scholarly journals A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills

2018 ◽  
Vol 52 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Amanda E. Child ◽  
Paul T. Cirino ◽  
Jack M. Fletcher ◽  
Erik G. Willcutt ◽  
Lynn S. Fuchs
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Processing Speed ◽  
Activity Level ◽  
Dimensional Approach ◽  
Academic Variables ◽  
Hyperactivity Disorder ◽  
Attention Skills ◽  
Math Disability

Disorders of reading, math, and attention frequently co-occur in children. However, it is not yet clear which cognitive factors contribute to comorbidities among multiple disorders and which uniquely relate to one, especially because they have rarely been studied as a triad. Thus, the present study considers how reading, math, and attention relate to phonological awareness, numerosity, working memory, and processing speed, all implicated as either unique or shared correlates of these disorders. In response to findings that the attributes of all three disorders exist on a continuum rather than representing qualitatively different groups, this study employed a dimensional approach. Furthermore, we used both timed and untimed academic variables in addition to attention and activity level variables. The results supported the role of working memory and phonological awareness in the overlap among reading, math, and attention, with a limited role of processing speed. Numerosity was related to the comorbidity between math and attention. The results from timed variables and activity level were similar to those from untimed and attention variables, although activity level was less strongly related to cognitive and academic/attention variables. These findings have implications for understanding cognitive deficits that contribute to comorbid reading disability, math disability, and/or attention-deficit/hyperactivity disorder.

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.


Cognition in Early Relapsing-Remitting Multiple Sclerosis: Consequences May Be Relative to Working Memory

2013 ◽  
Vol 19 (8) ◽  
pp. 938-949 ◽  
Author(s):  
Lindsay I. Berrigan ◽  
Jo-Anne LeFevre ◽  
Laura M. Rees ◽  
Jason Berard ◽  
Mark S. Freedman ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Working Memory ◽  
Processing Speed ◽  
Cognitive Functions ◽  
Group Membership ◽  
Equation Modeling ◽  
Mediating Role ◽  
Relapsing Remitting ◽  
Disease Stages

AbstractThe Relative Consequence Model proposes multiple sclerosis (MS) patients have a fundamental deficit in processing speed that compromises other cognitive functions. The present study examined the mediating role of processing speed, as well as working memory, in the MS-related effects on other cognitive functions for early relapsing-remitting patients. Seventy relapsing-remitting MS patients with disease duration not greater than 10 years and 72 controls completed tasks assessing processing speed, working memory, learning, and executive functioning. The possible mediating roles of speed and working memory in the MS-related effects on other cognitive functions were evaluated using structural equation modeling. Processing speed was not significantly related to group membership and could not have a mediating role. Working memory was related to group membership and functioned as a mediating/intervening factor. The results do not support the Relative Consequence Model in this sample and they challenge the notion that working memory impairment only emerges at later disease stages. The results do support a mediating/intervening role of working memory. These results were obtained for early relapsing-remitting MS patients and should not be generalized to the broader MS population. Instead, future research should examine the relations that exist at other disease stages. (JINS, 2013, 19, 1–12)

The Role of Sensory Function in Processing Speed and Working Memory Aging

2019 ◽  
Vol 45 (3) ◽  
pp. 234-251
Author(s):  
Lingling Ji ◽  
Huamao Peng ◽  
Xiaofei Mao
Keyword(s):  
Working Memory ◽  
Processing Speed ◽  
Sensory Function

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.

scholarly journals The Role of Speed in ADHD-Related Working Memory Deficits

2016 ◽  
Vol 5 (2) ◽  
pp. 195-211 ◽  
Author(s):  
Alexander Weigard ◽  
Cynthia Huang-Pollock
Keyword(s):  
Working Memory ◽  
Cognitive Processing ◽  
Resource Sharing ◽  
Memory Deficits ◽  
Slow Speed ◽  
School Aged Children ◽  
Hyperactivity Disorder ◽  
Psychological Science ◽  
Cognitive Processing Speed

Several recent commentaries suggest that, for psychological science to move beyond “homuncular” explanations for cognitive control, it is critically important to examine the role of basic and computationally well-defined processes (e.g. cognitive processing speed). Correlational evidence has previously linked slow speed to working memory (WM) deficits in Attention-Deficit Hyperactivity Disorder (ADHD), but the directionality of this relationship has not been investigated experimentally and the mechanisms through which speed may influence WM are unclear. Herein, we demonstrate in school-aged children with and without ADHD that manipulating speed (indexed with the diffusion model) within a WM paradigm reduces WM capacity due to an increase in cognitive load, in a manner that is consistent with predictions of the time-based resource-sharing model of WM. Results suggest slow speed is a plausible cause of WM deficits in ADHD, provide a mechanistic account of this relationship, and urge the exploration of nonexecutive neurocognitive processes in clinical research on etiology.

scholarly journals Cognitive predictors of parent-rated inattention in very preterm children: The role of working memory and processing speed

2018 ◽  
Vol 25 (5) ◽  
pp. 617-635 ◽  
Author(s):  
Jenny Retzler ◽  
Samantha Johnson ◽  
Madeleine Groom ◽  
Chris Hollis ◽  
Helen Budge ◽  
...  
Keyword(s):  
Working Memory ◽  
Processing Speed ◽  
Preterm Children ◽  
Cognitive Predictors ◽  
Very Preterm
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