Neuropsychological Profile of Intellectually Gifted Children: A Systematic Review

2021 ◽  
pp. 1-17
Author(s):  
Aurélie Bucaille ◽  
Christophe Jarry ◽  
Justine Allard ◽  
Sylvain Brochard ◽  
Sylviane Peudenier ◽  
...  
Keyword(s):  
Systematic Review ◽  
Working Memory ◽  
Cognitive Functions ◽  
Empirical Studies ◽  
Verbal Working Memory ◽  
Social Problem Solving ◽  
Gifted Children ◽  
Neuropsychological Profile ◽  
Intellectually Gifted ◽  
Visuospatial Processing

Abstract Objective: The term intellectually gifted (IG) refers to children of high intelligence, which is classically measured by the intelligence quotient (IQ). Some researchers assume that the cognitive profiles of these children are characterized by both strengths and weaknesses, compared with those of their typically developing (TD) peers of average IQ. The aim of the present systematic review was to verify this assumption, by compiling data from empirical studies of cognitive functions (language, motor skills, visuospatial processing, memory, attention and executive functions, social and emotional cognition) and academic performances. Method: The literature search yielded 658 articles, 15 of which met the selection criteria taken from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses model. We undertook a qualitative summary, to highlight any discrepancies between cognitive functions. Results: IG children exhibited better skills than TD children in a number of domains, including attention, language, mathematics, verbal working memory, shifting, and social problem solving. However, the two groups had comparable skills in visuospatial processing, memory, planning, inhibition, and visual working memory, or facial recognition. Conclusion: Although IG children may have some strengths, many studies have failed to find differences between this population and their TD peers on many other cognitive measures. Just like any other children, they can display learning disabilities, which can be responsible for academic underachievement. Further studies are needed to better understand this heterogeneity. The present review provides pointers for overcoming methodological problems and opens up new avenues for giftedness research.

scholarly journals Neuropsychology and malnutrition: a study with 7 to 10 years-old children in a poor community

2007 ◽  
Vol 7 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Mônica C. Miranda ◽  
Fernando J. Nóbrega ◽  
Kazue Sato ◽  
Sabine Pompéia ◽  
Elaine G. Sinnes ◽  
...  
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Cognitive Functions ◽  
Maternal Mental Health ◽  
Average Birth Weight ◽  
Term Memory ◽  
Malnourished Children ◽  
Visual Spatial ◽  
Neuropsychological Profile ◽  
Prenatal Malnutrition

OBJECTIVES: to compare the neuropsychological profile of eutrophic, stunted and chronically malnourished children, and to analyse the role of socio-economic factors on the cognitive development. METHODS: seven to 10 year-old girls and boys from a poor community in São Paulo were evaluated: 27 eutrophyc, 31 stunted and 15 chronically malnourished. Neuropsychological evaluation involved cognitive functions not fully assessed in this population, such as working, declarative and non-declarative memories, attention and executive functions. Socio-economic indicators, maternal mental health and the children's behaviour at school were also evaluated. RESULTS: malnourished children had a lower score on the vocabulary test than the eutrophic and stunted groups (p s<0.05), performed worse in the visuospatial working memory task (p = 0.01), were more anxious than the stunted (p = 0.006), and despite having lower average birth weight than eutrophic children (p = 0.01), only two children as had prenatal malnutrition. Stunted children exhibited no impairment. No differences in socio-economic variables were found among groups. CONCLUSIONS: chronic malnutrition was associated to impairment of expressive speech, visual-spatial short-term memory and increased anxiety. No effects were observed in intellectual abilities, executive functions, verbal working memory, long-term memory, nor in visuoconstructive function. Preservation of the latter cognitive functions can be attributed to adequate environmental conditions and the lack of overall prenatal malnutrition.

When Number Processing and Calculation is Not Your Cup of Tea

2014 ◽  
Author(s):  
Marie-Pascale Noël
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Brain Damage ◽  
Cognitive Functions ◽  
Developmental Disorders ◽  
Numerical Cognition ◽  
Number Processing ◽  
Cognitive Domains ◽  
Visuospatial Processing ◽  
Shed Light

This section of this volume deals with the study of numerical impairment occurring either after brain damage (i.e., acquired acalculia) or during development without any known brain damage (i.e., dyscalculia). The chapters in this section will report the research aiming at characterizing those difficulties. The study of atypical number processing and calculation in acalculia has contributed importantly to the understanding of how our brain is structured to process number and to calculate. The study of dyscalculia has shed light on the numerical bases for arithmetic learning. This research has also helped us in determining how other cognitive functions such as working memory, visuospatial processing, or phonological awareness have an impact on numerical cognition. These relations between different cognitive domains could partly explain the co-morbidities that are often observed in developmental disorders. Finally, this section also reviews the few attempts that have been made to enhance those numerical capacities.

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.

Sex differences in verbal working memory: A systematic review and meta-analysis.

2021 ◽  
Vol 147 (4) ◽  
pp. 352-398
Author(s):  
Daniel Voyer ◽  
Jean Saint Aubin ◽  
Katelyn Altman ◽  
Genevieve Gallant
Keyword(s):  
Systematic Review ◽  
Working Memory ◽  
Sex Differences ◽  
Meta Analysis ◽  
Verbal Working Memory

scholarly journals Selective deficits in verbal working memory associated with a known genetic etiology: The neuropsychological profile of Duchenne muscular dystrophy

2001 ◽  
Vol 7 (1) ◽  
pp. 45-54 ◽  
Author(s):  
VERONICA J. HINTON ◽  
DARRYL C. DE VIVO ◽  
NANCY E. NEREO ◽  
EDWARD GOLDSTEIN ◽  
YAAKOV STERN
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Duchenne Muscular Dystrophy ◽  
Muscular Dystrophy ◽  
Digit Span ◽  
Verbal Working Memory ◽  
Genetic Mutation ◽  
Long Term Memory ◽  
Auditory Comprehension ◽  
Neuropsychological Profile

Forty-one boys diagnosed with Duchenne muscular dystrophy (DMD) were each compared to an unaffected sibling on a battery of neuropsychological tests. Verbal, visuospatial, attention/memory, abstract thinking, and academic achievement skills were tested. Results indicated the boys with DMD performed similarly to their siblings on the majority of measures, indicating intact verbal, visuospatial, long-term memory, and abstract skills. However, the DMD group did significantly more poorly than their siblings on specific measures of story recall, digit span, and auditory comprehension, as well as in all areas of academic achievement (reading, writing, and math). This profile indicates that verbal working memory skills are selectively impaired in DMD, and that that likely contributes to limited academic achievement. The association between the known impact of the genetic mutation on the development of the central nervous system and boys' cognitive profile is discussed. (JINS, 2001, 7, 45–54.)

scholarly journals Working memory intervention programs for adults: A systematic review

2010 ◽  
Vol 4 (3) ◽  
pp. 222-231 ◽  
Author(s):  
Tânia Maria Netto ◽  
Denise Vieira Greca ◽  
Nicolle Zimmermann ◽  
Camila Oliveira ◽  
Rochele Paz Fonseca ◽  
...  
Keyword(s):  
Systematic Review ◽  
Working Memory ◽  
Case Reports ◽  
Empirical Studies ◽  
Evaluation Study ◽  
Intervention Programs ◽  
Future Research ◽  
Neurologically Impaired ◽  
Healthy Elderly ◽  
And Training

Abstract This systematic review aimed to identify the designs, procedures, and results of empirical studies that performed neuropsychological interventions on WM in adults. Methods: A PubMed and LILACS literature search was conducted using the keywords working memory AND (training OR rehabilitation OR intervention) AND adult. Results: Of the seven studies found, three were randomized controlled trials, two were case reports, one was a clinical trial, and one was an evaluation study. With regard to the type of programs and samples, three studies employed global programs with healthy elderly adults and four employed specific programs for samples with neurologically-impaired adults. Conclusions: The effectiveness of the WM intervention programs was more evident in studies that employed specific methods of rehabilitation for samples with neurological disorders than in those based on global programs with healthy adults. There is a need for more empirical studies to verify the effectiveness of WM intervention programs in order to provide adequate guidance for clinical neuropsychologists and future research.

scholarly journals Explaining the high working memory capacity of gifted children: 
 Contributions of processing skills and executive control

2018 ◽  
Author(s):  
Alexandre Aubry ◽  
Corentin Gonthier ◽  
Béatrice Bourdin
Keyword(s):  
Working Memory ◽  
Executive Control ◽  
Memory Performance ◽  
Working Memory Capacity ◽  
Critical Role ◽  
Memory Task ◽  
Memory Capacity ◽  
Gifted Children ◽  
Executive Attention ◽  
Intellectually Gifted

Intellectually gifted children tend to demonstrate especially high working memory capacity, an ability that holds a critical role in intellectual functioning. What could explain the differences in working memory performance between intellectually gifted and non-gifted children? We investigated this issue by measuring working memory capacity with complex spans in a sample of 55 gifted and 55 nongifted children. Based on prior studies, we expected the higher working memory capacity of intellectually gifted children to be driven by more effective executive control, as measured with the Attention Network Test. The findings confirmed that intellectually gifted children had higher working memory capacity than typical children, as well as more effective executive attention. Surprisingly, however, working memory differences between groups were not mediated by differences in executive attention. Instead, differences in processing time in the working memory task contributed to the high working memory capacity of gifted children.

What Does It Take to Search Organized? The Cognitive Correlates of Search Organization During Cancellation After Stroke

2017 ◽  
Vol 24 (5) ◽  
pp. 424-436 ◽  
Author(s):  
Antonia F. Ten Brink ◽  
Johanna M.A. Visser-Meily ◽  
Tanja C.W. Nijboer
Keyword(s):  
Working Memory ◽  
Executive Functioning ◽  
Neuropsychological Assessment ◽  
Cognitive Functions ◽  
Verbal Memory ◽  
Digit Span ◽  
Verbal Working Memory ◽  
Auditory Memory ◽  
Stroke Patients ◽  
Cognitive Domains

AbstractObjectives: Stroke could lead to deficits in organization of visual search. Cancellation tests are frequently used in standard neuropsychological assessment and appear suitable to measure search organization. The current aim was to evaluate which cognitive functions are associated with cancellation organization measures after stroke. Methods: Stroke patients admitted to inpatient rehabilitation were included in this retrospective study. We performed exploratory factor analyses to explore cognitive domains. A digital shape cancellation test (SC) was administered, and measures of search organization (intersections rate and best r) were computed. The following cognitive functions were measured by neuropsychological testing: neglect (SC, line bisection; LB, Catherine Bergego Scale; CBS, and Balloons Test), visuospatial perception and construction (Rey Complex Figure Test, RCFT), psychomotor speed (Trail Making Test; TMT-A), executive functioning/working memory (TMT-B), spatial planning (Tower Test), rule learning (Brixton Test), short-term auditory memory (Digit Span Forward; DSF), and verbal working memory (Digit Span Backward; DSB). Results: In total, 439 stroke patients were included in our analyses. Four clusters were separated: “Executive functioning” (TMT-A, TMT-B, Brixton Test, and Tower Test), “Verbal memory” (DSF and DSB), “Search organization” (intersections rate and best r), and “Neglect” (CBS, RCFT copy, Balloons Test, SC, and LB). Conclusions: Search organization during cancellation, as measured with intersections rate and best r, seems a distinct cognitive construct compared to existing cognitive domains that are tested during neuropsychological assessment. Administering cancellation tests and analyzing measures of search organization could provide useful additional insights into the visuospatial processes of stroke patients. (JINS, 2018, 24, 424–436)

scholarly journals Cognitive Processes Underlying Reading Improvement during a Rhythm-Based Intervention. A Small-Scale Investigation of Italian Children with Dyslexia

Children ◽  
2019 ◽  
Vol 6 (8) ◽  
pp. 91 ◽  
Author(s):  
Cancer ◽  
Stievano ◽  
Pace ◽  
Colombo ◽  
Antonietti
Keyword(s):  
Working Memory ◽  
Auditory Processing ◽  
Cognitive Abilities ◽  
Reading Speed ◽  
Experimental Studies ◽  
Verbal Working Memory ◽  
Small Scale ◽  
Neuropsychological Profile ◽  
Novel Approach ◽  
Italian Children

Music and rhythm-based training programs to improve reading are a novel approach to treatment of developmental dyslexia and have attracted the attention of trainers and researchers. Experimental studies demonstrating poor basic auditory processing abilities in individuals with dyslexia suggest they should be effective. On this basis, the efficacy of a novel rhythm-based intervention, Rhythmic Reading Training (RRT), was recently investigated and found to improve reading skills in Italian children with dyslexia, but its mode of action remains somewhat unclear. In this study, 19 children and preadolescents with dyslexia received 20 sessions of RRT over 10 weeks. Gains in a set of reading-related cognitive abilities—verbal working memory, auditory, and visual attention, and rhythm processing—were measured, along with reading outcomes. Analysis of the specific contribution of cognitive subprocesses to the primary effect of RRT highlighted that reading speed improvement during the intervention was related to rhythm and auditory discrimination abilities as well as verbal working memory. The relationships among specific reading parameters and the neuropsychological profile of participants are discussed.

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