scholarly journals Unique and overlapping contributions of sustained attention and working memory to parent and teacher ratings of inattentive behavior

2022 ◽  
pp. 1-23
Author(s):  
Eadaoin J. Slattery ◽  
Patrick Ryan ◽  
Donal G. Fortune ◽  
Laura P. McAvinue
Keyword(s):  
Working Memory ◽  
Sustained Attention ◽  
Teacher Ratings ◽  
Parent And Teacher Ratings

scholarly journals C-57 Prematurity and Perinatal Insult: Examining the relationships between parent and teacher ratings of executive functioning and academic readiness

2019 ◽  
Vol 34 (6) ◽  
pp. 1086-1086
Author(s):  
C Gore ◽  
D Hill ◽  
S Lee
Keyword(s):  
Working Memory ◽  
Executive Functioning ◽  
School Readiness ◽  
Teacher Ratings ◽  
Academic Readiness ◽  
Emotional Control ◽  
Academic Problems ◽  
History Of ◽  
Reading Measures ◽  
Parent And Teacher Ratings

Abstract Objective Extremely preterm children and those with a history of perinatal insult (e.g., hemorrhage, hypoxic-ischemic injury) show higher rates of cognitive and academic problems, including executive functioning (EF). EF becomes increasingly important in elementary school as curriculum demands increase. The current study examines the relationship between parent- and teacher-reported EF and early academic performance in this population at school-age. Method This study reviewed retrospective neuropsychological evaluations in a sample of 135 patients (ages 3:9-10:5 years, M = 5.8) from an outpatient neurodevelopmental follow-up program for children with perinatal complication. Parent and teacher measures included: Behavior Assessment Scale for Children (BASC-2, 3) and Behavioral Rating Inventory of Executive Functioning (BRIEF, P, 2). Standardized child measures included: Bracken School Readiness (BBCS-III), and subtests from Wechsler Individual Achievement Test (WIAT-III) and Comprehensive Test of Phonological Processing (CTOPP-2). Results BRIEF parent ratings of working memory (p = 0.34) and emotional control (p = .025) were negatively correlated with school readiness. BRIEF teacher inhibition and working memory ratings were negatively correlated with math performance (p = .004 to p = .044), as well as rapid naming (p = .002 to p = .047) and school readiness (p = .048). BRIEF teacher ratings of planning/organization (p = .027), shifting (p = .024), and emotional control (p = .010) were negatively correlated with pre-reading measures. A 95% confidence interval was used. Conclusions Parent and teacher ratings of EF were significantly correlated with measures of academic readiness, early math skill, and pre-reading measures in this sample of children with a history of perinatal complications. Caregiver ratings can be useful in identifying children at-risk for academic problems upon school entry and requiring further neuropsychological evaluation.

Does the d2 Test of Attention only assess sustained attention? Evidence of working memory processes involved

2022 ◽  
pp. 1-9
Author(s):  
Leandro da Silva-Sauer ◽  
Ricardo Basso Garcia ◽  
Alan Ehrich de Moura ◽  
Bernardino Fernández-Calvo
Keyword(s):  
Working Memory ◽  
Sustained Attention ◽  
Memory Processes

In search of lost time: cognitive and arginine metabolic correlates of temporal dysfunction in the MIA rat model of schizophrenia risk

2021 ◽  
Author(s):  
Ashley Deane ◽  
Ping Liu ◽  
Reza Shoorangiz ◽  
Yu Jing ◽  
Ryan Ward
Keyword(s):  
Working Memory ◽  
Liquid Chromatography ◽  
Sustained Attention ◽  
Rat Model ◽  
High Performance ◽  
Working Memory Capacity ◽  
Preliminary Evidence ◽  
Late Gestation ◽  
Temporal Perception ◽  
Functional Consequences

Abnormal temporal perception is a hallmark characteristic of schizophrenia associated with cognitive impairment, however the relationship between these functions is yet to be characterised within translational models. Using the maternal immune activation (MIA) rat model, this study investigated the contribution of sustained attention and working memory capacity to temporal perception impairments via operant paradigms. In addition, we also investigated the involvement of L-arginine metabolites in timing and cognition via high performance liquid chromatography and liquid chromatography/mass spectrometry. Principally, we identified that underestimation of interval durations (2-8 s) in MIA rats was related to attentional capacity. MIA rats were found to exhibit impaired working memory maintenance, however this was not related to temporal perception. In addition, we identified evidence of MIA impacting PFC L-arginine metabolites, L-citrulline and putrescine, which both correlated with working memory maintenance impairments. MIA also appeared to produce discrete differences in glutamate levels depending on whether inflammation was incited early or late in gestation (gestation day 10/18). Following late gestation MIA exposure, higher glutamate levels in PFC corresponded with poorer sustained attention capacity. These findings represent the first direct identification of a timing-attention relationship within rodents, and provide clues regarding the potential involvement of elevated dopamine in timing-cognition pathology in schizophrenia. Moreover, we present preliminary evidence that changes in L-arginine metabolism have functional consequences for cognition. These outcomes commend the MIA rat model as a tool for potential future investigations exploring the biological instantiation of timing deficits.

Sex Differences in the Meaning of Parent and Teacher Ratings of ADHD Behaviors: An Observational Study

2017 ◽  
Vol 24 (13) ◽  
pp. 1847-1856 ◽  
Author(s):  
Brenda J. Meyer ◽  
Jim Stevenson ◽  
Edmund J. S. Sonuga-Barke
Keyword(s):  
Sex Differences ◽  
Observational Study ◽  
Secondary Analysis ◽  
Population Based ◽  
Teacher Ratings ◽  
Older Children ◽  
Males And Females ◽  
Parent And Teacher Ratings

Objective: To test explanations for the underrecognition of female ADHD by examining differences in adult ratings of boys and girls matched for levels of directly observed ADHD behaviors. Method: In a secondary analysis of a population-based sample, 3- to 4-year-olds ( n = 153, 79 male) and 8- to 9-year-olds ( n = 144, 75 male) were grouped according to levels of directly observed ADHD behaviors (low/moderate/high). Groups were then compared with parent/teacher ADHD ratings. Results: There were no sex differences in levels of directly observed ADHD behaviors within groups. For preschoolers, parents’ ratings of males, but not females, significantly increased across groups—mirroring levels of observed behaviors. For older children, both parent and teacher mean ratings were significantly higher for males than females across groups. Conclusion: Identified differences in adult ratings of males and females matched for directly observed behaviors may contribute to understanding the substantial ADHD underrecognition in females.

scholarly journals Education did not interact with major depression on performance of memory tests in acute southern Brazilian in patients

2007 ◽  
Vol 1 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Analuiza Camozzato ◽  
Marcelo Pio de Almeida Fleck ◽  
Vera Delgado ◽  
Marcia Lorena Fagundes Chaves
Keyword(s):  
Working Memory ◽  
Major Depression ◽  
Sustained Attention ◽  
Rating Scale ◽  
Memory Performance ◽  
Remote Memory ◽  
Independent Effect ◽  
Psychoactive Drugs ◽  
Memory Tests ◽  
Cognitive Memory

Abstract The relationship of cognitive function to depression in older adults has become a topic of extensive clinical interest and research. Objective: To analyze association between cognitive/memory performance, Major Depression, and education in 206 inpatients from the Psychiatry and Internal Medicine Departments. Methods: Patients were evaluated by the Mini Mental State Examination, a battery of memory tests, and the MontgomeryÅsberg Depression Rating Scale. Depression patients comprised 45 severe and 42 mild/moderate, according to the Montgomery-Asberg scale. The effect of psychoactive drugs was recorded (30% drug-free). Education was measured in years. Cognitive/memory tests assessed five domains: general mental functioning, attention, sustained attention/working memory, learning memory (verbal), and remote memory. An index for memory impairment was created (positivity: 50% of tests below cutoff). Results: The chief effect on worse performance was Major Depression for the domains (age and education adjusted) of attention, learning, remote memory, and general functioning. For the domain "sustained attention and working memory", only severely depressed patients differed from the medical controls (p=.008). Education showed an independent effect on test performances. No interaction between depression and educational status was observed. We also observed an independent effect of psychoactive drugs on some cognitive/ memory domains. Logistic Regression showed Major Depression as the main risk for cognitive impairment. Conclusions: These data demonstrated association of Major Depression with impaired cognitive performance independent of educational attainment or psychiatric medications.

Sign in / Sign up

Export Citation Format

Share Document