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Gómez CM, Linares R, Rodríguez-Martínez EI, Pelegrina S. Age-related changes in brain oscillatory patterns during an n-back task in children and adolescents. Int J Psychophysiol 2024; 202:112372. [PMID: 38849088 DOI: 10.1016/j.ijpsycho.2024.112372] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2024] [Revised: 05/15/2024] [Accepted: 05/25/2024] [Indexed: 06/09/2024]
Abstract
The development of brain oscillatory responses and their possible role in the working memory (WM) performance of children, adolescents and young adults was investigated. A set of 0- and 1-back tasks with letter stimuli were administered to a final sample of 131 subjects (between 6 and 20 years of age). A decrease in response times (RTs) and an increase of the sensitivity index d-prime (d') were seen with increased age. RTs increased and d' decreased with load, indicating higher difficulty for higher loads. Event-related synchronization (ERS) and event-related desynchronization (ERD) were obtained by the convolution of Morlet wavelets on the recorded EEG. Statistical analyses were performed of the absolute and relative power of brain oscillations defined by topography, frequency and latency. Posterior alpha and beta ERD, and frontocentral theta ERS, were induced by the stimuli presented during the n-back task. While relative theta ERS increased with age, absolute theta ERS, absolute and relative alpha and, absolute beta ERD, decreased with age. Age-related improvement in behavioral performance was mediated by relative theta. Alpha and beta ERD were more pronounced for the most difficult task (1-back) and for the target condition. Globally, there was high consistency of the effects of target type and task load across development. Theta ERS maturation is a crucial step for improving WM performance during development, while alpha and beta ERD maturation seem to be less critical for behavioral performance improvement with age, possibly due to a sufficient level of alpha-beta ERD for good performance in young children.
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Affiliation(s)
- Carlos M Gómez
- University of Sevilla, Experimental Psychology Department, Human Psychobiology Lab., Sevilla, Spain
| | - Rocío Linares
- University of Jaén, Department of Psychology, Jaén, Spain
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Ikeda Y, Kita Y, Oi Y, Okuzumi H, Lanfranchi S, Pulina F, Mammarella IC, Allen K, Giofrè D. The Structure of Working Memory and Its Relationship with Intelligence in Japanese Children. J Intell 2023; 11:167. [PMID: 37623550 PMCID: PMC10455765 DOI: 10.3390/jintelligence11080167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2023] [Revised: 07/26/2023] [Accepted: 08/14/2023] [Indexed: 08/26/2023] Open
Abstract
There is a host of research on the structure of working memory (WM) and its relationship with intelligence in adults, but only a few studies have involved children. In this paper, several different WM models were tested on 170 Japanese school children (from 7 years and 5 months to 11 years and 6 months). Results showed that a model distinguishing between modalities (i.e., verbal and spatial WM) fitted the data well and was therefore selected. Notably, a bi-factor model distinguishing between modalities, but also including a common WM factor, presented with a very good fit, but was less parsimonious. Subsequently, we tested the predictive power of the verbal and spatial WM factors on fluid and crystallized intelligence. Results indicated that the shared contribution of WM explained the largest portion of variance of fluid intelligence, with verbal and spatial WM independently explaining a residual portion of the variance. Concerning crystallized intelligence, however, verbal WM explained the largest portion of the variance, with the joint contribution of verbal and spatial WM explaining the residual part. The distinction between verbal and spatial WM could be important in clinical settings (e.g., children with atypical development might struggle selectively on some WM components) and in school settings (e.g., verbal and spatial WM might be differently implicated in mathematical achievement).
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Affiliation(s)
- Yoshifumi Ikeda
- Department of Special Needs Education, Joetsu University of Education, Niigata 943-8512, Japan;
| | - Yosuke Kita
- Department of Psychology, Faculty of Letters, Keio University, Tokyo 108-8345, Japan
- Cognitive Brain Research Unit (CBRU), Faculty of Medicine, University of Helsinki, 00014 Helsinki, Finland
| | - Yuhei Oi
- Faculty of Liberal Arts and Sciences, Chukyo University, Aichi 470-0393, Japan
| | - Hideyuki Okuzumi
- Faculty of Education, Tokyo Gakugei University, Tokyo 184-8501, Japan
| | - Silvia Lanfranchi
- Department of Developmental and Social Psychology, University of Padua, 35131 Padova, Italy
| | - Francesca Pulina
- Department of Developmental and Social Psychology, University of Padua, 35131 Padova, Italy
| | | | - Katie Allen
- School of Education, University of Durham, Durham DH1 3LE, UK
| | - David Giofrè
- DISFOR, University of Genoa, 16121 Genova, Italy
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3
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Correction to Cornoldi & Giofrè, 2014. EUROPEAN PSYCHOLOGIST 2023. [DOI: 10.1027/1016-9040/a000497] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
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4
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Decoding gender differences: Intellectual profiles of children with specific learning disabilities. INTELLIGENCE 2022. [DOI: 10.1016/j.intell.2021.101615] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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5
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Nyberg J, Henriksson M, Wall A, Vestberg T, Westerlund M, Walser M, Eggertsen R, Danielsson L, Kuhn HG, Åberg ND, Waern M, Åberg M. Anxiety severity and cognitive function in primary care patients with anxiety disorder: a cross-sectional study. BMC Psychiatry 2021; 21:617. [PMID: 34886841 PMCID: PMC8662874 DOI: 10.1186/s12888-021-03618-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Accepted: 11/18/2021] [Indexed: 12/17/2022] Open
Abstract
BACKGROUND Deficits in cognitive performance are reported in patients with anxiety disorders, but research is limited and inconsistent. We aimed to investigate cross-sectional associations between cognitive function, with focus on executive function, and anxiety severity in primary care patients diagnosed with anxiety disorders. METHODS 189 Swedish patients aged 18-65 years (31% men) with anxiety disorders diagnosed according to Mini International Neuropsychiatric Interview were included. Severity of anxiety was assessed using Beck Anxiety Inventory self-assessment scale. Digit span, block design and matrix reasoning tests from the Wechsler Adult Intelligence Scale IV, and the design fluency test from the Delis-Kaplan Executive Function System were used. Multivariable linear regression models were applied to investigate the relationship of anxiety severity and cognitive functioning. Comparisons were also performed to a normed non-clinical population, using the Wilcoxon signed rank test. RESULTS More severe anxiety was associated with lower digit span test scores (R2 = 0.109, B = -0.040, p = 0.018), but not with block design, matrix reasoning or design fluency tests scores, after adjustment for comorbid major depression in a multivariable model. When compared to a normed population, patients with anxiety performed significantly lower on the block design, digit span forward, digit span sequencing and matrix reasoning tests. CONCLUSIONS Severity of anxiety among patients with anxiety disorder was associated with executive functions related to working memory, independently of comorbid major depression, but not with lower fluid intelligence. A further understanding of the executive behavioral control in patients with anxiety could allow for more tailored treatment strategies including medication, therapy and interventions targeted to improve specific cognitive domains.
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Affiliation(s)
- Jenny Nyberg
- Section for Clinical Neuroscience, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Box 436, SE-405 30, Gothenburg, Sweden. .,Region Västra Götaland, Neurology Clinic, Sahlgrenska University Hospital, SE-413 45, Gothenburg, Sweden.
| | - Malin Henriksson
- grid.8761.80000 0000 9919 9582School of Public Health and Community Medicine/Primary Health Care, Institute of Medicine, Sahlgrenska Academy, University of Gothenburg, Box 454, SE-405 30 Gothenburg, Sweden
| | - Alexander Wall
- grid.8761.80000 0000 9919 9582Department of Internal Medicine, Institute of Medicine, Sahlgrenska Academy, University of Gothenburg, Box 428, SE-405 30 Gothenburg, Sweden ,grid.1649.a000000009445082XRegion Västra Götaland, Department of Acute Medicine and Geriatrics, Sahlgrenska University Hospital, SE-413 45 Gothenburg, Sweden
| | - Torbjörn Vestberg
- grid.4714.60000 0004 1937 0626Department of Clinical Neuroscience, Karolinska Institutet, K8 Clinical Neuroscience, K8 Neuro Ingvar, SE-171 77 Stockholm, Sweden
| | | | - Marion Walser
- grid.8761.80000 0000 9919 9582Department of Internal Medicine, Institute of Medicine, Sahlgrenska Academy, University of Gothenburg, Box 428, SE-405 30 Gothenburg, Sweden ,grid.1649.a000000009445082XRegion Västra Götaland, Department of Acute Medicine and Geriatrics, Sahlgrenska University Hospital, SE-413 45 Gothenburg, Sweden
| | - Robert Eggertsen
- grid.8761.80000 0000 9919 9582School of Public Health and Community Medicine/Primary Health Care, Institute of Medicine, Sahlgrenska Academy, University of Gothenburg, Box 454, SE-405 30 Gothenburg, Sweden ,R&D Centre Gothenburg and Södra Bohuslän, Kungsgatan 12, SE-411 19 Gothenburg, Sweden
| | - Louise Danielsson
- grid.8761.80000 0000 9919 9582Department of Health and Rehabilitation, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Box 455, SE-405 30 Gothenburg, Sweden ,grid.502499.3Region Västra Götaland, Angered Hospital, Box 63, SE-424 22 Gothenburg, Angered Sweden
| | - H. Georg Kuhn
- grid.8761.80000 0000 9919 9582Section for Clinical Neuroscience, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Box 436, SE-405 30 Gothenburg, Sweden
| | - N. David Åberg
- grid.8761.80000 0000 9919 9582Department of Internal Medicine, Institute of Medicine, Sahlgrenska Academy, University of Gothenburg, Box 428, SE-405 30 Gothenburg, Sweden ,grid.1649.a000000009445082XRegion Västra Götaland, Department of Acute Medicine and Geriatrics, Sahlgrenska University Hospital, SE-413 45 Gothenburg, Sweden
| | - Margda Waern
- grid.8761.80000 0000 9919 9582Department of Psychiatry and Neurochemistry, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Box 436, SE-405 30 Gothenburg, Sweden ,grid.1649.a000000009445082XRegion Västra Götaland, Psychosis Clinic, Sahlgrenska University Hospital, Mölndalsvägen 31 hus V, SE-431 80 Gothenburg, Sweden
| | - Maria Åberg
- grid.8761.80000 0000 9919 9582School of Public Health and Community Medicine/Primary Health Care, Institute of Medicine, Sahlgrenska Academy, University of Gothenburg, Box 454, SE-405 30 Gothenburg, Sweden ,Region Västra Götaland, Regionhälsan, Gothenburg, Sweden
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Caviola S, Toffalini E, Giofrè D, Ruiz JM, Szűcs D, Mammarella IC. Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants. EDUCATIONAL PSYCHOLOGY REVIEW 2021. [DOI: 10.1007/s10648-021-09618-5] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
AbstractThe relationship between anxiety and mathematics has often been investigated in the literature. Different forms of anxiety have been evaluated, with math anxiety (MA) and test anxiety (TA) consistently being associated with various aspects of mathematics. In this meta-analysis, we have evaluated the impact of these forms of anxiety, distinguishing between different types of mathematical tasks. In investigating this relationship, we have also included potential moderators, such as age, gender, working memory, type of task, and type of material. One hundred seventy-seven studies met the inclusion criteria, providing an overall sample of 906,311 participants. Results showed that both MA and TA had a significant impact on mathematics. Sociodemographic factors had modest moderating effects. Working memory (WM) also mediated the relationship between MA and TA with mathematics; however, this indirect effect was weak. Theoretical and educational implications, as well as future directions for research in this field, are discussed.
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Rivella C, Cornoldi C, Caviola S, Giofrè D. Learning a new geometric concept: The role of working memory and of domain-specific abilities. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021; 91:1537-1554. [PMID: 34148228 PMCID: PMC9290594 DOI: 10.1111/bjep.12434] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2020] [Revised: 10/27/2020] [Indexed: 11/29/2022]
Abstract
It has been suggested that not only domain‐specific factors but also working memory (WM) may play a crucial role in mathematical learning included Geometry, but the issue has not been deeply explored. In the present study, we examined the role of domain‐specific factors and of verbal versus visuospatial WM on geometric learning of a new geometrical figure (trapezoid), never presented previously by the teachers participating to the study, after a lecture also involving manipulatives. Results on 105 children in their Year 4 indicated that not only some domain‐specific components (geometric declarative knowledge and calculation) but also visuospatial working memory had a significant specific impact on the ability of solving geometric problems requiring to calculate the perimeter and the area of the new figure. On the contrary, verbal WM and geometrical mental imagery did not offer a specific contribution. These findings could have important educational implications, stressing the importance of taking into account the main different aspects supporting the acquisition of geometry.
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Affiliation(s)
| | - Cesare Cornoldi
- Department of General Psychology, University of Padua, Italy
| | - Sara Caviola
- Department of Developmental and Social Psychology, University of Padua, Italy.,School of Psychology, University of Leeds, UK
| | - David Giofrè
- Department of Educational Sciences, University of Genoa, Italy
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Allen K, Giofrè D, Higgins S, Adams J. Working memory predictors of mathematics across the middle primary school years. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 90:848-869. [PMID: 31999851 PMCID: PMC7496726 DOI: 10.1111/bjep.12339] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2019] [Revised: 12/12/2019] [Indexed: 11/29/2022]
Abstract
BACKGROUND Work surrounding the relationship between visuospatial working memory (WM) and mathematics performance is gaining significant traction as a result of a focus on improving academic attainment. AIMS This study examined the relative contributions of verbal and visuospatial simple and complex WM measures to mathematics in primary school children aged 6-10 years. SAMPLE A sample of 111 children in years 2-5 were assessed (Mage = 100.06 months, SD = 14.47). METHOD Children were tested individually on all memory measures, followed by a separate mathematics testing session as a class group in the same assessment wave. RESULTS AND CONCLUSIONS Results revealed an age-dependent relationship, with a move towards visuospatial influence in older children. Further analyses demonstrated that backward word span and backward matrices contributed unique portions of variance of mathematics, regardless of the regression model specified. We discuss possible explanations for our preliminary findings in relation to the existing literature alongside their implications for educators and further research.
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Affiliation(s)
- Katie Allen
- School of Education, University of Durham, UK
| | - David Giofrè
- Dipartimento di Scienze della Formazione (DISFOR), University of Genoa, Italy
| | | | - John Adams
- Department of Psychology, University of Durham, UK
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Provazza S, Adams AM, Giofrè D, Roberts DJ. Double Trouble: Visual and Phonological Impairments in English Dyslexic Readers. Front Psychol 2020; 10:2725. [PMID: 31920790 PMCID: PMC6927912 DOI: 10.3389/fpsyg.2019.02725] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2019] [Accepted: 11/18/2019] [Indexed: 11/13/2022] Open
Abstract
Developmental dyslexia is a reading disorder characterized by problems in accurate or fluent reading. A deficiency in phonological processing is thought to underpin the reading difficulties of individuals with developmental dyslexia and a variety of explanations have been proposed including deficits in phonological awareness and verbal memory. Recent investigations have begun to suggest that developmental deficits in the acquisition of reading may also co-occur with visual processing deficits, which are particularly salient for visually complex stimuli, yet these deficits have received relatively little attention from researchers. To further explore the nature of phonological and visual processing in developmental dyslexia, we administered a series of non-reading tasks tapping both domains. Unsurprisingly, individuals with developmental dyslexia performed worse than typically developing readers in phonological tasks. More intriguingly, they also struggled with visual tasks, specifically when discriminating between novel visual patterns, and in visuo-spatial working memory, which requires greater attentional control. These findings highlight that individuals with developmental dyslexia present not only with phonological impairments but also difficulties in processing visual materials. This aspect has received limited attention in previous literature and represents an aspect of novelty of this study. The dual phonological and visual impairments suggest that developmental dyslexia is a complex disorder characterized by deficits in different cognitive mechanisms that underpin reading.
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Affiliation(s)
- Serena Provazza
- Natural Sciences and Psychology, Liverpool John Moores University, Liverpool, United Kingdom
| | - Anne-Marie Adams
- Natural Sciences and Psychology, Liverpool John Moores University, Liverpool, United Kingdom
| | - David Giofrè
- Natural Sciences and Psychology, Liverpool John Moores University, Liverpool, United Kingdom.,Department of Educational Sciences, University of Genoa, Genoa, Italy
| | - Daniel John Roberts
- Division of Psychology, Centre for Cognitive Neuroscience, College of Health and Life Sciences, Brunel University London, Uxbridge, United Kingdom
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10
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Giofrè D, Toffalini E, Provazza S, Calcagnì A, Altoè G, Roberts DJ. Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases. DYSLEXIA (CHICHESTER, ENGLAND) 2019; 25:284-295. [PMID: 31332875 PMCID: PMC6771784 DOI: 10.1002/dys.1629] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/17/2019] [Revised: 05/09/2019] [Accepted: 06/20/2019] [Indexed: 06/10/2023]
Abstract
Reading is vital to every aspect of modern life, exacerbated by reliance of the internet, email, and social media on the written medium. Developmental dyslexia (DD) characterizes a disorder in which the core deficit involves reading. Traditionally, DD is thought to be associated with a phonological impairment. However, recent evidence has begun to suggest that the reading impairment in some individuals is provoked by a visual processing deficit. In this paper, we present WISC-IV data from more than 300 Italian children with a diagnosis of DD to investigate the manifestation of phonological and visual subtypes. Our results indicate the existence of two clusters of children with DD. In one cluster, the deficit was more pronounced in the phonological component, while both clusters were impaired in visual processing. These data indicate that DD may be an umbrella term that encompasses different profiles. From a theoretical perspective, our results demonstrate that dyslexia cannot be explained in terms of an isolated phonological deficit alone; visual impairment plays a crucial role. Moreover, general rather than specific accounts of DD are discussed.
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Affiliation(s)
- David Giofrè
- Department of Educational SciencesUniversity of GenoaGenoaItaly
| | | | - Serena Provazza
- Natural Sciences and PsychologyLiverpool John Moores UniversityLiverpoolUK
| | - Antonio Calcagnì
- Department of Developmental and Social PsychologyUniversity of PadovaPadovaItaly
| | - Gianmarco Altoè
- Department of Developmental and Social PsychologyUniversity of PadovaPadovaItaly
| | - Daniel J. Roberts
- Centre for Cognitive Neuroscience, Division of Psychology, College of Health and Life SciencesBrunel University LondonUxbridgeUK
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Giofrè D, Provazza S, Angione D, Cini A, Menazza C, Oppi F, Cornoldi C. The intellectual profile of children with autism spectrum disorders may be underestimated: A comparison between two different batteries in an Italian sample. RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 90:72-79. [PMID: 31082681 DOI: 10.1016/j.ridd.2019.04.009] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/04/2018] [Revised: 02/05/2019] [Accepted: 04/12/2019] [Indexed: 06/09/2023]
Abstract
Intelligence measures are typically used in the assessment of children with autism spectrum disorders (ASD), but there is a paucity of research on the implications of such testing. In the present study, we examined children with ASD using two of the most largely adopted instruments, i.e., the WISC-IV, arguably the most utilized scale in the world; and the Leiter-3, a nonverbal scale that also excludes, from the IQ calculation, working memory and processing speed, which are points of weakness in ASD. Results showed that IQ and indices of these two batteries are strongly correlated. However, the WISC-IV IQ might underestimates the potential of children with ASD, particularly in children with a low functioning profile. These hold true for both the full scale IQ and three out of four indices of the WISC-IV, with remarkable implications for both assessment and treatment of these children. Practitioners working with children with ASD should be aware that the battery that they are using might severely affect the estimation of these children's potential.
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Affiliation(s)
- D Giofrè
- Natural Sciences and Psychology, Liverpool John Moores University, Liverpool, UK.
| | - S Provazza
- Natural Sciences and Psychology, Liverpool John Moores University, Liverpool, UK
| | - D Angione
- Department of General Psychology, University of Padova, Padova, Italy
| | - A Cini
- Diagnosis and Research Center in Autism (CDCRA), ULSS 9, Scaligera, Italy
| | - C Menazza
- Center for Developmental Age and Autism, Polo Blu, Padova, Italy
| | - F Oppi
- Diagnosis and Research Center in Autism (CDCRA), ULSS 9, Scaligera, Italy
| | - C Cornoldi
- Department of General Psychology, University of Padova, Padova, Italy
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Intelligence and working memory: evidence from administering the WAIS-IV to Italian adults and elderly. PSYCHOLOGICAL RESEARCH 2019; 84:1622-1634. [DOI: 10.1007/s00426-019-01173-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2018] [Accepted: 03/25/2019] [Indexed: 10/27/2022]
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Giofrè D, Donolato E, Mammarella IC. The differential role of verbal and visuospatial working memory in mathematics and reading. Trends Neurosci Educ 2018. [DOI: 10.1016/j.tine.2018.07.001] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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14
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Demetriou A, Makris N, Spanoudis G, Kazi S, Shayer M, Kazali E. Mapping the Dimensions of General Intelligence: An Integrated Differential-Developmental Theory. Hum Dev 2018. [DOI: 10.1159/000484450] [Citation(s) in RCA: 25] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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15
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Fanning PAJ, Hocking DR, Dissanayake C, Vivanti G. Delineation of a spatial working memory profile using a non-verbal eye-tracking paradigm in young children with autism and Williams syndrome. Child Neuropsychol 2017; 24:469-489. [PMID: 28277153 DOI: 10.1080/09297049.2017.1284776] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Working memory deficits profoundly inhibit children's ability to learn. While deficits have been identified in disorders such as autism spectrum disorder (ASD) and Williams syndrome (WS), findings are equivocal, and very little is known about the nature of these deficits early in development. A major barrier to advances in this area is the availability of tasks suitable for young children with neurodevelopmental disorders who experience difficulties with following verbal instructions or who are distressed by formal testing demands. To address these issues, a novel eye-tracking paradigm was designed based on an adaptation of the classic A not B paradigm in order to examine the early foundations of spatial working memory capabilities in 26 developmentally delayed preschool children with ASD, 18 age- and IQ-matched children with WS, and 19 age-matched typically-developing (TD) children. The results revealed evidence that foundational spatial working memory performance in ASD and WS was comparable with that of TD children. Performance was associated with intellectual ability in the ASD and TD groups, but not in the WS group. Performance was not associated with adaptive behavior in any group. These findings are discussed in the context of previous research that has been largely limited to older and substantially less developmentally delayed children with these neurodevelopmental disorders.
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Affiliation(s)
- Peter A J Fanning
- a Developmental Neuromotor & Cognition Lab, School of Psychology and Public Health , La Trobe University , Bundoora , Australia.,b Olga Tennison Autism Research Centre, School of Psychology and Public Health , La Trobe University , Bundoora , Australia
| | - Darren R Hocking
- a Developmental Neuromotor & Cognition Lab, School of Psychology and Public Health , La Trobe University , Bundoora , Australia
| | - Cheryl Dissanayake
- b Olga Tennison Autism Research Centre, School of Psychology and Public Health , La Trobe University , Bundoora , Australia
| | - Giacomo Vivanti
- b Olga Tennison Autism Research Centre, School of Psychology and Public Health , La Trobe University , Bundoora , Australia.,c A.J. Drexel Autism Institute , Drexel University , Philadelphia , PA , USA
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Sebastian K, Ghose T, Zacks JM, Huff M. Understanding the Individual Cognitive Potential of Persons with Intellectual Disability in Workshops for Adapted Work. APPLIED COGNITIVE PSYCHOLOGY 2017. [DOI: 10.1002/acp.3315] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Katharina Sebastian
- German Research Center for Artificial Intelligence (DFKI); Kaiserslautern Germany
- Department of Psychology; University of Kaiserslautern; Kaiserslautern Germany
| | - Tandra Ghose
- Department of Psychology; University of Kaiserslautern; Kaiserslautern Germany
| | - Jeffrey M. Zacks
- Department of Psychological and Brain Sciences; Washington University in St. Louis; St. Louis USA
| | - Markus Huff
- Department of Psychology; University of Tübingen; Tübingen Germany
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17
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Maehler C, Schuchardt K. The importance of working memory for school achievement in primary school children with intellectual or learning disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 58:1-8. [PMID: 27567244 DOI: 10.1016/j.ridd.2016.08.007] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2016] [Revised: 07/21/2016] [Accepted: 08/18/2016] [Indexed: 05/21/2023]
Abstract
BACKGROUND Given the well-known relation between intelligence and school achievement we expect children with normal intelligence to perform well at school and those with intelligence deficits to meet learning problems. But, contrary to these expectations, some children do not perform according to these predictions: children with normal intelligence but sub-average school achievement and children with lower intelligence but average success at school. Yet, it is an open question how the unexpected failure or success can be explained. AIMS This study examined the role of working memory sensu Baddeley (1986) for school achievement, especially for unexpected failure or success. METHOD AND PROCEDURES An extensive working memory battery with a total of 14 tasks for the phonological loop, the visual-spatial sketchpad and central executive skills was presented in individual sessions to four groups of children differing in IQ (normal vs. low) and school success (good vs. poor). OUTCOMES AND RESULTS Results reveal that children with sub-average school achievement showed deficits in working memory functioning, irrespective of intelligence. By contrast, children with regular school achievement did not show deficits in working memory, again irrespective of intelligence. CONCLUSIONS AND IMPLICATIONS Therefore working memory should be considered an important predictor of academic success that can lead both to unexpected overachievement and failure at school. Individual working memory competencies should be taken into account with regard to diagnosis and intervention for children with learning problems.
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Affiliation(s)
- Claudia Maehler
- University of Hildesheim, Universitätsplatz 1, D- 31141 Hildesheim, Germany.
| | - Kirsten Schuchardt
- University of Hildesheim, Universitätsplatz 1, D- 31141 Hildesheim, Germany.
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Giofrè D, Stoppa E, Ferioli P, Pezzuti L, Cornoldi C. Forward and backward digit span difficulties in children with specific learning disorder. J Clin Exp Neuropsychol 2016; 38:478-86. [DOI: 10.1080/13803395.2015.1125454] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Giofrè D, Cornoldi C. The structure of intelligence in children with specific learning disabilities is different as compared to typically development children. INTELLIGENCE 2015. [DOI: 10.1016/j.intell.2015.07.002] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Cornoldi C, Giofrè D, Orsini A, Pezzuti L. Differences in the intellectual profile of children with intellectual vs. learning disability. RESEARCH IN DEVELOPMENTAL DISABILITIES 2014; 35:2224-2230. [PMID: 24927516 DOI: 10.1016/j.ridd.2014.05.013] [Citation(s) in RCA: 43] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/27/2014] [Revised: 05/12/2014] [Accepted: 05/16/2014] [Indexed: 06/03/2023]
Abstract
The WISC-IV was used to compare the intellectual profile of two groups of children, one with specific learning disorders (SLDs), the other with intellectual disabilities (ID), with a view to identifying which of the four main factor indexes and two additional indexes can distinguish between the groups. We collected information on WISC-IV scores for 267 children (Mage=10.61 [SD=2.51], range 6-16 years, females=99) with a diagnosis of either SLD or ID. Children with SLD performed better than those with ID in all measures. Only the SLD children, not the ID children, revealed significant differences in the four main factor indexes, and their scores for the additional General Ability Index (GAI) were higher than for the Cognitive Proficiency Index (CPI). Children with a diagnosis of SLD whose Full-Scale Intelligence Quotient (FSIQ) was <85 showed a similar pattern. Our findings confirm the hypothesis that children with SLD generally obtain high GAI scores, but have specific deficiencies relating to working memory and processing speed, whereas children with ID have a general intellectual impairment. These findings have important diagnostic and clinical implications and should be considered when making diagnostic decisions in borderline cognitive cases.
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Affiliation(s)
- Cesare Cornoldi
- Department of General Psychology, University of Padua, Italy; President of the Italian Association for Learning Disabilities (AIRIPA), Italy
| | - David Giofrè
- Department of General Psychology, University of Padua, Italy.
| | - Arturo Orsini
- Department of Psychology, Sapienza University of Rome, Italy
| | - Lina Pezzuti
- Department of Clinical Psychology, Sapienza University of Rome, Italy
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