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Chang CL, Gan YC, Pan CY, Tseng YT, Wang TC, Tsai CL. Neurocognitive performance of badminton players at different competitive levels in visuospatial attention tasks. Exp Brain Res 2024; 242:1933-1946. [PMID: 38900160 DOI: 10.1007/s00221-024-06872-1] [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: 05/12/2024] [Accepted: 06/08/2024] [Indexed: 06/21/2024]
Abstract
Visuospatial attention (VSA) is a cognitive function that enables athletes, particularly those engaged in open-skill sports, to allocate attentional resources efficiently to the appropriate target and in the appropriate direction. Studies have indicated that expert players exhibit superior cognitive performance to that of novices. However, no study has investigated differences in VSA performance among elite, expert, and intermediate badminton players or the potential neurophysiological mechanisms underlying such differences. Accordingly, the present study explored neuropsychological and neurophysiological parameters during VSA tasks among badminton players of varying competitive levels. The study included 54 participants and divided them into three groups according to their competition records: elite (n = 18), expert (n = 18), and intermediate (n = 18). Their neuropsychological performance and brain event-related potentials (ERPs) during the Posner cueing paradigm were collected. Although the three groups did not differ in their accuracy rates, ERP N2 amplitudes, or N2 or P3 latencies, the elite and expert groups exhibited notably faster reaction times and more pronounced P3 amplitudes than did the intermediate group during the cognitive task. However, we did not observe these between-group differences when we controlled for the covariate training years. Additionally, the elite and expert groups exhibited comparable neurocognitive performance. These findings indicate that badminton players' competitive levels influence their VSA. However, the beneficial effects on neuropsychological and neurophysiological performance could stabilize after a certain level of badminton competence is reached. Year of training could also be a major factor influencing badminton players' neurocognitive performance in VSA tasks.
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Affiliation(s)
- Cheng-Liang Chang
- Institute of Physical Education, Health and Leisure Studies, National Cheng Kung University, Tainan, Taiwan
| | - Yu-Chia Gan
- Institute of Physical Education, Health and Leisure Studies, National Cheng Kung University, Tainan, Taiwan
| | - Chien-Yu Pan
- Department of Physical Education, National Kaohsiung Normal University, Kaohsiung, Taiwan
| | - Yu-Ting Tseng
- Department of Kinesiology, National Tsing Hua University, Hsinchu, Taiwan
| | - Tsai-Chiao Wang
- Institute of Physical Education, Health and Leisure Studies, National Cheng Kung University, Tainan, Taiwan
- General Research Service Center, National Pingtung University of Science and Technology, Pingtung, Taiwan
| | - Chia-Liang Tsai
- Institute of Physical Education, Health and Leisure Studies, National Cheng Kung University, Tainan, Taiwan.
- Department of Psychology, National Cheng Kung University, Tainan, Taiwan.
- Lab of Cognitive Neurophysiology, Institute of Physical Education, Health & Leisure Studies, No. 1, University Road, Tainan, 701, Taiwan.
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Rathcke T, Smit E, Zheng Y, Canzi M. Perception of temporal structure in speech is influenced by body movement and individual beat perception ability. Atten Percept Psychophys 2024:10.3758/s13414-024-02893-8. [PMID: 38769276 DOI: 10.3758/s13414-024-02893-8] [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] [Accepted: 04/03/2024] [Indexed: 05/22/2024]
Abstract
The subjective experience of time flow in speech deviates from the sound acoustics in substantial ways. The present study focuses on the perceptual tendency to regularize time intervals found in speech but not in other types of sounds with a similar temporal structure. We investigate to what extent individual beat perception ability is responsible for perceptual regularization and if the effect can be eliminated through the involvement of body movement during listening. Participants performed a musical beat perception task and compared spoken sentences to their drumbeat-based versions either after passive listening or after listening and moving along with the beat of the sentences. The results show that the interval regularization prevails in listeners with a low beat perception ability performing a passive listening task and is eliminated in an active listening task involving body movement. Body movement also helped to promote a veridical percept of temporal structure in speech at the group level. We suggest that body movement engages an internal timekeeping mechanism, promoting the fidelity of auditory encoding even in sounds of high temporal complexity and irregularity such as natural speech.
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Affiliation(s)
- Tamara Rathcke
- Department of Linguistics, University of Konstanz, Konstanz, 78464, Baden-Württemberg, Germany.
| | - Eline Smit
- Department of Linguistics, University of Konstanz, Konstanz, 78464, Baden-Württemberg, Germany
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Street, Penrith, 2751, NSW, Australia
| | - Yue Zheng
- Department of Psychology, University of York, York, YO10 5DD, UK
- Department of Hearing Sciences, University of Nottingham, Nottingham, NG7 2RD, UK
| | - Massimiliano Canzi
- Department of Linguistics, University of Konstanz, Konstanz, 78464, Baden-Württemberg, Germany
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Cancer A, Antonietti A. Deepening temporal cues in reading manipulations for dyslexia: A commentary on Horowitz-Kraus et al. (2023). Cortex 2024; 174:238-240. [PMID: 38242754 DOI: 10.1016/j.cortex.2023.12.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 12/03/2023] [Accepted: 12/21/2023] [Indexed: 01/21/2024]
Affiliation(s)
- Alice Cancer
- Department of Psychology, Università Cattolica del Sacro Cuore, Milan, Italy
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Carioti D, Stucchi NA, Toneatto C, Masia MF, Del Monte M, Stefanelli S, Travellini S, Marcelli A, Tettamanti M, Vernice M, Guasti MT, Berlingeri M. The ReadFree tool for the identification of poor readers: a validation study based on a machine learning approach in monolingual and minority-language children. ANNALS OF DYSLEXIA 2023; 73:356-392. [PMID: 37548832 PMCID: PMC10522748 DOI: 10.1007/s11881-023-00287-3] [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: 05/09/2023] [Accepted: 06/26/2023] [Indexed: 08/08/2023]
Abstract
In this study, we validated the "ReadFree tool", a computerised battery of 12 visual and auditory tasks developed to identify poor readers also in minority-language children (MLC). We tested the task-specific discriminant power on 142 Italian-monolingual participants (8-13 years old) divided into monolingual poor readers (N = 37) and good readers (N = 105) according to standardised Italian reading tests. The performances at the discriminant tasks of the "ReadFree tool" were entered into a classification and regression tree (CART) model to identify monolingual poor and good readers. The set of classification rules extracted from the CART model were applied to the MLC's performance and the ensuing classification was compared to the one based on standardised Italian reading tests. According to the CART model, auditory go-no/go (regular), RAN and Entrainment100bpm were the most discriminant tasks. When compared with the clinical classification, the CART model accuracy was 86% for the monolinguals and 76% for the MLC. Executive functions and timing skills turned out to have a relevant role in reading. Results of the CART model on MLC support the idea that ad hoc standardised tasks that go beyond reading are needed.
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Affiliation(s)
- Desiré Carioti
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
- Psychology Department, University of Milano-Bicocca, Milan, Italy
| | | | - Carlo Toneatto
- Psychology Department, University of Milano-Bicocca, Milan, Italy
| | - Marta Franca Masia
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
| | - Milena Del Monte
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
- Center of Developmental Neuropsychology, AST Pesaro-Urbino, Distretto di Pesaro, Pesaro, Italy
| | - Silvia Stefanelli
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
- Department of Human Sciences, University of the Republic of San Marino, San Marino, Republic of San Marino
| | - Simona Travellini
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
- Center of Developmental Neuropsychology, AST Pesaro-Urbino, Distretto di Pesaro, Pesaro, Italy
| | - Antonella Marcelli
- Center of Developmental Neuropsychology, AST Pesaro-Urbino, Distretto di Pesaro, Pesaro, Italy
| | - Marco Tettamanti
- Psychology Department, University of Milano-Bicocca, Milan, Italy
| | - Mirta Vernice
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
| | | | - Manuela Berlingeri
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
- Center of Developmental Neuropsychology, AST Pesaro-Urbino, Distretto di Pesaro, Pesaro, Italy
- NeuroMi, Milan Center for Neuroscience, Milan, Italy
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Cappagli G, Carzola B, Potente C, Gori M. Proportional Reasoning Deficit in Dyslexia. Brain Sci 2023; 13:brainsci13050795. [PMID: 37239267 DOI: 10.3390/brainsci13050795] [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: 02/21/2023] [Revised: 03/30/2023] [Accepted: 05/10/2023] [Indexed: 05/28/2023] Open
Abstract
Dyslexia has been linked to an altered perception of metrical structures in language, but no study to date has explored the link between reading impairments and other forms of metrical thinking (e.g., proportional reasoning). In the present study, we assessed proportional reasoning in 16 dyslexic children and 16 age-matched controls from 7 to 10 years of age in order to investigate whether dyslexia might be also linked to an altered form of metrical thinking. We found that dyslexic children are less accurate in performing judgments about proportionality compared to typical peers and that reading accuracy correlates with proportional reasoning abilities for 7-8-year-old children. Overall, these findings suggest that a link exists between reading and proportional reasoning abilities. We might speculate that fostering reasoning based on the meter can facilitate reading because it permits the segmentation of words in syllables and that dyslexia can be identified early with alternative non-reading tasks such as the proportional reasoning task used in this work.
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Affiliation(s)
- Giulia Cappagli
- Unit for Visually Impaired People, Istituto Italiano di Tecnologia, 16125 Genova, Italy
| | | | | | - Monica Gori
- Unit for Visually Impaired People, Istituto Italiano di Tecnologia, 16125 Genova, Italy
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First school year tapping predicts children's third-grade literacy skills. Sci Rep 2023; 13:2298. [PMID: 36759633 PMCID: PMC9911382 DOI: 10.1038/s41598-023-29367-5] [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: 09/24/2022] [Accepted: 02/03/2023] [Indexed: 02/11/2023] Open
Abstract
Rhythmic skills have been repeatedly found to relate to children's early literacy skills. Using rhythmic tasks to predict language and reading performance seems a promising direction as they can be easily administered early as a screening test to identify at-risk children. In the present study, we measured Hungarian children's (N = 37) general cognitive abilities (working memory, non-verbal reasoning and rapid automatized naming), language and literacy skills (vocabulary, word reading, phonological awareness and spelling) and finger tapping performance in a longitudinal design in the first and third grades. We applied metronome stimuli in three tempi (80, 120, 150 bpm) using a synchronization-continuation paradigm and also measured participants' spontaneous motor tempo. While children's synchronization asynchrony was lower in third than in the first grade, with the exception of the slow-tempo trials, tapping consistency and continuation tapping success showed no development in this period. First-year tapping consistency in the slow-tempo tasks was associated with third-year reading and spelling outcomes. Our results show that the relation between tapping performance and literacy skills persists throughout the third school year, making the sensorimotor synchronization task a potentially effective instrument for predicting literacy outcomes, and a useful tool for early screening of reading difficulties.
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Jevtović M, Stoehr A, Klimovich-Gray A, Antzaka A, Martin CD. One-to-One or One Too Many? Linking Sound-to-Letter Mappings to Speech Sound Perception and Production in Early Readers. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:4507-4519. [PMID: 36332140 DOI: 10.1044/2022_jslhr-22-00131] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
PURPOSE Effects related to literacy acquisition have been observed at different levels of speech processing. This study investigated the link between orthographic knowledge and children's perception and production of specific speech sounds. METHOD Sixty Spanish-speaking second graders, differing in their phonological decoding skills, completed a speech perception and a production task. In the perception task, a behavioral adaptation of the oddball paradigm was used. Children had to detect orthographically consistent /t/, which has a unique orthographic representation (〈t〉), and inconsistent /k/, which maps onto three different graphemes (〈c〉, 〈qu〉, and 〈k〉), both appearing infrequently within a repetitive auditory sequence. In the production task, children produced these same sounds in meaningless syllables. RESULTS Perception results show that all children were faster at detecting consistent than inconsistent sounds regardless of their decoding skills. In the production task, however, the same facilitation for consistent sounds was linked to better decoding skills. CONCLUSIONS These findings demonstrate differences in speech sound processing related to literacy acquisition. Literacy acquisition may therefore affect already-formed speech sound representations. Crucially, the strength of this link in production is modulated by individual decoding skills.
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Affiliation(s)
- Mina Jevtović
- Basque Center on Cognition, Brain and Language, Donostia-San Sebastián, Spain
- University of the Basque Country, Leioa, Spain
| | - Antje Stoehr
- Basque Center on Cognition, Brain and Language, Donostia-San Sebastián, Spain
| | - Anastasia Klimovich-Gray
- Basque Center on Cognition, Brain and Language, Donostia-San Sebastián, Spain
- University of Aberdeen, United Kingdom
| | - Alexia Antzaka
- Basque Center on Cognition, Brain and Language, Donostia-San Sebastián, Spain
- Universidad Internacional de La Rioja, Logroño, Spain
| | - Clara D Martin
- Basque Center on Cognition, Brain and Language, Donostia-San Sebastián, Spain
- Basque Foundation for Science (Ikerbasque), Bilbao, Spain
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Taha J, Carioti D, Stucchi N, Chailleux M, Granocchio E, Sarti D, De Salvatore M, Guasti MT. Identifying the risk of dyslexia in bilingual children: The potential of language-dependent and language-independent tasks. Front Psychol 2022; 13:935935. [PMID: 36506974 PMCID: PMC9730291 DOI: 10.3389/fpsyg.2022.935935] [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: 05/04/2022] [Accepted: 10/18/2022] [Indexed: 11/25/2022] Open
Abstract
This study investigates the linguistic processing and non-linguistic cognitive abilities of monolingual and bilingual children with and without reading difficulties and examines the relationship between these skills and reading. There were 72 Italian-speaking children: 18 monolingual good readers (MONO-GR, Mage = 10;4), 19 monolingual poor readers (MONO-PR, Mage = 10;3), 21 bilingual good readers (BI-GR, Mage = 10;6), and 16 bilingual poor readers (BI-PR, Mage = 10;6). All bilingual children spoke Italian as their L2. Children completed a battery of standardized Italian reading tests, language-dependent tasks: nonword repetition (NWR), sentence repetition (SR), and phonological awareness (PA), and language-independent tasks: timing anticipation, beat synchronization, inhibition control, auditory reaction time, and rapid automatized naming (RAN). Poor readers scored below good readers on the language-dependent tasks, including NWR, PA, and SR. Beat synchronization was the only language-independent task sensitive to reading ability, with poor readers showing greater variability than good readers in tapping to fast rhythms. SR was the only task influenced by language experience as bilinguals underperformed monolinguals on the task. Moreover, there were weak to moderate correlations between performance on some language-dependent tasks (NWR, PA), language-independent tasks (inhibition control, RAN), and reading measures. Performance on the experimental tasks (except for RAN) was not associated with the length of exposure to Italian. The results highlight the potential of NWR, PA, SR, and beat synchronization tasks in identifying the risk of dyslexia in bilingual populations. Future research is needed to validate these findings and to establish the tasks' diagnostic accuracy.
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Affiliation(s)
- Juhayna Taha
- Department of Psychology, Università degli Studi di Milano-Bicocca, Milan, Italy,*Correspondence: Juhayna Taha,
| | - Desire Carioti
- Department of Psychology, Università degli Studi di Milano-Bicocca, Milan, Italy
| | - Natale Stucchi
- Department of Psychology, Università degli Studi di Milano-Bicocca, Milan, Italy
| | - Mathilde Chailleux
- Department of Psychology, Università degli Studi di Milano-Bicocca, Milan, Italy
| | - Elisa Granocchio
- Developmental Neurology Unit, Foundation IRCCS Neurological Institute Carlo Besta, Milan, Italy
| | - Daniela Sarti
- Developmental Neurology Unit, Foundation IRCCS Neurological Institute Carlo Besta, Milan, Italy
| | - Marinella De Salvatore
- Developmental Neurology Unit, Foundation IRCCS Neurological Institute Carlo Besta, Milan, Italy
| | - Maria Teresa Guasti
- Department of Psychology, Università degli Studi di Milano-Bicocca, Milan, Italy
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Benedetti I, Barone M, Panetti V, Taborri J, Urbani T, Zingoni A, Calabrò G. Clustering analysis of factors affecting academic career of university students with dyslexia in Italy. Sci Rep 2022; 12:9010. [PMID: 35637234 PMCID: PMC9151798 DOI: 10.1038/s41598-022-12985-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2021] [Accepted: 05/19/2022] [Indexed: 11/09/2022] Open
Abstract
This study was designed to explore learning experiences of university students with dyslexia and factors that could contribute to their success in the university career. Although, great efforts have been made to diagnose dyslexia and to mitigate its effects at primary and secondary school, little has been done at the university level in particular in the Italian context. Indeed in the university context, the availability and possibility to use of support tools, that enable the student to achieve educational success, is still not sufficiently adequate. In this paper we used bivariate association tests and cluster analysis, in order to identify the most suitable compensatory tools and support strategies that can facilitate the students' performance in higher education. The data were obtained through the voluntary participation of Italian students, enrolled in a bachelor degree course, with certified diagnosis of dyslexia. Six groups of students were identified from the cluster analysis, defining specific support tools and learning strategies for each group. Furthermore, through the creation of these six groups, it was possible to describe "profiles" that highlight the risk factors (late diagnosis) and-or protection factors (such as associations, support from friends and family) in analyzing the academic career of students with dyslexia. Therefore, starting from these data, through artificial intelligence it will be possible to identify and suggest study methodologies and create specific support tools for each student that can enable her/him to achieve educational success in her/his academic career.
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Kunchulia M, Parkosadze K, Lomidze N, Tatishvili T, Thomaschke R. Children with developmental dyslexia show an increased variable foreperiod effect. JOURNAL OF COGNITIVE PSYCHOLOGY 2022. [DOI: 10.1080/20445911.2022.2060989] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Marina Kunchulia
- Institute of Cognitive Neurosciences, Free University of Tbilisi, Tbilisi, Georgia
- Laboratory of Vision Physiology, Ivane Beritashvili Centre of Experimental Biomedicine, Tbilisi, Georgia
| | - Khatuna Parkosadze
- Institute of Cognitive Neurosciences, Free University of Tbilisi, Tbilisi, Georgia
- Laboratory of Vision Physiology, Ivane Beritashvili Centre of Experimental Biomedicine, Tbilisi, Georgia
| | - Nino Lomidze
- Department of Psychology, McLain Association for Children Georgia, Tbilisi, Georgia
| | - Tamari Tatishvili
- Faculty of Psychology and Educational Sciences, Ivane Javakhishvili Tbilisi State University, Tbilisi, Georgia
| | - Roland Thomaschke
- Department of Psychology, Time, Interaction, and Self-determination Group, at the Cognition, Action and Sustainability Unit, University of Freiburg, Freiburg, Germany
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The Role of Auditory and Visual Components in Reading Training: No Additional Effect of Synchronized Visual Cue in a Rhythm-Based Intervention for Dyslexia. APPLIED SCIENCES-BASEL 2022. [DOI: 10.3390/app12073360] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
Based on the transfer effects of music training on the phonological and reading abilities of children with dyslexia, a computerized rhythmic intervention—the Rhythmic Reading Training (RRT)—was developed, in which reading exercises are combined with a rhythmic synchronization task. This rehabilitation program was previously tested in multiple controlled clinical trials, which confirmed its effectiveness in improving the reading skills of children and adolescents with dyslexia. In order to assess the specific contribution of the visual component of the training, namely, the presence of a visual cue supporting rhythmic synchronization, a controlled experimental study was conducted. Fifty-eight students with dyslexia aged 8 to 13 years were assigned to three conditions: (a) RRT auditory and visual condition, in which a visual cue was synchronized with the rhythmic stimulation; (b) RRT auditory-only condition, in which the visual cue was excluded; (c) no intervention. Comparisons of the participants’ performance before, after, and 3 months after the end of the intervention period revealed the significant immediate and long-term effect of both RRT conditions on reading, rapid naming, phonological, rhythmic, and attentional abilities. No significant differences were found between visual and auditory conditions, therefore showing no additional contribution of the visual component to the improvements induced by the RRT. Clinical Trial ID: NCT04995991.
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Granocchio E, De Salvatore M, Bonanomi E, Sarti D. Sex-related differences in reading achievement. J Neurosci Res 2021; 101:668-678. [PMID: 34240762 DOI: 10.1002/jnr.24913] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2021] [Accepted: 06/14/2021] [Indexed: 01/11/2023]
Abstract
Over the last 40 years, ever-growing interest in sex-related differences in the human brain has led to a vast amount of literature on the subject, a small part of which relates to studies of differences in the ability to read. The data concerning typically developing children mainly come from school-based screening projects (Programme for International Student Assessment, INVALSI) and partially from the standardization of reading tests. These have revealed the existence of a gap in favor of females that primarily appears during adolescence and in situations of sociocultural disadvantage, usually explained on the basis of environmental factors such as socioeconomic status and gender-based education. Dyslexia is a neurodevelopmental disorder that is significantly more prevalent among males, a difference that neuroimaging and genetic studies have attributed to the presence of hormone-related protective factors in females, although it has been hypothesized that a different neurocognitive substrate may also be involved. However, the literature on the subject is still limited, and further studies of the interactions between genetic risk, environmental factors, and brain phenotypes are needed to clarify why females are better at performing reading tasks and less susceptible to dyslexia, regardless of their language or the educational system in the country in which they live. The aim of this mini-review was to describe the studies that have investigated sex-related differences in reading ability in both typically and atypically developing subjects.
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Affiliation(s)
- Elisa Granocchio
- Developmental Neurology Unit, Fondazione IRCCS Istituto Neurologico Carlo Besta, Milan, Italy
| | - Marinella De Salvatore
- Developmental Neurology Unit, Fondazione IRCCS Istituto Neurologico Carlo Besta, Milan, Italy
| | - Elisa Bonanomi
- Department of Psychology, University of Milano-Bicocca, Milan, Italy
| | - Daniela Sarti
- Developmental Neurology Unit, Fondazione IRCCS Istituto Neurologico Carlo Besta, Milan, Italy
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