Brain connectivity during verbal working memory in children and adolescents

The study focused on birth complication and early medical illness as detrimental developmental factors having adverse impact on children and adolescents’ cognitive abilities and academic attainment. To assess cognitive abilities Wechsler Intelligence Scale for Children - Fourth edition (WISC-IV) was administered on 44 (26 boys, 18 girls) students of primary and secondary level schools of Dhaka city. The performance of last two consecutive school examinations was taken as a measure of academic attainment. The results revealed that higher percentages of students who had serious medical illness during early childhood demonstrated poor academic attainment. It has also revealed significant difference in students’ working memory as well as verbal working memory in terms of academic achievements and serious medical illness during childhood. The results of this study have implications for early screening of children with developmental risk factors for early identification of possible poor cognitive abilities and poor academic attainment. Dhaka Univ. J. Biol. Sci. 22(2): 109-117, 2013 (July)

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Neural dynamics of verbal working memory processing in children and adolescents

NeuroImage ◽

10.1016/j.neuroimage.2018.10.038 ◽

2019 ◽

Vol 185 ◽

pp. 191-197 ◽

Cited By ~ 8

Author(s):

Christine M. Embury ◽

Alex I. Wiesman ◽

Amy L. Proskovec ◽

Mackenzie S. Mills ◽

Elizabeth Heinrichs-Graham ◽

...

Keyword(s):

Working Memory ◽

Children And Adolescents ◽

Verbal Working Memory ◽

Neural Dynamics ◽

Memory Processing

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A meta-analysis on verbal working memory in children and adolescents with ADHD

The Clinical Neuropsychologist ◽

10.1080/13854046.2019.1604998 ◽

2019 ◽

Vol 34 (5) ◽

pp. 873-898 ◽

Cited By ~ 1

Author(s):

Ari Alex Ramos ◽

Amer Cavalheiro Hamdan ◽

Liana Machado

Keyword(s):

Working Memory ◽

Children And Adolescents ◽

Meta Analysis ◽

Verbal Working Memory

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Intrinsic brain indices of verbal working memory capacity in children and adolescents

Developmental Cognitive Neuroscience ◽

10.1016/j.dcn.2015.07.007 ◽

2015 ◽

Vol 15 ◽

pp. 67-82 ◽

Cited By ~ 27

Author(s):

Zhen Yang ◽

Devika R. Jutagir ◽

Maki S. Koyama ◽

R. Cameron Craddock ◽

Chao-Gan Yan ◽

...

Keyword(s):

Working Memory ◽

Children And Adolescents ◽

Working Memory Capacity ◽

Verbal Working Memory ◽

Memory Capacity

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Effects of reading goals on reading comprehension, reading rate, and allocation of working memory in children and adolescents with spina bifida meningomyelocele

Journal of the International Neuropsychological Society ◽

10.1017/s1355617710000123 ◽

2010 ◽

Vol 16 (3) ◽

pp. 517-525 ◽

Cited By ~ 7

Author(s):

LIANNE ENGLISH ◽

MARCIA A. BARNES ◽

JACK M. FLETCHER ◽

MAUREEN DENNIS ◽

KIMBERLY P. RAGHUBAR

Keyword(s):

Working Memory ◽

Spina Bifida ◽

Children And Adolescents ◽

Text Comprehension ◽

Neurodevelopmental Disorder ◽

Verbal Working Memory ◽

Cognitive Effort ◽

Specific Information ◽

Word Decoding ◽

Spina Bifida Meningomyelocele

AbstractSpina bifida meningomyelocele (SBM) is a neurodevelopmental disorder associated with intact word decoding and deficient text and discourse comprehension. This study investigated the ability to adjust reading in accordance with specified reading goals in 79 children and adolescents with SBM (9–19 years of age) and 39 controls (8–17 years of age). Both groups demonstrated slower reading times and enhanced comprehension when reading to study or to come up with a title than when reading for specific information or for entertainment. For both groups, verbal working memory contributed to comprehension performance in those reading conditions hypothesized to require more cognitive effort. Despite their sensitivity to the goals of reading, the group with SBM answered fewer comprehension questions correctly across all reading goal conditions. The results are discussed in relation to the hypothesized cognitive underpinnings of comprehension deficits in SBM and to current models of text comprehension. (JINS, 2010, 16, 517–525.)

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Basic numerical processing, calculation, and working memory in children with dyscalculia and/or ADHD symptoms

Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie ◽

10.1024/1422-4917/a000450 ◽

2016 ◽

Vol 44 (5) ◽

pp. 365-375 ◽

Cited By ~ 9

Author(s):

Jörg-Tobias Kuhn ◽

Elena Ise ◽

Julia Raddatz ◽

Christin Schwenk ◽

Christian Dobel

Keyword(s):

Working Memory ◽

Processing Speed ◽

Verbal Working Memory ◽

Typically Developing ◽

Cognitive Profiles ◽

Adhd Symptoms ◽

Memory Processing ◽

Numerical Processing ◽

Hyperactivity Disorder ◽

Neurocognitive Measures

Abstract. Objective: Deficits in basic numerical skills, calculation, and working memory have been found in children with developmental dyscalculia (DD) as well as children with attention-deficit/hyperactivity disorder (ADHD). This paper investigates cognitive profiles of children with DD and/or ADHD symptoms (AS) in a double dissociation design to obtain a better understanding of the comorbidity of DD and ADHD. Method: Children with DD-only (N = 33), AS-only (N = 16), comorbid DD+AS (N = 20), and typically developing controls (TD, N = 40) were assessed on measures of basic numerical processing, calculation, working memory, processing speed, and neurocognitive measures of attention. Results: Children with DD (DD, DD+AS) showed deficits in all basic numerical skills, calculation, working memory, and sustained attention. Children with AS (AS, DD+AS) displayed more selective difficulties in dot enumeration, subtraction, verbal working memory, and processing speed. Also, they generally performed more poorly in neurocognitive measures of attention, especially alertness. Children with DD+AS mostly showed an additive combination of the deficits associated with DD-only and A_Sonly, except for subtraction tasks, in which they were less impaired than expected. Conclusions: DD and AS appear to be related to largely distinct patterns of cognitive deficits, which are present in combination in children with DD+AS. 

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