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

2010 ◽  
Vol 16 (3) ◽  
pp. 517-525 ◽  
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.)

scholarly journals Social Skills Intervention Participation and Associated Improvements in Executive Function Performance

2017 ◽  
Vol 2017 ◽  
pp. 1-13 ◽  
Author(s):  
Shawn E. Christ ◽  
Janine P. Stichter ◽  
Karen V. O’Connor ◽  
Kimberly Bodner ◽  
Amanda J. Moffitt ◽  
...  
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Social Competence ◽  
Spatial Working Memory ◽  
Neurodevelopmental Disorder ◽  
Memory Task ◽  
Verbal Working Memory ◽  
Autism Spectrum ◽  
Mixing Costs ◽  
Adolescents With Asd

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social communication. It has been postulated that such difficulties are related to disruptions in underlying cognitive processes such as executive function. The present study examined potential changes in executive function performance associated with participation in the Social Competence Intervention (SCI) program, a short-term intervention designed to improve social competence in adolescents with ASD. Laboratory behavioral performance measures were used to separately evaluate potential intervention-related changes in individual executive function component processes (i.e., working memory, inhibitory control, and cognitive flexibility) in a sample of 22 adolescents with ASD both before and after intervention. For comparison purposes, a demographically matched sample of 14 individuals without ASD was assessed at identical time intervals. Intervention-related improvements were observed on the working memory task, with gains evident in spatial working memory and, to a slightly lesser degree, verbal working memory. Significant improvements were also found for a working memory-related aspect of the task switching test (i.e., mixing costs). Taken together, these findings provide preliminary support for the hypothesis that participation in the SCI program is accompanied by changes in underlying neurocognitive processes such as working memory.

scholarly journals Attentional and executive functions in children and adolescents with developmental coordination disorder and the influence of comorbid disorders: A systematic review of the literature

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0252043
Author(s):  
Catherine Lachambre ◽  
Mélodie Proteau-Lemieux ◽  
Jean-François Lepage ◽  
Eve-Line Bussières ◽  
Sarah Lippé
Keyword(s):  
Systematic Review ◽  
Working Memory ◽  
Executive Functions ◽  
Developmental Coordination Disorder ◽  
Neurodevelopmental Disorder ◽  
Verbal Working Memory ◽  
Therapeutic Interventions ◽  
Comorbid Disorders ◽  
Review Of The Literature ◽  
Coordination Disorder

Developmental coordination disorder (DCD) is a neurodevelopmental disorder affecting primarily motor skills, but attentional and executive impairments are common in affected individuals. Moreover, the presence of neurodevelopmental comorbidities is frequent in this population, which certainly influences the cognitive profile of the children concerned. Previous studies have reported deficits in visuospatial/nonverbal and planning tasks. This systematic review of the literature aims to determine if impairments can be found in other attentional and executive functions as well. The type of cognitive tasks, the tasks’ modality (verbal/nonverbal), and the influence of comorbid disorders on attentional and executive profiles are systematically considered. Forty-one studies were identified through the PubMed/Medline and PsycINFO databases according to pre-established eligibility criteria. The results reveal weaknesses in inhibitory control, working memory, planning, nonverbal fluency, and general executive functioning in children with DCD. The presence of comorbid disorders seemingly contributes to the verbal working memory difficulties findings. This review contributes to a better understanding of the cognitive impairments in DCD and of the needs of children with this disorder, allowing to optimize practitioners’ therapeutic interventions.

scholarly journals Altered frontal-parietal functioning during verbal working memory in children and adolescents with heavy prenatal alcohol exposure

2009 ◽  
Vol 30 (10) ◽  
pp. 3200-3208 ◽  
Author(s):  
Elizabeth D. O'Hare ◽  
Lisa H. Lu ◽  
Suzanne M. Houston ◽  
Susan Y. Bookheimer ◽  
Sarah N. Mattson ◽  
...  
Keyword(s):  
Working Memory ◽  
Children And Adolescents ◽  
Prenatal Alcohol Exposure ◽  
Alcohol Exposure ◽  
Verbal Working Memory ◽  
Prenatal Alcohol

scholarly journals Impact of birth complication and early medical illness on cognitive abilities and academic attainment of children and adolescents

2013 ◽  
Vol 22 (2) ◽  
pp. 109-117
Author(s):  
Mst Afroza Parvin ◽  
Shaheen Islam
Keyword(s):  
Working Memory ◽  
Children And Adolescents ◽  
Cognitive Abilities ◽  
Verbal Working Memory ◽  
Academic Attainment ◽  
Medical Illness ◽  
Early Screening ◽  
Developmental Factors ◽  
Birth Complication ◽  
Significant Difference

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)

scholarly journals Neural dynamics of verbal working memory processing in children and adolescents

NeuroImage ◽  
2019 ◽  
Vol 185 ◽  
pp. 191-197 ◽  
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

scholarly journals Brain connectivity during verbal working memory in children and adolescents

2012 ◽  
Vol 35 (2) ◽  
pp. 698-711 ◽  
Author(s):  
Gerbrich E. van den Bosch ◽  
Hanan El Marroun ◽  
Marcus N. Schmidt ◽  
Dick Tibboel ◽  
Dara S. Manoach ◽  
...  
Keyword(s):  
Working Memory ◽  
Children And Adolescents ◽  
Brain Connectivity ◽  
Verbal Working Memory

The relationship between listening comprehension of text and sentences in preschoolers: Specific or mediated by lower and higher level components?

2011 ◽  
Vol 34 (2) ◽  
pp. 395-415 ◽  
Author(s):  
ELENA FLORIT ◽  
MAJA ROCH ◽  
M. CHIARA LEVORATO
Keyword(s):  
Working Memory ◽  
Text Comprehension ◽  
Listening Comprehension ◽  
Sentence Comprehension ◽  
Verbal Working Memory ◽  
Word Knowledge ◽  
Not Given ◽  
Linguistic Context ◽  
The Relationship

ABSTRACTTwo studies explored the relation between listening comprehension of text and listening comprehension of sentences in preschoolers aged 4 to 5 years, 11 months. The first study analyzed this relationship taking into account the role of lower level components, namely, word knowledge and verbal working memory, as possible mediators. These components specifically accounted for listening text comprehension, whereas sentence comprehension did not. Given that sentences forming a text are not processed in isolation but in context, the second study explored the role of the ability to use linguistic context, a higher level component, in listening comprehension of text and sentences. Listening sentence comprehension was facilitated by the use of context, which accounted for individual differences in listening text comprehension. Overall, results showed that listening text comprehension is related to lower level as well as higher level components, whereas listening sentence comprehension does not play a specific role.

Sign in / Sign up

Export Citation Format

Share Document