in a particular stage (e.g., maintenance, retrieval). We observed significant retro-cue and theta tACS effects on visual working memory performance, but no interaction between them. This finding suggests that the aforementioned two factors can facilitate visual working memory processing independently in an additive manner. Furthermore, low-performers benefited more from tACS, and their VWM deficit seemed to have originated from the second half of the memory retention stage, which possibly suggests faster memory decay as the key to poor VWM performance. Together, we conclude that frontoparietal theta tACS likely creates a domain-general boost in visual attention, which in turn benefits overall visual working memory processes that are not specific to the information maintenance or retrieval stages.
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Affiliation(s)
- Prangya Parimita Sahu
- Graduate Institute of Mind, Brain, & Consciousness, College of Humanities and Social Sciences, Taipei Medical University, Taipei, Taiwan
| | - Philip Tseng
- Graduate Institute of Mind, Brain, & Consciousness, College of Humanities and Social Sciences, Taipei Medical University, Taipei, Taiwan; Brain and Consciousness Research Center, Shuang Ho Hospital, Taipei Medical University, New Taipei City, Taiwan; Psychiatric Research Center, Wan Fang Hospital, Taipei Medical University, Taipei, Taiwan.
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Unilateral auditory deprivation in humans: Effects on frequency discrimination and auditory memory span in the normal ear. Hear Res 2021; 405:108245. [PMID: 33887536 DOI: 10.1016/j.heares.2021.108245] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Revised: 03/12/2021] [Accepted: 03/31/2021] [Indexed: 11/22/2022]
Abstract
Hearing with one ear is associated with auditory deprivation leading to cortical neuronal reorganization. Despite evidence for substantial effects of unilateral input on cortical and sub-cortical structures, the functional consequences of such alterations on human hearing is underexplored. Unilateral hearing impairment offers a unique model to study the perceptual consequences of cortical reorganization. The present study provides evidence for larger (poorer) difference limens for frequency for sounds heard by the normal ear of listeners with unilateral hearing loss relative to bilaterally normal-hearing controls. This difference in frequency discrimination ability was observed for the low (250 Hz), but not for the high-frequency tone (4000 Hz). Besides auditory perceptual effects, we also found reduced working memory capacity as revealed by forward and backward digit span measures. Contrary to the expectation, there was no significant association between frequency discrimination and working memory capacity in listeners with unilateral hearing loss. Auditory deprivation associated with unilateral hearing impairment affects low-frequency (pitch) discrimination and working memory capacity despite normal hearing in the intact ear. Such deficits in basic auditory processes and memory span for sounds heard by the normal ear may contribute to the hearing and communication difficulties experienced by listeners with unilateral or single-sided deafness.
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Hill LJB, Shire KA, Allen RJ, Crossley K, Wood ML, Mason D, Waterman AH. Large-scale assessment of 7-11-year-olds’ cognitive and sensorimotor function within the Born in Bradford longitudinal birth cohort study. Wellcome Open Res 2021. [DOI: 10.12688/wellcomeopenres.16429.1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Background: Cognitive ability and sensorimotor function are crucial aspects of children’s development, and are associated with physical and mental health outcomes and educational attainment. The current project forms part of the Born in Bradford (BiB) longitudinal birth-cohort study, and involved measuring sensorimotor and cognitive function in over 15,000 children aged 7-10 years. This paper describes the large-scale data collection process and presents initial analyses of the data, including the relationship between cognition/sensorimotor ability and age and task difficulty, and associations between tasks. Method: Data collection was completed in 86 schools between May 2016 and July 2019. Children were tested at school, individually, using a tablet computer with a digital stylus or finger touch for input. Assessments comprised a battery of three sensorimotor tasks (Tracking, Aiming, & Steering) and five cognitive tasks (three Working Memory tasks, Inhibition, and Processing Speed), which took approximately 40 minutes. Results: Performance improved with increasing age and decreasing task difficulty, for each task. Performance on all three sensorimotor tasks was correlated, as was performance on the three working memory tasks. In addition, performance on a composite working memory score correlated with performance on both inhibition and processing speed. Interestingly, within age-group variation was much larger than between age-group variation. Conclusions: The current project collected computerised measures of a range of cognitive and sensorimotor functions at 7-10 years of age in over 15,000 children. Performance varied as expected by age and task difficulty, and showed the predicted correlations between related tasks. Large within-age group variation highlights the need to consider the profile of individual children in studying cognitive and sensorimotor development. These data can be linked to the wider BiB dataset including measures of physical and mental health, biomarkers and genome-wide data, socio-demographic information, and routine data from local health and education services.
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Vernucci S, Canet-Juric L, Zamora EV, Richard’s MM. The structure of working memory during childhood: a systematic review. JOURNAL OF COGNITIVE PSYCHOLOGY 2021. [DOI: 10.1080/20445911.2021.1887199] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- Santiago Vernucci
- Instituto de Psicología Básica, Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina
| | - Lorena Canet-Juric
- Instituto de Psicología Básica, Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina
| | - Eliana V. Zamora
- Instituto de Psicología Básica, Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina
| | - María M. Richard’s
- Instituto de Psicología Básica, Aplicada y Tecnología (IPSIBAT), Universidad Nacional de Mar del Plata (UNMDP), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina
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Nikravesh M, Aghajanzadeh M, Maroufizadeh S, Saffarian A, Jafari Z. Working memory training in post-stroke aphasia: Near and far transfer effects. JOURNAL OF COMMUNICATION DISORDERS 2021; 89:106077. [PMID: 33388697 DOI: 10.1016/j.jcomdis.2020.106077] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/13/2019] [Revised: 11/21/2020] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
PURPOSE Individuals with aphasia (IWA) show various impairments in speech, language, and cognitive functions. Working memory (WM), a cognitive system that functions to hold and manipulate information in support of complex, goal-directed behaviors, is one of the impaired cognitive domains in aphasia. The present study intended to examine the effects of a WM training program on both memory and language performance in IWA. METHOD This quasi-experimental study with an active control group was performed on 25 people with mild or moderate Broca's aphasia aged 29-61 years resulting from left hemisphere damage following ischemic stroke. Participants were assigned into two groups, including a training group (n = 13) and a control group (n = 12). The treatment and control groups received WM training and routine speech therapy, respectively. Two separate lists of WM tests, including one list for both pre-training assessment and training program and a second list for the post-training assessment, were used in this study. RESULTS The treatment group showed significant improvements in both trained and non-trained WM tasks (near transfer effect) and language performance (far transfer effect) compared to the control group. CONCLUSION Given the good generalizability of the WM training program on both WM and language performance, WM training is suggested as part of the rehabilitation program in aphasia.
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Affiliation(s)
- Maryam Nikravesh
- Department of Speech and Language Pathology, School of Rehabilitation Sciences, Iran University of Medical Sciences (IUMS), Tehran, Iran
| | - Mahshid Aghajanzadeh
- Department of Speech and Language Pathology, School of Rehabilitation Sciences, Tehran University of Medical Sciences (TUMS), Tehran, Iran
| | - Saman Maroufizadeh
- School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran
| | - Arezoo Saffarian
- Department of Speech and Language Pathology, School of Rehabilitation Sciences, Iran University of Medical Sciences (IUMS), Tehran, Iran
| | - Zahra Jafari
- Department of Neuroscience, Canadian Center for Behavioral Neuroscience (CCBN), University of Lethbridge, Lethbridge, AB, Canada; Department of Basic Sciences in Rehabilitation, School of Rehabilitation Sciences, Iran University of Medical Sciences (IUMS), Tehran, Iran.
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Mishra SK, Saxena U. Basic Measures of Auditory Perception in Children: No Evidence for Mediation by Auditory Working Memory Capacity. Front Hum Neurosci 2020; 14:591101. [PMID: 33281586 PMCID: PMC7689342 DOI: 10.3389/fnhum.2020.591101] [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: 08/03/2020] [Accepted: 10/19/2020] [Indexed: 11/13/2022] Open
Abstract
Immature auditory perception in children has generally been ascribed to deficiencies in cognitive factors, such as working memory and inattention. This notion appears to be commonly accepted for all children despite limited empirical evidence. In the present work, we examined whether working memory capacity would predict basic aspects of hearing, pure-tone frequency discrimination and temporal gap detection, in typically-developing, normal-hearing children (7–12 years). Contrary to our expectation, working memory capacity, as measured by digit spans, or intrinsic auditory attention (on- and off-task response variability) did not consistently predict the individual variability in auditory perception. Present results provide no evidence for a role of working memory capacity in basic measures of auditory perception in children. This lack of a relationship may partly explain why some children with perceptual deficits despite normal audiograms (commonly referred to as auditory processing disorders) may have typical cognitive abilities.
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Affiliation(s)
- Srikanta K Mishra
- Department of Communication Sciences & Disorders, The University of Texas Rio Grande Valley, Edinburg, TX, United States
| | - Udit Saxena
- MAA Institute of Speech & Hearing, Hyderabad, India
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Working memory complex span tasks and fluid intelligence: Does the positional structure of the task matter? Psychon Bull Rev 2020; 28:238-248. [PMID: 33051826 DOI: 10.3758/s13423-020-01811-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/31/2020] [Indexed: 11/08/2022]
Abstract
The complex span task used to evaluate working memory (WM) capacity has been considered to be the most predictive task of fluid intelligence. However, the structure of the complex span tasks varies from one study to another, and it has not been questioned yet whether these variants could influence the predictive power of these tasks. Previous studies have typically used either structures based on alternating processing-storage patterns or alternating storage-processing patterns. We present one experiment in which the participants were submitted to both the processing-storage vs. storage-processing types. After completing both types of complex span tasks, the participants performed a reasoning test (Matrix Reasoning of the Wechsler Adult Intelligence Scale - WAIS-IV). The results showed a significant difference in the WM spans between the two conditions, with higher spans observed in the processing-storage alternating structure, and different serial position curves. However, the correlations showed that both types of tasks remained equally predictive of performance in the reasoning test. These results are discussed in regard to the time-based resource-sharing model.
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An executive functioning perspective in neurofibromatosis type 1: from ADHD and autism spectrum disorder to research domains. Childs Nerv Syst 2020; 36:2321-2332. [PMID: 32617712 DOI: 10.1007/s00381-020-04745-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/10/2020] [Accepted: 06/11/2020] [Indexed: 01/31/2023]
Abstract
PURPOSE Neurofibromatosis type 1 (NF1) is a rare monogenic disorder associated with executive function (EF) deficits and heightened risk for attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). The goal of this paper is to understand how EFs provide a common foundation to understand vulnerabilities for ADHD and ASD within NF1. METHODS A literature review and synthesis was conducted. RESULTS EF difficulties in working memory, inhibitory control, cognitive flexibility, and planning are evident in NF1, ADHD, and ASD. However, relatively little is known about the heterogeneity of EFs and ADHD and ASD outcomes in NF1. Assessment of ADHD and ASD in NF1 is based on behavioral symptoms without understanding neurobiological contributions. Recent efforts are promoting the use of dimensional and multidisciplinary methods to better understand normal and abnormal behavior, including integrating information from genetics to self-report measures. CONCLUSION NF1 is a monogenic disease with well-developed molecular and phenotypic research as well as complementary animal models. NF1 presents an excellent opportunity to advance our understanding of the neurobiological impact of known pathogenic variation in normal and abnormal neural pathways implicated in human psychopathology. EFs are core features of NF1, ADHD, and ASD, and these neurodevelopmental outcomes are highly prevalent in NF1. We propose a multilevel approach for understanding EFs in patients with NF1.This is essential to advance targeted interventions for NF1 patients and to advance the exciting field of research in this condition.
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Hill MS, Wagovich SA. Word learning from context in school-age children: relations with language ability and executive function. JOURNAL OF CHILD LANGUAGE 2020; 47:1006-1029. [PMID: 32252839 DOI: 10.1017/s0305000919000989] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Purpose: Although school-age children learn most new word meanings from surrounding context, the joint roles of language ability and executive function (EF) in the word learning process remain unclear. This study examined children's acquisition of word meanings from context in relation to oral language ability and three EF skills (working memory, inhibitory control, and cognitive flexibility). Method: Typically developing school-age children completed measures of language and EF, then read and listened to short stories containing unfamiliar target words. A multiple-choice pretest-posttest measure assessed children's target word knowledge gains. Results: Regression analyses showed that language and cognitive flexibility were both related to word knowledge gains; each skill assumed greater importance among children with relative weakness in the other skill. Conclusion: Language ability and cognitive flexibility may each play a direct role in contextual word learning among school-age children, with children naturally relying on one skill if the other is weaker.
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Affiliation(s)
- Margaret S Hill
- Department of Applied Clinical and Educational Sciences, Indiana State University, USA
| | - Stacy A Wagovich
- Department of Speech, Language and Hearing Sciences, University of Missouri, USA
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Ünal G, Özge D, Marinis T. Assessing Complex Working Memory in Turkish-Speaking Children: The Listening Span Task Adaptation Into Turkish. Front Psychol 2020; 11:1688. [PMID: 32733350 PMCID: PMC7360717 DOI: 10.3389/fpsyg.2020.01688] [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: 02/24/2020] [Accepted: 06/22/2020] [Indexed: 11/23/2022] Open
Abstract
The aim of this study was to adapt the Listening Span Task (Gaulin and Campbell, 1994; Pickering and Gathercole, 2001) into Turkish (LST-T), to administer it to children in order to measure how children of different ages perform on the task and to measure its psychometric properties by providing correlations with other cognitive measures: the Word Span Test that measures phonological WM capacity, the Wisconsin Card Sorting Test that measures both categorization ability and executive WM functions, and the Categorical Free Recall Test that examines both the development of the release from proactive interference pattern and the categorization ability during childhood. The results indicate that the LST-T scores increased in a significant stepwise manner without any gender difference between boys and girls. Measures of convergent validity showed significant correlations with a working memory test: the Word Span Test, and. The results demonstrate that the LST-T is an adequate tool to be used by developmentalists for a variety of purposes, ranging from developmental research to educational and clinical practice to investigate cognitive development of Turkish-speaking children.
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Affiliation(s)
- Gülten Ünal
- Department of Psychology, Ankara Yıldırım Beyazıt University, Ankara, Turkey
| | - Duygu Özge
- Department of Foreign Language Education, Middle East Technical University, Ankara, Turkey
| | - Theodoros Marinis
- Department of Linguistics, University of Konstanz, Konstanz, Germany.,School of Psychology and Clinical Language Sciences, University of Reading, Reading, United Kingdom
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39
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Zimmermann L, Frank HE, Subiaul F, Barr R. Applying computational modeling to assess age-, sex-, and strategy-related differences in Spin the Pots, a working memory task for 2- to 4-year-olds. Dev Psychobiol 2020; 63:42-53. [PMID: 32729131 DOI: 10.1002/dev.22016] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2018] [Revised: 04/14/2020] [Accepted: 05/20/2020] [Indexed: 11/07/2022]
Abstract
Working memory (WM) develops rapidly during early childhood. In the present study, visual WM (VSM) was measured using the well-established Spin the Pots task (Hughes & Ensor, 2005), a complex non-verbal eight-location object occlusion task. A self-ordered hiding procedure was adopted to allow for an examination of children's strategy use during a VWM task. Participants (N = 640) between the ages of 2 and 4 years were tested under semi-naturalistic conditions, in the home or in a museum. Computational modeling was used to estimate an expected value for the total trials to complete Spin the Pots via a random search and child performance was compared to expected values. Based on this approach, we determined that children who found six stickers retrieved them in significantly fewer trials than the expected value, excluding chance performance and implicating VWM. Results also showed age-related and sex-related changes in VWM. Between 2 and 4 years of age, 4-year-olds performed significantly better than younger children and girls out-performed the boys. Spontaneous use of a color matching hiding strategy was associated with a higher success rate on the task. Implications of these findings for early development of VWM are discussed.
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Affiliation(s)
- Laura Zimmermann
- Department of Psychology, Georgetown University, Washington, DC, USA
| | - Hannah E Frank
- Department of Psychology, Temple University, Philadelphia, PA, USA
| | - Francys Subiaul
- Department of Speech, Language, and Hearing Sciences, The George Washington University, Washington, DC, USA.,Department of Anthropology, Center for the Advanced Study of Human Paleobiology, The George Washington University, Washington, DC, USA.,Institute for Neuroscience and Mind-Brain Institute, The George Washington University, Washington, DC, USA
| | - Rachel Barr
- Department of Psychology, Georgetown University, Washington, DC, USA
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40
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Rosenberg MD, Martinez SA, Rapuano KM, Conley MI, Cohen AO, Cornejo MD, Hagler DJ, Meredith WJ, Anderson KM, Wager TD, Feczko E, Earl E, Fair DA, Barch DM, Watts R, Casey BJ. Behavioral and Neural Signatures of Working Memory in Childhood. J Neurosci 2020; 40:5090-5104. [PMID: 32451322 PMCID: PMC7314411 DOI: 10.1523/jneurosci.2841-19.2020] [Citation(s) in RCA: 39] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2019] [Revised: 04/17/2020] [Accepted: 04/21/2020] [Indexed: 11/21/2022] Open
Abstract
Working memory function changes across development and varies across individuals. The patterns of behavior and brain function that track individual differences in working memory during human development, however, are not well understood. Here, we establish associations between working memory, other cognitive abilities, and functional MRI (fMRI) activation in data from over 11,500 9- to 10-year-old children (both sexes) enrolled in the Adolescent Brain Cognitive Development (ABCD) Study, an ongoing longitudinal study in the United States. Behavioral analyses reveal robust relationships between working memory, short-term memory, language skills, and fluid intelligence. Analyses relating out-of-scanner working memory performance to memory-related fMRI activation in an emotional n-back task demonstrate that frontoparietal activity during a working memory challenge indexes working memory performance. This relationship is domain specific, such that fMRI activation related to emotion processing during the emotional n-back task, inhibitory control during a stop-signal task (SST), and reward processing during a monetary incentive delay (MID) task does not track memory abilities. Together, these results inform our understanding of individual differences in working memory in childhood and lay the groundwork for characterizing the ways in which they change across adolescence.SIGNIFICANCE STATEMENT Working memory is a foundational cognitive ability that changes over time and varies across individuals. Here, we analyze data from over 11,500 9- to 10-year-olds to establish relationships between working memory, other cognitive abilities, and frontoparietal brain activity during a working memory challenge, but not during other cognitive challenges. Our results lay the groundwork for assessing longitudinal changes in working memory and predicting later academic and other real-world outcomes.
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Affiliation(s)
- Monica D Rosenberg
- Department of Psychology, University of Chicago, Chicago, IL 60637
- Department of Psychology, Yale University, New Haven, CT 06511
| | | | | | - May I Conley
- Department of Psychology, Yale University, New Haven, CT 06511
| | - Alexandra O Cohen
- Department of Psychology and Neural Science, New York University, New York, NY 10003
| | - M Daniela Cornejo
- Department of Radiology, University of California, San Diego, San Diego, CA 92122
- Institute of Physics, Pontificia Universidad Católica de Chile, Santiago 8331150, Chile
| | - Donald J Hagler
- Department of Radiology, University of California, San Diego, San Diego, CA 92122
| | | | | | - Tor D Wager
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO 80302
- Department of Psychological and Brain Sciences, Dartmouth College, Hanover, NH 03755
| | - Eric Feczko
- Department of Behavioral Neuroscience, Oregon Health & Science University, Portland, OR 97239
- Department of Medical Informatics and Clinical Epidemiology, Oregon Health & Science University, Portland, OR 97239
| | - Eric Earl
- Department of Behavioral Neuroscience, Oregon Health & Science University, Portland, OR 97239
| | - Damien A Fair
- Department of Behavioral Neuroscience, Oregon Health & Science University, Portland, OR 97239
- Department of Psychiatry, Oregon Health & Science University, Portland, OR 97239
- Advanced Imaging Research Center, Oregon Health & Science University, Portland, OR 97239
| | - Deanna M Barch
- Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, MO 63130
- Department of Psychiatry, Washington University School of Medicine, St. Louis, MO 63110
- Department of Radiology, Washington University School of Medicine,St. Louis, MO 63110
| | - Richard Watts
- Department of Psychology, Yale University, New Haven, CT 06511
| | - B J Casey
- Department of Psychology, Yale University, New Haven, CT 06511
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Claessen M, Tucker M, Dawes E, LeitÃo S. The information score as a measure of oral discourse comprehension in the early school years. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2020; 22:338-346. [PMID: 32366118 DOI: 10.1080/17549507.2020.1745888] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Purpose: Oral discourse comprehension is a fundamental skill that is predictive of future reading comprehension. The ability to identify important semantic propositions, in a narrative text, and their attachment to a mental model is an essential component of discourse comprehension. This study aimed to pilot a measure of free-recall in a narrative retell across three age groups to explore development. A secondary aim compared measures of free-recall and cued-recall.Method: One hundred and thirty-two (132) typically developing children aged 4-7 years provided a retell of the Squirrel Story narrative and completed the Narrative Comprehension Assessment (NCA). The Squirrel Story Information Score (SSIS) was used as a novel measure of free-recall calculated from the narrative retells. The NCA, which involves literal and inferential comprehension questions, was used as a measure of cued-recall. Scoring reliability was calculated to ensure test-retest validity.Result: Correlation analysis found excellent reliability of the SSIS measure. The difference between 4 and 5 year olds, and 5 and 6 year olds, was significant, with a large effect size. The difference between the 5 and 6 year olds was not significant. A large positive correlation was found between the measures of SSIS and NCA.Conclusion: The measure of SSIS proved sensitive to developmental progression, with a positive relationship found between the measures of free-recall and cued-recall. Variability between the measures highlights the need to consider both measures to ensure an accurate representation of discourse comprehension skills.
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Affiliation(s)
- Mary Claessen
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Australia
| | - Meagan Tucker
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Australia
| | - Emily Dawes
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Australia
| | - Suze LeitÃo
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Australia
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42
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Ober TM, Brooks PJ, Homer BD, Rindskopf D. Executive Functions and Decoding in Children and Adolescents: a Meta-analytic Investigation. EDUCATIONAL PSYCHOLOGY REVIEW 2020. [DOI: 10.1007/s10648-020-09526-0] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
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Koso M, Hansen S. Executive function and memory in posttraumatic stress disorder: a study of Bosnian war veterans. Eur Psychiatry 2020; 21:167-73. [PMID: 16139487 DOI: 10.1016/j.eurpsy.2005.06.004] [Citation(s) in RCA: 96] [Impact Index Per Article: 24.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/21/2004] [Accepted: 06/07/2005] [Indexed: 11/23/2022] Open
Abstract
AbstractThe present study assessed neuropsychological functions related to attention, executive function and everyday memory in a group of men with a diagnosis of combat-related posttraumatic stress disorder (PTSD). Twenty Bosnian male combat veterans with a diagnosis of PTSD were tested using the Sustained Attention to Response Task, the Hayling Sentence Completion Test, the Trail Making Test, Rivermead Behavioral Memory Test and Wechsler Adult Intelligence Scale (verbal scales). Their performance was compared with age- and IQ-matched male war veterans with no PTSD. The study disclosed pervasive cognitive impairments with large effect sizes pertaining to attention, working memory, executive function, and memory. The effects did not appear to be attributable to alcohol abuse, loss of consciousness, or educational level. We speculate that, in the present group of combat veterans, PTSD was associated with dysfunction of a higher-level attentional resource which in turn affected the activity in other systems concerned with memory and thought.
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Affiliation(s)
- Maida Koso
- Department of Psychology, Sarajevo University, Sarajevo, Bosnia
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44
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The influence of age, schooling, literacy, and socioeconomic status on serial-order memory. JOURNAL OF CULTURAL COGNITIVE SCIENCE 2020. [DOI: 10.1007/s41809-020-00056-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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45
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Stepanov A, Kodrič KB, Stateva P. The role of working memory in children's ability for prosodic discrimination. PLoS One 2020; 15:e0229857. [PMID: 32150570 PMCID: PMC7062260 DOI: 10.1371/journal.pone.0229857] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2019] [Accepted: 02/16/2020] [Indexed: 11/17/2022] Open
Abstract
Previous research established that young children are sensitive to prosodic cues discriminating between syntactic structures of otherwise similarly sounding sentences in a language unknown to them. In this study, we explore the role of working memory that children might deploy for the purpose of the sentence-level prosodic discrimination. Nine-year old Slovenian monolingual and bilingual children (N = 70) were tested on a same-different prosodic discrimination task in a language unknown to them (French) and on the working memory measures in the form of forward and backward digit span and non-word repetition tasks. The results suggest that both the storage and processing components of the working memory are involved in the prosodic discrimination task.
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Affiliation(s)
- Arthur Stepanov
- Center for Cognitive Science of Language, University of Nova Gorica, Nova Gorica, Slovenia
| | - Karmen Brina Kodrič
- Center for Cognitive Science of Language, University of Nova Gorica, Nova Gorica, Slovenia
| | - Penka Stateva
- Center for Cognitive Science of Language, University of Nova Gorica, Nova Gorica, Slovenia
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46
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Petersen H, Holodynski M. Bewitched to Be Happy? The Impact of Pretend Play on Emotion Regulation of Expression in 3- to 6-Year-Olds. The Journal of Genetic Psychology 2020; 181:111-126. [PMID: 32114957 DOI: 10.1080/00221325.2020.1734909] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
As a means of psychological distancing, pretend play may facilitate emotion regulation. Up to now, however, the empirical evidence for a relation between these two is not consistent. The present study examines the impact of pretend play on reflective emotion regulation of expression with a disappointing gift task using the strategy of role-taking. Fifty-two children aged 3 to 6 years were motivated to deceive the experimenter volitionally by false smiling, regardless of whether they received an attractive gift, an unattractive gift, or no gift. Twenty-five of the children accomplished the task in the context of a pretend play where they were playfully guided to take on a role assumed to facilitate reflective emotion regulation of expression. The other 27 children received only a direct verbal instruction. As an indication of successful reflective emotion regulation of expression, twelve adult naïve observers judged children's videotaped behavior according to the quality of emotion that the children seemed to experience. This impression analysis showed no impact of experimental variation and thus no facilitating effect of pretend play with a given task-convenient role. While happiness ratings in the pretend play group did not correlate to children's quality of play, they positively correlated to children's joy of playing.
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When one-two-three beats two-one-three: Tracking the acquisition of the verbal number sequence. Psychon Bull Rev 2020; 27:122-129. [PMID: 31900801 DOI: 10.3758/s13423-019-01704-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Abstract
Learning how to count is a crucial step in cognitive development, which progressively allows for more elaborate numerical processing. The existing body of research consistently reports how children associate the verbal code with exact quantity. However, the early acquisition of this code, when the verbal numbers are encoded in long-term memory as a sequence of words, has rarely been examined. Using an incidental assessment method based on serial recall of number words presented in ordered versus non-ordered sequences (e.g., one-two-three vs. two-one-three), we tracked the progressive acquisition of the verbal number sequence in children aged 3-6 years. Results revealed evidence for verbal number sequence knowledge in the youngest children even before counting is fully mastered. Verbal numerical knowledge thus starts to be organized as a sequence in long-term memory already at the age of 3 years, and this numerical sequence knowledge is assessed in a sensitive manner by incidental rather than explicit measures of number knowledge.
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Bouyeure A, Noulhiane M. Memory: Normative development of memory systems. HANDBOOK OF CLINICAL NEUROLOGY 2020; 173:201-213. [PMID: 32958174 DOI: 10.1016/b978-0-444-64150-2.00018-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
During the past decades, abundant behavioral, clinical, and neuroimaging data have shown several memory systems in the brain. A memory system is a type of memory that processes a particular type of information, using specific mechanisms, with distinct neural correlates. What we call memory is therefore not a unitary capacity but a collection of distinct systems. From a developmental perspective, each memory system has its own developmental course. This explains the heterogeneity of children's mnemonic competencies: for example, 3-year-olds learn many new words and concepts every day but have trouble recalling in detail an event that happened the week before. In this chapter, we sum up major findings regarding the development from infancy to early adulthood of the main memory systems. Specifically, we report recent data regarding the development of declarative memory (i.e., episodic and semantic memory), and the relationship between the maturation of their neural correlates and the phenomena of infantile and childhood amnesia. We conclude by indicating some of the possible avenues for future research.
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Affiliation(s)
- Antoine Bouyeure
- Translational and Applicative Neuroimaging Research Unit, NeuroSpin, Commissariat à l'Énergie Atomique et aux Énergies Alternatives, Université Paris-Saclay, Gif-sur-Yvette, France
| | - Marion Noulhiane
- Translational and Applicative Neuroimaging Research Unit, NeuroSpin, Commissariat à l'Énergie Atomique et aux Énergies Alternatives, Université Paris-Saclay, Gif-sur-Yvette, France.
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Artuso C, Palladino P, Belacchi C. Sensitivity detection in memory recognition: interference control as index of taxonomic memory development? Memory 2019; 28:187-195. [PMID: 31868105 DOI: 10.1080/09658211.2019.1705488] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
We investigated how long-term memory modulates recognition accuracy performance in typically developing primary school children (aged 7 vs. 9 years). We devised a verbal working memory task where words associations were manipulated to obtain different types of semantic associations (i.e., taxonomic, thematic). Sensitivity detection measures were operationalised as difference between hits and false alarms (for both internal and external intrusions). As our main result, we found sensitivity detection for taxonomic associations was greater in older children than younger. In turn, this showed that taxonomies produce more interference in younger children, and thus, they are not able to take advantage from taxonomic associations, as older children do. These results are helpful in sketching a developmental trend of how semantic memory impacts recognition processes in memory.
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Affiliation(s)
- Caterina Artuso
- Department of Communication Sciences, Humanities and International Studies, University of Urbino "Carlo Bo", Urbino, Italy
| | - Paola Palladino
- Brain and Behavioral Sciences Department, University of Pavia, Pavia, Italy
| | - Carmen Belacchi
- Department of Communication Sciences, Humanities and International Studies, University of Urbino "Carlo Bo", Urbino, Italy
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Longitudinal relations between verbal working memory and reading in students from diverse linguistic backgrounds. J Exp Child Psychol 2019; 190:104727. [PMID: 31726244 DOI: 10.1016/j.jecp.2019.104727] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2019] [Revised: 09/29/2019] [Accepted: 09/30/2019] [Indexed: 11/21/2022]
Abstract
The current research tracked kindergarteners into Grade 4 to investigate the longitudinal relations between reading and verbal working memory (VWM). The samples for investigation included the overall weighted sample, English monolingual (EL1) learners, language minority learners with high English proficiency (HP-LM), and language minority learners with persistently low English proficiency (LP-LM). We first investigated the growth factor relation between VWM and reading and then examined the cross-lagged relations between the two skills in different groups. Results suggested that VWM and reading growth could be separated into the initial phase (kindergarten to Grade 1) and the consolidation phase (end of Grade 1 to Grade 4). Despite the growth rate relation between VWM and reading starting to decline at the consolidation phase for EL1 and HP-LM learners, a moderate growth rate relation was able to remain for LP-LM learners. However, the effects of early VWM on later reading were either small (βs ≤ 0.15) or nonsignificant. In addition, the earlier reading skills were not predictive of later VWM. We suggest that the bidirectional relation between VWM and reading is a codevelopment process rather than a causal factor of each other. However, the process of acquiring basic reading skills and the shaping of VWM influence each other irrespective of linguistic background. Implications for intervention and suggestions for future research are provided.
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