Visual working memory performance based on fixations and saccades in children with and without specific learning disorder: An eye-tracking study

2018 ◽  
Vol 22 (4) ◽  
pp. 233-245
Author(s):  
Shamim Razaghi Kashani ◽  
◽  
Mahnaz Akhavan Tafti ◽  
Seyed Mohammad Mahdi Moshirian Farahi ◽  
Mohammad Javad Asghari Ebrahimabad ◽  
...  
Keyword(s):  
Working Memory ◽  
Eye Tracking ◽  
Visual Working Memory ◽  
Memory Performance ◽  
Learning Disorder ◽  
Specific Learning Disorder ◽  
Specific Learning

scholarly journals Complex syntax and working memory in children with specific learning difficulties

2019 ◽  
Vol 40 (4) ◽  
pp. 411-436 ◽  
Author(s):  
Emily Stanford ◽  
Hélène Delage
Keyword(s):  
Working Memory ◽  
Processing System ◽  
Learning Disorder ◽  
Complex Syntax ◽  
Specific Learning Disorder ◽  
Wh Questions ◽  
Digit Recall ◽  
Relationship Of ◽  
The Relationship ◽  
Specific Learning

Working memory (WM) limitations are frequently reported for children with specific learning disorder (SLD). However, WM capacity influences more than literacy and numeracy, as research highlights the contribution of WM to language development, in particular syntax. In this article, the authors study the effect of syntactic intervention, i.e. syntactic elements intervening between filler and gap, on comprehension in children with SLD and evaluate the relationship of this effect to WM capacity. Specifically, they assess how these children comprehend wh-questions and relative clauses. Additionally, they examine how comprehension relates to WM, measured by backward digit recall. The authors report that a subgroup of children with SLD struggle to comprehend structures containing intervention, and that WM capacity influences performance in SLD. Their conclusion is that computing a syntactic relation in which a moved object and an intervening subject share a featural specification taxes the processing system of children with SLD who have WM limitations. Thus, syntactic difficulties, although not typically associated with SLD, may form part of the SLD profile, especially when WM capacity is reduced.

scholarly journals Strengths and Weaknesses in the Intellectual Profile of Different Subtypes of Specific Learning Disorder

2017 ◽  
Vol 5 (2) ◽  
pp. 402-409 ◽  
Author(s):  
Enrico Toffalini ◽  
David Giofrè ◽  
Cesare Cornoldi
Keyword(s):  
Working Memory ◽  
Processing Speed ◽  
Current Debate ◽  
Learning Disorder ◽  
Specific Learning Disorder ◽  
Icd 10 ◽  
Definition Of ◽  
Perceptual Reasoning ◽  
Specific Learning ◽  
Intellectual Profiles

The present study analyzes whether and how the most common diagnoses within the specific learning disorder (SLD) category are characterized by different intellectual profiles. The issue is relevant to the current debate on the unitary versus decomposable nature of the SLD category and may help define specific interventions. Intellectual profiles were obtained using the Wechsler Intelligence Scale for Children–IV (WISC-IV) on 1,049 children diagnosed with SLD using the ICD-10 codes. Four major subsamples were compared: reading disorder, spelling disorder, disorder of arithmetical skills, and mixed disorder of scholastic skills. The four main WISC-IV indexes (verbal comprehension, perceptual reasoning, working memory, and processing speed) were considered. Results showed that all SLD subgroups share similar weaknesses in working memory and processing speed, but they also showed that the subgroups are characterized by partly different intellectual profiles. These specificities should be considered in the definition of SLD.

scholarly journals Clinical Profiles and Socio-Demographic Characteristics of Adults with Specific Learning Disorder in Northern Greece

2021 ◽  
Vol 11 (5) ◽  
pp. 602
Author(s):  
Eleni Bonti ◽  
Sofia Giannoglou ◽  
Marianthi Georgitsi ◽  
Maria Sofologi ◽  
Georgia-Nektaria Porfyri ◽  
...  
Keyword(s):  
Adult Population ◽  
Relevant Literature ◽  
Well Being ◽  
Demographic Characteristics ◽  
Self Report ◽  
Learning Disorder ◽  
Northern Greece ◽  
Everyday Functioning ◽  
Specific Learning Disorder ◽  
Specific Learning

The manifestation of Specific Learning Disorder (SLD) during adulthood is one of the least examined research areas among the relevant literature. Therefore, the adult population with SLD is considered a “rare” and “unique” population of major scientific interest. The aim of the current study was to investigate, describe, and analyze the clinical, academic, and socio-demographic characteristics, and other everyday functioning life-skills of adults with SLD, in an attempt to shed more light on this limited field of research. The overall sample consisted of 318 adults, who were assessed for possible SLD. The diagnostic procedure included self-report records (clinical interview), psychometric/cognitive, and learning assessments. The main finding of the study was that SLD, even during adulthood, continues to affect the individuals’ well-being and functionality in all of their life domains. There is an ongoing struggle of this population to obtain academic qualifications in order to gain vocational rehabilitation, as well as a difficulty to create a family, possibly resulting from their unstable occupational status, their financial insecurity, and the emotional/self-esteem issues they usually encounter, due to their ongoing learning problems. Moreover, the various interpersonal characteristics, the comorbidity issues, and the different developmental backgrounds observed in the clinical, academic, personal, social, and occupational profiles of the participants, highlight the enormous heterogeneity and the continuum that characterizes SLD during adulthood. We conclude that there is an imperative need for further research and the construction of more sufficient tools for the assessment and diagnosis of SLD during adulthood, which will take into account the developmental challenges and milestones in a series of domains, in order to assist this “vulnerable” population with their life struggles.

scholarly journals Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

2021 ◽  
Vol 11 (7) ◽  
pp. 103
Author(s):  
Elisabetta Lombardi ◽  
Daniela Traficante ◽  
Roberta Bettoni ◽  
Ilaria Offredi ◽  
Mirta Vernice ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Well Being ◽  
Control Group ◽  
Learning Disorder ◽  
School Students ◽  
Specific Learning Disorder ◽  
The Impact ◽  
Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

Specific Learning Disorder among Primary School Children of Sarai Alamgir

2021 ◽  
pp. 1-10
Author(s):  
Noreena Kausar ◽  
Nadia Farhat ◽  
Fauzia Maqsood ◽  
Hafsa Qurban ◽  
Admin
Keyword(s):  
Primary School ◽  
Diagnostic Criteria ◽  
School Children ◽  
Learning Disorders ◽  
Primary School Children ◽  
Learning Disorder ◽  
Cross Sectional ◽  
Reading And Writing ◽  
Specific Learning Disorder ◽  
Specific Learning

Abstract Objective: To examine the frequency of specific learning disorder (SLD) among primary school children of Sarai Alamgir, Pakistan. Methods: The current cross-sectional study was conducted from January to July 2018 in Sarai Alamgir. Multistage stratified sampling technique was used to select the sample from target population (N=914) of school children studying in 3rd and 4th class of six primary schoolsof Sarai Alamgir, Pakistan.Sample of n=837 children was selected through the Taro Yamane formula. Structured Clinical Diagnostic Interviews based on DSM-V (APA, 2013) diagnostic criteria of specific learning disorder were used to collect data. Children were approached in their classes. Screening tool was applied on all selected children to screen out the vulnerable cases. After screening the vulnerable cases, diagnostic criteria of different specific learning disorders were applied on all vulnerable cases. The frequencies and percentages were analyzed to see the frequency  of learning disorder among children. Results:Findings indicate that 174 (20.7%) children were vulnerable to specific learning disorders out of sample of 837 children. Total 13 (7.5%) children were diagnosed as suffering from different specific learning disorders from vulnerable participants. From vulnerable cases, 1(7.7%) childfulfilled the diagnostic criteria of reading impairment, 3 (23.1%) were diagnosed with mathematics impairment, 4 (30.8%) with multiple impairments in mathematics and writing, 1 (7.7%) with multiple impairments in mathematics and reading, 1 (7.7%) with multiple impairments in reading and writing, and 3 (23.1%) children were diagnosed as suffering from multiple impairments in mathematics, reading and writing. Continuous...

Greater Visual Working Memory Capacity for Visually Matched Stimuli When They Are Perceived as Meaningful

2021 ◽  
Vol 33 (5) ◽  
pp. 902-918 ◽  
Author(s):  
Isabel E. Asp ◽  
Viola S. Störmer ◽  
Timothy F. Brady
Keyword(s):  
Working Memory ◽  
Visual Working Memory ◽  
Visual Information ◽  
Memory Performance ◽  
Working Memory Capacity ◽  
Visual Complexity ◽  
Memory Capacity ◽  
Subjective Perception ◽  
Neural Delay ◽  
Meaningful Stimuli

Abstract Almost all models of visual working memory—the cognitive system that holds visual information in an active state—assume it has a fixed capacity: Some models propose a limit of three to four objects, where others propose there is a fixed pool of resources for each basic visual feature. Recent findings, however, suggest that memory performance is improved for real-world objects. What supports these increases in capacity? Here, we test whether the meaningfulness of a stimulus alone influences working memory capacity while controlling for visual complexity and directly assessing the active component of working memory using EEG. Participants remembered ambiguous stimuli that could either be perceived as a face or as meaningless shapes. Participants had higher performance and increased neural delay activity when the memory display consisted of more meaningful stimuli. Critically, by asking participants whether they perceived the stimuli as a face or not, we also show that these increases in visual working memory capacity and recruitment of additional neural resources are because of the subjective perception of the stimulus and thus cannot be driven by physical properties of the stimulus. Broadly, this suggests that the capacity for active storage in visual working memory is not fixed but that more meaningful stimuli recruit additional working memory resources, allowing them to be better remembered.

scholarly journals The Probable Prevalence and Sociodemographic Characteristics of Specific Learning Disorder in Primary School Children in Edirne

2017 ◽  
Vol 54 (4) ◽  
pp. 343-349 ◽  
Author(s):  
Isik GORKER ◽  
Leyla BOZATLI ◽  
Umran KORKMAZLAR ◽  
Meltem YÜCEL KARADAG ◽  
Cansin CEYLAN ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Sociodemographic Characteristics ◽  
Learning Disorder ◽  
Specific Learning Disorder ◽  
Specific Learning
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