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Nugroho HW, Salimo H, Hartono H, Hakim MA, Probandari A. Association between poverty, low educational level and smoking with adolescent's working memory: cross lagged analysis from longitudinal data. Front Public Health 2024; 12:1341501. [PMID: 38590808 PMCID: PMC11000857 DOI: 10.3389/fpubh.2024.1341501] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2023] [Accepted: 03/12/2024] [Indexed: 04/10/2024] Open
Abstract
Background Working memory is a crucial element of cognitive function. Previous cross-sectional studies have identified various determinants of working memory in children and adolescents. Nonetheless, no study has yet demonstrated the causal relationship of social determinants with working memory in adolescents. Objective This study explores the causal link between the level of education, smoking, and other factors with adolescent's working memory. Methods This study analyzed secondary data from waves 4 and 5 of the Indonesia Family Life Survey (IFLS), utilizing cross-lagged analysis in Jamovi version 2.4.8. The variables included working memory score, maternal education, household income, stress, educational level, smoking, urbanicity, and physical activity. These variables were extracted from IFLS waves 4 and 5, and each dependent variable in IFLS wave four was controlled by the same dependent variables in IFLS 5. Then, we used cross-lagged analysis to assess the causality between each dependent variable and a working memory score in IFLS wave 5. Result The findings indicate that level of education had a positive impact on working memory in adolescents aged 15-18 years, with a Beta value of 0.18 (95% CI 0.81-0.2; p < 0.001). Smoking and age were negatively associated with working memory, with Beta values of -0.07 (95% CI -0.65 -0.04; p < 0.029) and - 0.10 (95% CI -0.25 -0.05; p < 0.003), respectively. No evidence was found for a significant correlation between poverty and adolescents's working memory. Conclusion The findings indicate that increased education levels are associated with improved working memory in adolescents aged 15-18. At the same time, smoking has a negative impact on working memory in this age group.
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Affiliation(s)
- Hari Wahyu Nugroho
- Doctoral Program of Public Health, Faculty of Medicine, Universitas Sebelas Maret, Surakarta, Indonesia
| | - Harsono Salimo
- Doctoral Program of Public Health, Faculty of Medicine, Universitas Sebelas Maret, Surakarta, Indonesia
| | - Hartono Hartono
- Doctoral Program of Public Health, Faculty of Medicine, Universitas Sebelas Maret, Surakarta, Indonesia
| | - Moh Abdul Hakim
- Doctoral Program of Public Health, Faculty of Medicine, Universitas Sebelas Maret, Surakarta, Indonesia
| | - Ari Probandari
- Department of Public Health, Faculty of Medicine, Universitas Sebelas Maret, Surakarta, Indonesia
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Nugroho HW, Salimo H, Hartono H, Hakim MA, Probandari A. Association between poverty and children's working memory abilities in developing countries: a systematic review and meta-analysis. Front Nutr 2023; 10:1067626. [PMID: 37252247 PMCID: PMC10213742 DOI: 10.3389/fnut.2023.1067626] [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: 10/12/2022] [Accepted: 04/14/2023] [Indexed: 05/31/2023] Open
Abstract
Introduction Working memory is critical in cognitive skills, especially among children. Children's ability to count and complete cognitive tasks are strongly associated with working memory abilities. Recent studies indicated that in addition to health factors, socioeconomic status also has a significant impact on children's working memory capacity. Despite these, evidence on the effects of socioeconomic status on working memory from developing countries yielded a somewhat puzzling picture. Methods This systematic review and meta-analysis provide a comprehensive summary of the recent evidence concerning the socioeconomic status determinants of children's working memory in developing countries. We searched via Cochrane library, ScienceDirect, Scopus, PubMed, and ProQuest. The initial search terms were ["socioeconomic", "socio-economic", "socioeconomic status", "socio-economic status", "income", "poverty", "disadvantaged", "disparity"] AND ["working memory", "short term memory", "short-term memory", "cognitive", "achievement", "performance"] AND ["child*", "school child*"]. Odds ratio (for categorical outcome data) or standardized mean differences (for continuous data) and their 95% confidence intervals were calculated from the data generated. Results This meta-analysis included five studies from 4 developing countries with a total of 4,551 subjects. Poverty was associated with a lower working memory score (OR: 3.12; 95% CI: 2.66, 3.65; p < 0.001). Another finding from 2 studies in this meta-analysis was that low mother education was associated with a lower score of working memory (OR: 3.26, 95% CI: 2.86, 3.71; p < 0.001). Discussion Poverty and low level of mothers' education were significant risk factors for lowering working memory among children in developing countries. Systematic review registration https://www.crd.york.ac.uk/prospero/, identifier: CRD42021270683.
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Affiliation(s)
- Hari Wahyu Nugroho
- Doctoral Program of Public Health, Faculty of Medicine, Universitas Sebelas Maret, Surakarta, Indonesia
| | - Harsono Salimo
- Doctoral Program of Public Health, Faculty of Medicine, Universitas Sebelas Maret, Surakarta, Indonesia
| | - Hartono Hartono
- Doctoral Program of Public Health, Faculty of Medicine, Universitas Sebelas Maret, Surakarta, Indonesia
| | - Moh. Abdul Hakim
- Doctoral Program of Public Health, Faculty of Medicine, Universitas Sebelas Maret, Surakarta, Indonesia
| | - Ari Probandari
- Department of Public Health, Faculty of Medicine, Universitas Sebelas Maret, Surakarta, Indonesia
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Cheema K, Fleming C, Craig J, Hodgetts WE, Cummine J. Reading and spelling profiles of adult poor readers: Phonological, orthographic and morphological considerations. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:58-77. [PMID: 36683268 DOI: 10.1002/dys.1731] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2021] [Revised: 09/15/2022] [Accepted: 01/06/2023] [Indexed: 05/10/2023]
Abstract
Reading and spelling skills are important to communicate in today's literate society, however, the underlying processes of spelling skills are under-researched compared to reading skills. Our goals were to (a) study how the component skills of phonological, orthographic and morphological awareness are different in adults with and without reading difficulties, and (b) characterize the relationship between the component skills and reading and spelling performance in both skilled and poor readers. Participants (N = 37, N = 15 with reading impairments and N = 22 skilled readers) took part in the study where they completed several literacy-based measures. We performed a series of mixed ANOVAs to study the between-group differences in performance and the relationship between different literacy outcomes, respectively. We found evidence for poor phonological and morphological awareness in the poor readers compared to the skilled readers. We also found differential relationships between the component skills and reading and spelling behavior. Specifically, sound awareness was significantly related to reading and spelling measures in the skilled readers, whereas morphological and sound awareness played an important role in the same skills in the poor readers. We discuss these findings in the context of potential remediation strategies for adults with persistent literacy impairments.
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Affiliation(s)
- Kulpreet Cheema
- Department of Neuroscience, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Cassidy Fleming
- Department of Communication Sciences and Disorders, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Alberta, Canada
| | - Julia Craig
- Department of Neuroscience, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada
- Faculty of Science, University of Alberta, Edmonton, Alberta, Canada
| | - William E Hodgetts
- Department of Communication Sciences and Disorders, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Alberta, Canada
- Institute for Reconstructive Science in Medicine, Edmonton, Alberta, Canada
| | - Jacqueline Cummine
- Department of Neuroscience, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada
- Department of Communication Sciences and Disorders, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Alberta, Canada
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Vernucci S, Canet-Juric L, Richard's MM. Effects of working memory training on cognitive and academic abilities in typically developing school-age children. PSYCHOLOGICAL RESEARCH 2023; 87:308-326. [PMID: 35107614 DOI: 10.1007/s00426-022-01647-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2021] [Accepted: 01/17/2022] [Indexed: 01/27/2023]
Abstract
Process-based working memory (WM) training in typically developing children usually leads to short- and long-term improvements on untrained WM tasks. However, results are mixed regarding far transfer to academic and cognitive abilities. Moreover, there is a lack of studies jointly evaluating the different types of transfer, using an adequate design and considering motivational factors. In addition, evidence is needed about how pre-training performance is related to individual differences in training-induced transfer. Therefore, this study aimed to implement and evaluate the efficacy of a computerized process-based WM training in typically developing school-age children. Near and far transfer effects were evaluated both immediately after training and after 6 months, as well as individual differences in training-induced transfer. The sample was composed of 89 typically developing children aged 9-10 years (M = 9.52, SD = 0.30), who were randomized to a WM training group or an active control group. They were evaluated at pre-training, post-training, and follow-up phases with measures of visuospatial and verbal WM, reading comprehension, math computation, and fluid intelligence. Results showed that the training group significantly improved performance in verbal WM and fluid intelligence compared to the active control group, immediately after training and after 6 months. Trained children with lower initial performance in verbal WM or fluid intelligence showed greater transfer gains. No group differences were found in motivational factors. Findings of this study suggest that process-based WM training may promote transfer to cognitive abilities and lead to compensation effects of individual differences in typically developing school-age children.
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Affiliation(s)
- Santiago Vernucci
- Instituto de Psicología Básica, Aplicada y Tecnología, Universidad Nacional de Mar del Plata, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina.
| | - Lorena Canet-Juric
- Instituto de Psicología Básica, Aplicada y Tecnología, Universidad Nacional de Mar del Plata, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina
| | - María M Richard's
- Instituto de Psicología Básica, Aplicada y Tecnología, Universidad Nacional de Mar del Plata, Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Mar del Plata, Argentina
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Ergül C, Ökcün‐Akçamuş MÇ, Akoğlu G, Yalçın S, Tülü BK, Kudret ZB. Early cognitive and home environmental predictors of reading fluency and reading comprehension in Turkish‐speaking children. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22774] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Cevriye Ergül
- Department of Special Education Ankara University Ankara Turkey
| | | | - Gözde Akoğlu
- Department of Child Development İzmir Katip Çelebi University İzmir Turkey
| | - Seher Yalçın
- Department of Educational Measurement and Evaluation Ankara University Ankara Turkey
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Gómez-Velázquez FR, González-Garrido AA, Ruiz-Stovel VD, Villuendas-González ER, Martínez-Ramos A, Altamirano-Ríos M. Event-related brain potentials study of arithmetic fact retrieval in children with different math achievement levels. JOURNAL OF COGNITIVE PSYCHOLOGY 2022. [DOI: 10.1080/20445911.2022.2090571] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
| | | | | | | | - Alicia Martínez-Ramos
- Departamento de Neurociencias. CUCS, Universidad de Guadalajara, Guadalajara, Mexico
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Fateh AA, Huang W, Mo T, Wang X, Luo Y, Yang B, Smahi A, Fang D, Zhang L, Meng X, Zeng H. Abnormal Insular Dynamic Functional Connectivity and Its Relation to Social Dysfunctioning in Children With Attention Deficit/Hyperactivity Disorder. Front Neurosci 2022; 16:890596. [PMID: 35712452 PMCID: PMC9197452 DOI: 10.3389/fnins.2022.890596] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2022] [Accepted: 05/09/2022] [Indexed: 11/29/2022] Open
Abstract
Anomalies in large-scale cognitive control networks impacting social attention abilities are hypothesized to be the cause of attention deficit hyperactivity disorder (ADHD). The precise nature of abnormal brain functional connectivity (FC) dynamics including other regions, on the other hand, is unknown. The concept that insular dynamic FC (dFC) among distinct brain regions is dysregulated in children with ADHD was evaluated using Insular subregions, and we studied how these dysregulations lead to social dysfunctioning. Data from 30 children with ADHD and 28 healthy controls (HCs) were evaluated using dynamic resting state functional magnetic resonance imaging (rs-fMRI). We evaluated the dFC within six subdivisions, namely both left and right dorsal anterior insula (dAI), ventral anterior insula (vAI), and posterior insula (PI). Using the insular sub-regions as seeds, we performed group comparison between the two groups. To do so, two sample t-tests were used, followed by post-hoc t-tests. Compared to the HCs, patients with ADHD exhibited decreased dFC values between right dAI and the left middle frontal gyrus, left postcentral gyrus and right of cerebellum crus, respectively. Results also showed a decreased dFC between left dAI and thalamus, left vAI and left precuneus and left PI with temporal pole. From the standpoint of the dynamic functional connectivity of insular subregions, our findings add to the growing body of evidence on brain dysfunction in ADHD. This research adds to our understanding of the neurocognitive mechanisms behind social functioning deficits in ADHD. Future ADHD research could benefit from merging the dFC approach with task-related fMRI and non-invasive brain stimulation, which could aid in the diagnosis and treatment of the disorder.
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Affiliation(s)
- Ahmed Ameen Fateh
- Department of Radiology, Shenzhen Children's Hospital, Shenzhen, China
| | - Wenxian Huang
- Children's Healthcare, Mental Health Center, Shenzhen Children's Hospital, Shenzhen, China
| | - Tong Mo
- Department of Radiology, Shenzhen Children's Hospital, Shenzhen, China
| | - Xiaoyu Wang
- Department of Radiology, Shenzhen Children's Hospital, Shenzhen, China
| | - Yi Luo
- Department of Radiology, Shenzhen Children's Hospital, Shenzhen, China
| | - Binrang Yang
- Children's Healthcare, Mental Health Center, Shenzhen Children's Hospital, Shenzhen, China
| | - Abla Smahi
- Shenzhen Graduate School, Peking University, Shenzhen, China
| | - Diangang Fang
- Department of Radiology, Shenzhen Children's Hospital, Shenzhen, China
| | - Linlin Zhang
- Children's Healthcare, Mental Health Center, Shenzhen Children's Hospital, Shenzhen, China
| | - Xianlei Meng
- Department of Radiology, Shenzhen Children's Hospital, Shenzhen, China
| | - Hongwu Zeng
- Department of Radiology, Shenzhen Children's Hospital, Shenzhen, China
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Mooney KE, Prady SL, Barker MM, Pickett KE, Waterman AH. The association between socioeconomic disadvantage and children's working memory abilities: A systematic review and meta-analysis. PLoS One 2021; 16:e0260788. [PMID: 34855871 PMCID: PMC8639069 DOI: 10.1371/journal.pone.0260788] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Accepted: 11/16/2021] [Indexed: 11/18/2022] Open
Abstract
BACKGROUND AND OBJECTIVE Working memory is an essential cognitive skill for storing and processing limited amounts of information over short time periods. Researchers disagree about the extent to which socioeconomic position affects children's working memory, yet no study has systematically synthesised the literature regarding this topic. The current review therefore aimed to investigate the relationship between socioeconomic position and working memory in children, regarding both the magnitude and the variability of the association. METHODS The review protocol was registered on PROSPERO and the PRISMA checklist was followed. Embase, Psycinfo and MEDLINE were comprehensively searched via Ovid from database inception until 3rd June 2021. Studies were screened by two reviewers at all stages. Studies were eligible if they included typically developing children aged 0-18 years old, with a quantitative association reported between any indicator of socioeconomic position and children's working memory task performance. Studies were synthesised using two data-synthesis methods: random effects meta-analyses and a Harvest plot. KEY FINDINGS The systematic review included 64 eligible studies with 37,737 individual children (aged 2 months to 18 years). Meta-analyses of 36 of these studies indicated that socioeconomic disadvantage was associated with significantly lower scores working memory measures; a finding that held across different working memory tasks, including those that predominantly tap into storage (d = 0.45; 95% CI 0.27 to 0.62) as well as those that require processing of information (d = 0.52; 0.31 to 0.72). A Harvest plot of 28 studies ineligible for meta-analyses further confirmed these findings. Finally, meta-regression analyses revealed that the association between socioeconomic position and working memory was not moderated by task modality, risk of bias, socioeconomic indicator, mean age in years, or the type of effect size. CONCLUSION This is the first systematic review to investigate the association between socioeconomic position and working memory in children. Socioeconomic disadvantage was associated with lower working memory ability in children, and that this association was similar across different working memory tasks. Given the strong association between working memory, learning, and academic attainment, there is a clear need to share these findings with practitioners working with children, and investigate ways to support children with difficulties in working memory.
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Affiliation(s)
- Kate E. Mooney
- Department of Health Sciences, University of York, York, England
| | | | - Mary M. Barker
- Diabetes Research Centre, University of Leicester, Leicester, England
| | - Kate E. Pickett
- Department of Health Sciences, University of York, York, England
| | - Amanda H. Waterman
- School of Psychology, University of Leeds, Leeds, England
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford, England
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Content of relationship, number of alternatives and working memory capacity in conditional inferences. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-01966-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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10
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Chalmers KA, Freeman EE. Does accuracy and confidence in working memory performance relate to academic achievement in NAPLAN, the Australian national curriculum assessment? AUSTRALIAN JOURNAL OF PSYCHOLOGY 2020. [DOI: 10.1111/ajpy.12207] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Kerry A. Chalmers
- School of Psychology, University of Newcastle, Newcastle, New South Wales, Australia,
| | - Emily E. Freeman
- School of Psychology, University of Newcastle, Newcastle, New South Wales, Australia,
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11
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Enhancing SLD Diagnoses Through the Identification of Psychological Processing Deficits. ACTA ACUST UNITED AC 2020. [DOI: 10.1017/edp.2013.19] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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12
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Weaver JA, Cogan AM, Davidson L, Mallinson T. Combining Items From 3 Federally Mandated Assessments Using Rasch Measurement to Reliably Measure Cognition Across Postacute Care Settings. Arch Phys Med Rehabil 2020; 102:106-114. [PMID: 32750375 DOI: 10.1016/j.apmr.2020.07.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2019] [Revised: 06/14/2020] [Accepted: 07/01/2020] [Indexed: 11/19/2022]
Abstract
OBJECTIVE To combine items from the Functional Independence Measure, Minimum Data Set (MDS) 2.0, and the Outcome and Assessment Information Set (OASIS)-B to reliably measure cognition across postacute care settings and facilitate future studies of patient cognitive recovery. DESIGN Rasch analysis of data from a prospective, observational cohort study. SETTING Postacute care inclusive of inpatient rehabilitation facilities, skilled nursing facilities, and home health agencies. PARTICIPANTS Patients (N=147) receiving rehabilitation services. INTERVENTIONS Not applicable. MAIN OUTCOME MEASURES Functional Independence Measure, MDS 2.0, and the OASIS-B. RESULTS Six cognition items demonstrated good construct validity with no misfitting items, unidimensionality, good precision (person separation reliability, 0.95), and an item hierarchy that reflected a clinically meaningful continuum of cognitive challenge. CONCLUSIONS This is the first attempt to combine the cognition items from the 3 historically, federally mandated assessments to create a common metric for cognition. These 6 items could be adopted as standardized patient assessment data elements to improve cognitive assessment across postacute care settings.
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Affiliation(s)
- Jennifer A Weaver
- Department of Clinical Research and Leadership, The George Washington University, Washington, DC.
| | - Alison M Cogan
- Department of Physical Medicine and Rehabilitation, Washington DC Veterans Affairs Medical Center, Washington, DC
| | - Leslie Davidson
- Department of Clinical Research and Leadership, The George Washington University, Washington, DC
| | - Trudy Mallinson
- Department of Clinical Research and Leadership, The George Washington University, Washington, DC
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Suivi à long terme des effets d’un entraînement de la mémoire de travail (Cogmed) auprès d’enfants présentant un TDA/H. ACTA ACUST UNITED AC 2020. [DOI: 10.1016/j.neurenf.2019.11.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
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14
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Vernucci S, Canet Juric L, Introzzi I, Richard's MM. Working Memory Training in Children: A Review of Basic Methodological Criteria. Psychol Rep 2019; 123:605-632. [PMID: 30808264 DOI: 10.1177/0033294119832978] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Working memory is a process of great relevance during childhood due to its role in diverse complex skills. Like the rest of executive functions, it is highly sensitive to environmental influences, so it is assumed that it could be modified through targeted interventions. A large number of working memory training studies in children aim to achieve transfer effects both on this process and on those with which it is related. Although some promising results have been found, the efficacy of working memory training cannot be affirmed; methodological quality of studies is one of the main reasons for this. Compliance with basic methodological criteria (inclusion of a control group that must preferably be active, random assignment of participants to groups) has a great impact on the internal validity of the studies. Furthermore, the need to control for the effects of motivational factors associated with the intervention is added and emphasized. This study reviews the fulfillment of these criteria in process-based working memory training literature in children, analyzing its impact on internal validity. Limitations of the field in relation to the lack of compliance with the proposed criteria are discussed and alternatives are suggested in order to improve the quality of future studies.
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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
| | - Isabel Introzzi
- 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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Carpenter R, Alloway T. Computer Versus Paper-Based Testing: Are They Equivalent When it Comes to Working Memory? JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2018. [DOI: 10.1177/0734282918761496] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
School systems across the country are transitioning from paper-based testing (PBT) to computer-based testing (CBT). As this technological shift occurs, more research is necessary to understand the practical and performance implications of administering CBTs. Currently, there is a paucity of research using CBTs to examine working memory (WM) performance, even though CBTs may negatively influence performance. The present study compared a WM CBT and PBT and found enhanced WM performance on the PBT across several verbal and visuospatial WM tests. This pattern was evident even after age was controlled, indicating that test mode effects were persistent across ages (4-11 years). CBTs on WM performance may yield lower scores due to developmental WM differences, increased cognitive workload, test mode effects stemming from individual access to technology, and participant characteristics, such as developmental, biological, or gender differences. The presence of divergent WM in CBT and PBT indicates the need for additional options for children at risk of academic failure because of testing modality.
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Godfrey M, Lee NR. Memory profiles in Down syndrome across development: a review of memory abilities through the lifespan. J Neurodev Disord 2018; 10:5. [PMID: 29378508 PMCID: PMC5789527 DOI: 10.1186/s11689-017-9220-y] [Citation(s) in RCA: 45] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/09/2017] [Accepted: 11/21/2017] [Indexed: 12/30/2022] Open
Abstract
Down syndrome (DS) is associated with a variety of cognitive impairments, notably memory impairments. Due to the high prevalence rates of early-onset dementia associated with DS, it is imperative to understand the comprehensive development of memory impairments beginning in childhood and into adulthood, as this may help researchers identify precursors of dementia at earlier stages of development and pinpoint targets for memory intervention. The current paper provides a systematic, developmentally focused review of the nature of memory difficulties in DS across the lifespan. Specifically, this review summarizes what is known about long-term, short-term, and working memory abilities (distinguishing between verbal and nonverbal modalities) in DS, compared to both mental age-matched typically developing peers and individuals with other forms of intellectual disability (ID) at three developmental stages (i.e., preschool, adolescence, and adulthood). Additionally, this review examines the degree of impairment reported relative to typically developing mental age-matched peers in the existing literature by examining effect size data across memory domains as a function of age. With few exceptions, memory abilities were impaired across the lifespan compared to mental age-matched typically developing peers. Relative to other groups with ID, research findings are mixed. Our review of the literature identified a scarcity of memory studies in early childhood, particularly for STM and WM. In adulthood, research was limited in the LTM and WM domains and very little research has compared memory abilities in older adults with DS to those with typical development. Looking to the future, longitudinal studies could provide a better understanding of the developmental trajectory of memory abilities in DS, and the possible associations between memory abilities and real-world functioning. This research could ultimately inform interventions to improve independence and overall quality of life for those with DS and their families.
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Affiliation(s)
- Mary Godfrey
- Department of Psychology, Drexel University, 3141 Chestnut Street, Stratton 119, Philadelphia, PA, 19104, USA.
| | - Nancy Raitano Lee
- Department of Psychology, Drexel University, 3141 Chestnut Street, Stratton 119, Philadelphia, PA, 19104, USA
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Alloway TP, Tewolde F, Skipper D, Hijar D. Can you spell dyslexia without SLI? Comparing the cognitive profiles of dyslexia and specific language impairment and their roles in learning. RESEARCH IN DEVELOPMENTAL DISABILITIES 2017; 65:97-102. [PMID: 28486125 DOI: 10.1016/j.ridd.2017.04.013] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2016] [Revised: 02/16/2017] [Accepted: 04/24/2017] [Indexed: 05/21/2023]
Abstract
The aim of the present study is to explore whether those with Specific Language Impairment (SLI) and dyslexia display distinct or overlapping cognitive profiles with respect to learning outcomes. In particular, we were interested in two key cognitive skills associated with academic performance - working memory and IQ. We recruited three groups of children - those with SLI, those with dyslexia, and a control group. All children were given standardized tests of working memory, IQ (vocabulary and matrix), spelling, and math. The pattern of results suggests that both children with dyslexia and SLI are characterized with poorer verbal working memory and IQ compared to controls, but preserved nonverbal cognitive skills. It appears that that these two disorder groups cannot be distinguished by the severity of their cognitive deficits. However, there was a differential pattern with respect to learning outcomes, where the children with dyslexia rely more on visual skills in spelling, while those with SLI use their relative strengths in vocabulary. These findings can have important implications for how intervention is tailored in the classroom, as disorder-specific support could yield important gains in learning.
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Carpenter DM, Ledbetter C, Moore AL. LearningRx Cognitive Training Effects in Children Ages 8-14: A Randomized Controlled Trial. APPLIED COGNITIVE PSYCHOLOGY 2016; 30:815-826. [PMID: 27867257 PMCID: PMC5108426 DOI: 10.1002/acp.3257] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2015] [Revised: 06/07/2016] [Accepted: 06/08/2016] [Indexed: 11/18/2022]
Abstract
In a randomized controlled study, we examined the effects of a one‐on‐one cognitive training program on memory, visual and auditory processing, processing speed, reasoning, attention, and General Intellectual Ability (GIA) score for students ages 8–14. Participants were randomly assigned to either an experimental group to complete 60 h of cognitive training or to a wait‐list control group. The purpose of the study was to examine changes in multiple cognitive skills after completing cognitive training with ThinkRx, a LearningRx program. Results showed statistically significant differences between groups on all outcome measures except for attention. Implications, limitations, and suggestions for future research are examined. © 2016 The Authors Applied Cognitive Psychology Published by John Wiley & Sons Ltd.
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Phonological and Visuospatial Working Memory in Autism Spectrum Disorders. J Autism Dev Disord 2016; 46:2956-67. [DOI: 10.1007/s10803-016-2835-0] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Alloway RG, Alloway TP, Magyari PM, Floyd S. An Exploratory Study Investigating the Effects of Barefoot Running on Working Memory. Percept Mot Skills 2016; 122:432-43. [PMID: 27166325 DOI: 10.1177/0031512516640391] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The aim of the present study was to compare the potential cognitive benefits of running barefoot compared to shod. Young adults (N = 72, M age = 24.4 years, SD = 5.5) ran both barefoot and shod on a running track while stepping on targets (poker chips) and when not stepping on targets. The main finding was that participants performed better on a working memory test when running barefoot compared to shod, but only when they had to step on targets. These results supported the idea that additional attention is needed when running barefoot to avoid stepping on objects that could potentially injure the foot. Significant increases in participant's heart rate were also found in the barefoot condition. No significant differences were found in participants' speed across conditions. These findings suggested that working memory may be enhanced after at least 16 minutes of barefoot running if the individual has to focus attention on the ground.
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Banales E, Kohnen S, McArthur G. Can verbal working memory training improve reading? Cogn Neuropsychol 2015; 32:104-32. [DOI: 10.1080/02643294.2015.1014331] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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