Patterns of Strengths and Weaknesses on the WISC-V, DAS-II, and KABC-II and Their Relationship to Students’ Errors in Oral Language, Reading, Writing, Spelling, and Math

2016 ◽  
Vol 35 (1-2) ◽  
pp. 168-185 ◽  
Author(s):  
Kristina C. Breaux ◽  
Maria Avitia ◽  
Taylor Koriakin ◽  
Melissa A. Bray ◽  
Emily DeBiase ◽  
...  

This study investigated the relationship between specific cognitive patterns of strengths and weaknesses and the errors children make on oral language, reading, writing, spelling, and math subtests from the Kaufman Test of Educational Achievement–Third Edition (KTEA-3). Participants with scores from the KTEA-3 and either the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V), Differential Ability Scales–Second Edition (DAS-II), or Kaufman Assessment Battery for Children–Second Edition (KABC-II) were selected based on their profile of scores. Error factor scores for the oral and written language tests were compared for three groups: High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; Low Gc paired with high speed, memory, and/or reasoning; and Low orthographic and/or phonological processing. Error factor scores for the math tests were compared for three groups: High Gc profile; High Gf paired with low processing speed and/or long-term memory; and Low Gf paired with high processing speed and/or long-term memory. Results indicated a difference in Oral Expression and Written Expression error factor scores between the group with High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; and the group with Low Gc paired with high speed, memory, and/or reasoning.

2017 ◽  
Vol 7 (6) ◽  
pp. 90 ◽  
Author(s):  
Sadaf S. Murad

In this high-speed world in which everything is technologically driven, higher education also needs to incorporate technology into the scope of teaching pedagogy. Aligning educational games with the nursing curriculum is one way to address the need for technologically knowledgeable learners. Learning occurs in gaming environment is experimental, and constructive. Albeit, threading them in the nursing curriculum required in-depth knowledge about understanding brain involvement in this process.  Nurse educators can thread gaming into the nursing content to ensure that learning occurs in a friendly environment. Learning games stimulates the release of dopamine in the midbrain, and the learning becomes part of long-term memory. The games must challenge and augment students’ interest so they get involved in the learning journey. The challenging environment, with clearly listed goals and ongoing feedback enhances learners’ interest and learning become part of their long-term memory. Gaming is an incomparable way of helping nursing students to learn actively and master learning skills. This literature review will discuss the phenomenon of gaming in education, the parts of brain that involved in educational games, scaffolding teaching and learning theories in designing educational games to improve and at last highlight the significance of gaming in nursing pedagogy. Use of games will open new horizon of possibilities to address various learning of different kinds of learners. This paper will act as a foundation to better comprehend the effective use of virtual world in academia.


2016 ◽  
Vol 35 (1-2) ◽  
pp. 186-205 ◽  
Author(s):  
Xiaochen Liu ◽  
Lavinia Marchis ◽  
Emily DeBiase ◽  
Kristina C. Breaux ◽  
Troy Courville ◽  
...  

This study investigated the relationship between specific cognitive patterns of strengths and weaknesses (PSWs) and the errors children make in reading, writing, and spelling tests from the Kaufman Test of Educational Achievement–Third Edition (KTEA-3). Participants were selected from the KTEA-3 standardization sample based on five cognitive profiles: High Crystallized Ability paired with Low Processing Speed and Long-Term Retrieval (High Gc), Low Crystallized Ability paired with High Processing Speed and Long-Term Retrieval (High Gs/ Glr), Low Orthographic Processing (Low OP), Low Phonological Processing (Low PP), and Low Phonological Processing paired with Low Orthographic Processing (Low PP_OP). Error factor scores for all five groups were compared on Reading Comprehension and Written Expression; the first four groups were compared on Letter & Word Recognition, Nonsense Word Decoding, and Spelling, and the first three groups were compared on Phonological Processing. Significant differences were noted among the patterns of errors demonstrated by the five groups. Findings support the notion that students with diverse cognitive PSWs display different patterns of errors on tests of academic achievement.


2012 ◽  
Vol 285 (20) ◽  
pp. 4043-4047 ◽  
Author(s):  
Xuelin Yang ◽  
Qiwei Weng ◽  
Weisheng Hu

2016 ◽  
Vol 12 (4) ◽  
pp. 567-583
Author(s):  
Hamdollah Manzari Tavakoli

The relationship between children’s accuracy during numerical magnitude comparisons and arithmetic ability has been investigated by many researchers. Contradictory results have been reported from these studies due to the use of many different tasks and indices to determine the accuracy of numerical magnitude comparisons. In the light of this inconsistency among measurement techniques, the present study aimed to investigate this relationship among Iranian second grade children (n = 113) using a pre-established test (known as the Numeracy Screener) to measure numerical magnitude comparison accuracy. The results revealed that both the symbolic and non-symbolic items of the Numeracy Screener significantly correlated with arithmetic ability. However, after controlling for the effect of working memory, processing speed, and long-term memory, only performance on symbolic items accounted for the unique variances in children’s arithmetic ability. Furthermore, while working memory uniquely contributed to arithmetic ability in one-and two-digit arithmetic problem solving, processing speed uniquely explained only the variance in single-digit arithmetic skills and long-term memory did not contribute to any significant additional variance for one-digit or two-digit arithmetic problem solving.


Blood ◽  
2019 ◽  
Vol 134 (Supplement_1) ◽  
pp. 3479-3479
Author(s):  
AnnaLynn M Williams ◽  
Daniel A. Mulrooney ◽  
Wei Liu ◽  
Matt J. Ehrhardt ◽  
Sedigheh Mirzaei Salehabadi ◽  
...  

Background: Long-term survivors of Hodgkin lymphoma (HL) experience neurocognitive impairment despite receiving no CNS-directed therapy, though little is known about the biologic mechanisms underlying this impairment. This study aimed to examine associations between pro-inflammatory and oxidative stress biomarkers with neurocognitive impairment in long-term HL survivors. Methods: 197 HL survivors (mean[SD] current age 36[8] years, 22[8] years post-diagnosis) and 199 age-, sex- and race/ethnicity-frequency-matched community controls completed neurocognitive testing (intelligence, attention, processing speed, memory) and systemic biomarker assessment. Neurocognitive scores were converted into age-adjusted Z-scores (μ=0, σ=1.0) using national normative data. Pro-inflammatory cytokines (IL-6, TNF-α) and markers of oxidative stress (malondialdehyde [MDA], oxidized low density lipoprotein, glutathione peroxidase [GPx]) were measured using multiplex assays on a Luminex platform. Biomarkers with undetectable concentrations were set at the lower limits of detection. Tertiles of each biomarker were created based on distributions in controls. Generalized linear models (GLM) compared survivors and controls on neurocognitive Z-scores adjusting for sex and on biomarker concentrations adjusting for sex and age. Sex-adjusted GLM compared the neurocognitive Z-scores across tertiles of each biomarker separately in HL survivors and controls. The analysis was limited to neurocognitive tests where survivors performed worse than controls after adjustment for the false discovery rate. Results: HL survivors demonstrated worse verbal reasoning (mean Z-score -0.3 vs. 0.1, p<0.001), focused (0.3 vs.0.6 p=0.034) and sustained attention (-0.1 vs. 0.2 p=0.005), short-term (-0.2 vs. 0.1 p=0.003) and long-term memory (-0.3 vs. 0.04 p=0.005), and fine motor (-0.4 vs 0.0 p<0.001), visual (0.3 vs 0.6 p<0.001), and visuomotor processing speed (0.1 vs 0.4 p=0.004) compared to controls. HL survivors, when compared to controls, demonstrated higher concentrations of TNF-α (β=0.9 95%CI 0.2, 1.6, p=0.012), IL-6 (β=0.8 95%CI 0.2, 1.5, p=0.013), oxidized low density lipoprotein (β=22.1 95%CI 14.1, 30.0, p<0.001), and GPx (β=54.5 95%CI 27.8, 81.2, p<0.001). Mean difference in neurocognitive tests scores across tertiles of MDA and GPx are presented in Table 1. Among HL survivors, higher concentrations of MDA were associated with worse verbal reasoning (β =-0.5 95%CI -0.9, -0.1), visual processing speed (β =-0.4 95%CI -0.8, -0.1), verbal learning (β =-0.4, 95%CI -0.8, -0.02), and short- (β =-0.5 95%CI -0.9, -0.1) and long-term memory (β =-0.5 95%CI -0.9, -0.04). Higher concentrations of GPx were associated with better verbal reasoning (β =0.51 95%CI 0.05, 0.97), visual processing speed (β =0.45 95%CI 0.02, 0.88) and focused attention (β =0.32 95%CI 0.01, 0.64) in HL survivors. No associations between neurocognitive function and MDA or GPx were found among community controls, suggesting HL survivors may be particularly susceptible to oxidative stress. No statistically significant associations with oxidized LDL were noted among survivors or controls. Among HL survivors, higher concentrations of IL-6 were associated with worse sustained attention (β=-1.1 95%CI -2.2, -0.02), and visuomotor (β=-0.4 95%CI -0.7, -0.01) and visual processing speed (β=-0.4 95% CI -0.7, -0.01). Among controls, these associations were less pronounced (β =-0.39 95%CI -0.69, -0.10, β =-0.41 95%CI -0.74, -0.09, and β =-0.10 95%CI -0.45, 0.24 respectively). Higher concentrations of IL-6 were associated with worse verbal learning and long-term memory in controls but not in HL survivors, suggesting the mechanisms by which IL-6 is associated with cognitive impairment may differ in survivors. Higher concentrations of TNF-α were associated with better long-term memory in survivors (β=0.6 95% CI 0.1, 1.0) but not controls. Conclusion: HL survivors have persistent neurocognitive impairment, inflammation, and oxidative stress up to 20 years after treatment. Associations between oxidative stress and intelligence, processing speed and memory deficits were unique to HL survivors, identifying potential causal pathways that warrant further research to understand the pathophysiology of neurocognitive impairment in HL. Disclosures No relevant conflicts of interest to declare.


2017 ◽  
Vol 34 (09) ◽  
pp. 927-934 ◽  
Author(s):  
Leslie Kamel ◽  
Zara Quader ◽  
Priya Rajan ◽  
Shaneah Taylor ◽  
Rachel O'Conor ◽  
...  

Objective The objective of this study was to characterize health literacy and cognitive function in a diverse cohort of pregnant women. Methods Pregnant and postpartum women underwent in-depth assessments of health literacy/numeracy and the cognitive domains of verbal ability, working memory, long-term memory, processing speed, and inductive reasoning. Differences by demographic characteristics and gestational age were assessed using chi-square tests and multivariable logistic regression. Results In this cohort of pregnant (N = 77) or postpartum (N = 24) women, 41.6% had limited health literacy/numeracy. Women were more likely to score in the lowest quartile for literacy and verbal ability if they were less educated, younger, nonwhite or had Medicaid. These factors were associated with low scores for long-term memory, processing speed, and inductive reasoning. Although there were no differences in literacy or cognitive function by parity or gestational age, postpartum women were more likely to score in the lowest quartile for processing speed (adjusted odds ratio [aOR]: 3.79, 95% confidence interval [CI]: 1.32–10.93) and inductive reasoning (aOR: 4.07, 95% CI: 1.21–13.70). Conclusion Although postpartum status was associated with reduced inductive reasoning and processing speed, there were no differences in cognitive function across pregnancy. Practice Implications Postpartum maternal learning may require enhanced support. In addition, cognitive skills and health literacy may be a mediator of perinatal outcomes inequities.


2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.


2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607


2011 ◽  
Vol 70 (1) ◽  
pp. 35-39 ◽  
Author(s):  
Muriel Fanget ◽  
Catherine Thevenot ◽  
Caroline Castel ◽  
Michel Fayol

In this study, we used a paradigm recently developed ( Thevenot, Fanget, & Fayol, 2007 ) to determine whether 10-year-old children solve simple addition problems by retrieval of the answer from long-term memory or by calculation procedures. Our paradigm is unique in that it does not rely on reaction times or verbal reports, which are known to potentially bias the results, especially in children. Rather, it takes advantage of the fact that calculation procedures degrade the memory traces of the operands, so that it is more difficult to recognize them when they have been involved in the solution of an addition problem by calculation rather than by retrieval. The present study sharpens the current conclusions in the literature and shows that, when the sum of addition problems is up to 10, children mainly use retrieval, but when it is greater than 10, they mainly use calculation procedures.


2010 ◽  
Vol 24 (4) ◽  
pp. 249-252 ◽  
Author(s):  
Márk Molnár ◽  
Roland Boha ◽  
Balázs Czigler ◽  
Zsófia Anna Gaál

This review surveys relevant and recent data of the pertinent literature regarding the acute effect of alcohol on various kinds of memory processes with special emphasis on working memory. The characteristics of different types of long-term memory (LTM) and short-term memory (STM) processes are summarized with an attempt to relate these to various structures in the brain. LTM is typically impaired by chronic alcohol intake but according to some data a single dose of ethanol may have long lasting effects if administered at a critically important age. The most commonly seen deleterious acute effect of alcohol to STM appears following large doses of ethanol in conditions of “binge drinking” causing the “blackout” phenomenon. However, with the application of various techniques and well-structured behavioral paradigms it is possible to detect, albeit occasionally, subtle changes of cognitive processes even as a result of a low dose of alcohol. These data may be important for the consideration of legal consequences of low-dose ethanol intake in conditions such as driving, etc.


Sign in / Sign up

Export Citation Format

Share Document