Cognitive Predictors of Lipreading Ability in Hearing Adults

Executive functions and metacognition are two cognitive predictors with well-established connections to academic performance. Despite sharing several theoretical characteristics, their overlap or independence concerning multiple academic outcomes remain under-researched. To address this gap, the present study applies a latent-variable approach to test a novel theoretical model that delineates the structural link between executive functions, metacognition, and academic outcomes. In whole-class sessions, 469 children aged 9 to 14 years (M = 11.93; SD = 0.92) completed four computerized executive function tasks (inhibition, working memory, cognitive flexibility, and planning), a self-reported metacognitive monitoring questionnaire, and three standardized tests of academic ability. The results suggest that executive functions and metacognitive monitoring are not interchangeable in the educational context and that they have both shared and unique contributions to diverse academic outcomes. The findings are important for elucidating the role between two domain-general cognitive skills (executive functions and metacognition) and domain-specific academic skills.

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Faculty Opinions recommendation of Molecular and cognitive predictors of the continuum of autistic behaviours in fragile X.

Faculty Opinions – Post-Publication Peer Review of the Biomedical Literature ◽

10.3410/f.1068858.521798 ◽

2007 ◽

Author(s):

Ruth Nass

Keyword(s):

Fragile X ◽

Cognitive Predictors ◽

The Continuum

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Predicting On-Road Driving Skills, Fitness to Drive, and Prospective Accident Risk in Older Drivers and Drivers with Mild Cognitive Impairment: The Importance of Non-Cognitive Risk Factors

Journal of Alzheimer s Disease ◽

10.3233/jad-200943 ◽

2021 ◽

Vol 79 (1) ◽

pp. 401-414

Author(s):

Max Toepper ◽

Philipp Schulz ◽

Thomas Beblo ◽

Martin Driessen

Keyword(s):

Risk Factors ◽

Cognitive Impairment ◽

Mild Cognitive Impairment ◽

Older Drivers ◽

Accident Risk ◽

Fitness To Drive ◽

Cognitive Predictors ◽

Driving Skills ◽

Cognitive Risk ◽

Cognitive Risk Factors

Background: On-road driving behavior can be impaired in older drivers and particularly in drivers with mild cognitive impairment (MCI). Objective: To determine whether cognitive and non-cognitive risk factors for driving safety may allow an accurate and economic prediction of on-road driving skills, fitness to drive, and prospective accident risk in healthy older drivers and drivers with MCI, we examined a representative combined sample of older drivers with and without MCI (N = 74) in an observational on-road study. In particular, we examined whether non-cognitive risk factors improve predictive accuracy provided by cognitive factors alone. Methods: Multiple and logistic hierarchical regression analyses were utilized to predict different driving outcomes. In all regression models, we included cognitive predictors alone in a first step and added non-cognitive predictors in a second step. Results: Results revealed that the combination of cognitive and non-cognitive risk factors significantly predicted driving skills (R2adjusted = 0.30) and fitness to drive (81.2% accuracy) as well as the number (R2adjusted = 0.21) and occurrence (88.3% accuracy) of prospective minor at-fault accidents within the next 12 months. In all analyses, the inclusion of non-cognitive risk factors led to a significant increase of explained variance in the different outcome variables. Conclusion: Our findings suggest that a combination of the most robust cognitive and non-cognitive risk factors may allow an economic and accurate prediction of on-road driving performance and prospective accident risk in healthy older drivers and drivers with MCI. Therefore, non-cognitive risk factors appear to play an important role.

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Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties

Learning Disability Quarterly ◽

10.1177/0731948721989973 ◽

2021 ◽

pp. 073194872198997

Author(s):

Philip Capin ◽

Eunsoo Cho ◽

Jeremy Miciak ◽

Greg Roberts ◽

Sharon Vaughn

Keyword(s):

Reading Comprehension ◽

Listening Comprehension ◽

Latent Profile Analysis ◽

Word Reading ◽

Profile Analysis ◽

Fourth Grade ◽

Cognitive Profiles ◽

Cognitive Predictors ◽

Cognitive Difficulties ◽

Fourth Grade Students

This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students ( n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed.

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