scholarly journals A-235 Construct validity of the National Institutes of Health Toolbox- Cognition Battery (NIHTB-CB) in children and adolescents with cerebral cavernous malformation, type 1 (CCM-1) and their non-affected relatives

2020 ◽  
Vol 35 (6) ◽  
pp. 1030-1030
Author(s):  
Petranovich C ◽  
Wilson K ◽  
Gill D ◽  
Morrison L ◽  
Hart B ◽  
...  
Keyword(s):  
Working Memory ◽  
Construct Validity ◽  
Children And Adolescents ◽  
Oral Reading ◽  
Processing Speed ◽  
Convergent Validity ◽  
Word Reading ◽  
Digit Span ◽  
Memory Processing ◽  
Wide Range

Abstract Objective This study assessed the convergent validity of the NIHTB-CB in a sample of children and adolescents with CCM-1 and non-affected relatives. Method Twenty-two participants with CCM-1 and 7 non-affected relatives completed the NIHTB-CB and traditional neuropsychological measures. The following domains were assessed: memory (NIHTB-CB Picture Sequencing Memory and Child and Adolescent Memory Profile- Screening Index), word reading (NIHTB-CB Oral Reading and Wide Range Achievement Test-4th Word Reading [WRAT-4 WR]),processing speed (NIHTB-CB Pattern Comparison and Symbol Digit Modalities Test), and attention/working memory (NIHTB-CB List Sorting and Digit Span). Results The non-affected group scored higher than the CCM-1 group on WRAT-4 WR (t = 2.68, p = .02) and NIHTB-CB Oral Reading (t = 2.18, p = .05). The groups did not differ on the other measures (p > .05). Pearson’s correlations ranged from .45 for memory to .81 for word reading, demonstrating adequate construct validity for memory, processing speed, and attention/working memory and good to very good for word reading. The NIHTB-CB was more likely to identify participants as impaired for memory (17.2% vs 6.9%) and processing speed (62.1% vs. 3.4%). The traditional attention/working memory measure was more likely to identify participants as impaired (27.6% vs 3.4%). Impairment rates were similar for the word reading measures. Conclusions Of the domains considered, convergent validity was best established for word reading. Although correlations were adequate, rates of impairment differed for memory, processing speed, and attention/working memory, suggesting that caution is warranted when comparing the NIHTB-CB to traditional measures in these areas.

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

2016 ◽  
Vol 44 (5) ◽  
pp. 365-375 ◽  
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.


Cognitive Correlates of Math Performance in School-Aged Children with Sickle Cell Disease and Silent Cerebral Infarcts

2020 ◽  
Author(s):  
Rachel K Peterson ◽  
Suzan Williams ◽  
Laura Janzen
Keyword(s):  
Working Memory ◽  
Processing Speed ◽  
Performance Test ◽  
Digit Span ◽  
Continuous Performance Test ◽  
Continuous Performance ◽  
Parent Ratings ◽  
Cell Disease ◽  
Math Fluency ◽  
Math Difficulties

Abstract Objective Attention, processing speed, executive functioning, and math difficulties are common in youth with sickle cell disease (SCD) with silent cerebral infarcts (SCI). This study investigated the cognitive underpinnings of math difficulties in children with SCD and SCI. Method Youth (n = 68) with SCD and SCI completed measures of attention [Digit Span forward (DSF); Conners Continuous Performance Test-Third Edition/Kiddie Conners Continuous Performance Test-Second Edition (CPT-3/KCPT-2)]; working memory [Wechsler Intelligence Scales (WPPSI-IV, WISC-IV, WISC-V, WAIS-IV), Working Memory Index (WMI), Digit Span backwards (DSB)]; processing speed [WPPSI-IV, WISC-IV, WISC-V, WAIS-IV Processing Speed Index (PSI)]; math reasoning [Wechsler Individual Achievement Test-Third Edition (WIAT-III) Mathematics composite (MC)]; and math fluency [WIAT-III Math Fluency composite (MF)] as part of a clinical neuropsychological evaluation. Parent ratings of attention and executive functioning were obtained [Behavior Assessment System for Children-Third Edition (BASC-3), Behavior Rating Inventory of Executive Function (BRIEF)]. Results MC was positively correlated with WMI (r = 0.59, p = 0.00), PSI (r = 0.40, p < 0.001), DSF (r = 0.29, p = 0.03), DSB (r = 0.47, p < 0.001), and MF (r = 0.71, p < 0.001). Correlations between MC, sustained attention, and parent ratings were nonsignificant. The linear regression model using correlated variables was significant [F(4,51) = 8.29, R2 = 0.39, p < 0.001]. WMI was the only significant variable within the model (p = 0.02). Conclusions Working memory deficits account for significant variance in untimed mathematical performance in this population—consistent with other populations with white matter dysfunction. Interventions targeting both mathematics and working memory may be beneficial.

scholarly journals The Reliability and Validity of the Action Fluency Test in Healthy College Students

2019 ◽  
Vol 34 (7) ◽  
pp. 1175-1191 ◽  
Author(s):  
Thomas P Ross ◽  
Sydne O’Connor ◽  
Graham Holmes ◽  
Brittany Fuller ◽  
Megan Henrich
Keyword(s):  
College Students ◽  
Working Memory ◽  
Information Processing ◽  
Executive Functioning ◽  
Processing Speed ◽  
Convergent Validity ◽  
Reliability And Validity ◽  
Information Processing Speed ◽  
Perceptual Reasoning ◽  
Fluency Test

Abstract Objective This study examined the test–retest reliability and construct validity of the Action Fluency Test (AFT) as a measure of executive functioning. Method Using a correlational design, 128 healthy college students (M Age = 19.24, SD = 2.01; M education = 13.29 years, SD = 0.81) completed the AFT, and measures of verbal and figural fluency, executive functioning and other relevant constructs (e.g., vocabulary, working memory, and attention). Results Coefficients of stability were acceptable for AFT correct words (r = .76; p < .01), but not for errors (r = .41) or perseverations (r = .14). No practice effects were observed upon repeat testing (M interval = 39.21 days). Divergent validity evidence was mixed. AFT scores were unrelated to working memory and perceptual-reasoning abilities; however, correlations with vocabulary (r = .32; p < .01) and information-processing speed (r = .30; p < .01) were greater than associations between AFT scores and executive measures. Regarding convergent validity, AFT scores correlated with other fluency tasks (r = .4 range), but correlations with measures of executive functioning were absent or small. Action and letter fluency correlated with measures of attentional control and inhibition; however, these associations were no longer significant after controlling for shared variance with information-processing speed. Conclusions Findings are consistent with previous research suggesting vocabulary and information-processing speed underlie effective fluency performance to a greater extent than executive functioning. The AFT measures unique variance not accounted for by semantic and letter fluency tasks, and therefore may be used for a variety of research and clinical purposes.

A.#Working Memory, Processing Speed, and Intelligence: An Eye Movement Analysis

2006 ◽  
Author(s):  
Thomas S. Redick ◽  
Richard P. Heitz ◽  
Aida Aguilera Martinez ◽  
Randall W. Engle
Keyword(s):  
Working Memory ◽  
Eye Movement ◽  
Processing Speed ◽  
Movement Analysis ◽  
Memory Processing ◽  
Eye Movement Analysis

Working Memory, Processing Speed, and the Spanish WAIS-III--Puerto Rico

2009 ◽  
Author(s):  
Jose I. Pons ◽  
Juana M. Rodriguez ◽  
Mary Rodriguez ◽  
Jaime J. Pons
Keyword(s):  
Working Memory ◽  
Puerto Rico ◽  
Processing Speed ◽  
Memory Processing

A-142 A Correlation between Reading Fluency and Processing Speed in a Child Population

2021 ◽  
Vol 36 (6) ◽  
pp. 1195-1195
Author(s):  
Lara Rifai ◽  
Nisha Kajani ◽  
Kayla Kotalik ◽  
Ana Lopez ◽  
Lisa Lashley ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Processes ◽  
Reading Fluency ◽  
Oral Reading ◽  
Processing Speed ◽  
Intellectual Ability ◽  
Future Research ◽  
Intelligence Scale ◽  
Reading Efficiency

Abstract Objective The aim of this study was to determine whether a correlation exists between reading fluency in the WJ-IV ACH and processing speed in the WISC-V. Method The data for this study was derived from a large de-identified database. Participants (n = 90) included individuals who completed the Wechsler Intelligence Scale for Children Fifth Edition (WISC-V), which measures intellectual ability, and the Woodcock Johnson IV Tests of Achievement (WJ-IV ACH), which tests for reading, writing, and mathematic achievement. The participants consisted of 36.7% White, 20% Black, 31.1% Hispanic, and 12.2% Other. From the sample, 66.7% were male and 32.3% were female. All the participants were administered the WISC-V and WJ-IV ACH (mean age = 10.53, SD = 2.50; mean education = 4.6, SD = 2.47). Vocabulary was controlled for. Results The results indicated a significant correlation between the WJ-IV ACH Reading Fluency and the WISC-V Processing Speed Index r(87) = 0.326, p = 0.002. Conclusions Previous research has found that deficits in processing speed affect reading efficiency. Cognitive processes are affected even in children with ADHD who are able to decode words accurately. Processing speed, specifically Coding in the WISC-IV, was found to be significantly associated with verbal span and measures of working memory. Moreover, processing speed and working memory have been found to be significant predictors of oral reading fluency (Jacobson et al., 2011). The current findings confirm a correlation between processing speed and reading fluency in updated versions of the forementioned assessments. Future research should investigate the role of comorbid diagnosis found in the functioning of both processing speed and reading fluency.

Sequencing versus Nonsequencing Working Memory in Understanding of Rapid Speech by Older Listeners

2006 ◽  
Vol 17 (07) ◽  
pp. 506-518 ◽  
Author(s):  
Nancy Vaughan ◽  
Daniel Storzbach ◽  
Izumi Furukawa
Keyword(s):  
Working Memory ◽  
Processing Speed ◽  
Memory Function ◽  
Neurocognitive Deficits ◽  
Memory Processing ◽  
Cognitive Component ◽  
Time Compression ◽  
Compressed Speech ◽  
Cognitive Components ◽  
Component Scores

The goal of this study was to identify specific neurocognitive deficits that are associated with older listeners' difficulty understanding rapid speech. Older listeners performed speech recognition tests comprised of time-compressed sentences with and without context, and on a neurocognitive battery aimed specifically at testing working memory, processing speed, and attention. A principle component analysis identified three main cognitive components as follows: a sequencing working memory (WM-S) component, a nonsequencing working memory (WM-NS) component, and a processing speed (PS) component. Each of the cognitive component scores was divided into high, mid, and low categories. Sentence performance of the cognitive subgroups was compared within each component. The results showed that, with hearing loss and age accounted for, the cognitive score groups differed similarly on the sentence condition scores also at 50 and 60% time compression, particularly on the subgroups of the WM-S component. The results suggest that deficits in a separate working memory function identified as sequencing were associated with differences in ability to understand time-compressed speech in this study.

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