scholarly journals Impact of birth complication and early medical illness on cognitive abilities and academic attainment of children and adolescents

2013 ◽  
Vol 22 (2) ◽  
pp. 109-117
Author(s):  
Mst Afroza Parvin ◽  
Shaheen Islam
Keyword(s):  
Working Memory ◽  
Children And Adolescents ◽  
Cognitive Abilities ◽  
Verbal Working Memory ◽  
Academic Attainment ◽  
Medical Illness ◽  
Early Screening ◽  
Developmental Factors ◽  
Birth Complication ◽  
Significant Difference

The study focused on birth complication and early medical illness as detrimental developmental factors having adverse impact on children and adolescents’ cognitive abilities and academic attainment. To assess cognitive abilities Wechsler Intelligence Scale for Children - Fourth edition (WISC-IV) was administered on 44 (26 boys, 18 girls) students of primary and secondary level schools of Dhaka city. The performance of last two consecutive school examinations was taken as a measure of academic attainment. The results revealed that higher percentages of students who had serious medical illness during early childhood demonstrated poor academic attainment. It has also revealed significant difference in students’ working memory as well as verbal working memory in terms of academic achievements and serious medical illness during childhood. The results of this study have implications for early screening of children with developmental risk factors for early identification of possible poor cognitive abilities and poor academic attainment. Dhaka Univ. J. Biol. Sci. 22(2): 109-117, 2013 (July)

scholarly journals Possible Effect of Headphone Usage on Working Memory Among Students in Faculty of Medicine, Ahmadu Bello University, Zaria‒Nigeria

2019 ◽  
pp. 1-4
Author(s):  
Yushau Yusuf ◽  
Muhammad U.A ◽  
Isah F.A
Keyword(s):  
Working Memory ◽  
Signal Processing ◽  
Cognitive Abilities ◽  
Healthy Subjects ◽  
Significant Difference ◽  
Stored Information ◽  
Age Range ◽  
The Relationship ◽  
The Brain ◽  
Back Task

Working memory is a system that is responsible for transient holding and processing of new and already stored information. It also involves processing for reasoning, comprehension, learning and memory updating. Headphones are a pair of small loudspeakers that are designed to be held in place close to a user’s ear. They are electroacoustic transducers which convert electrical signals to a corresponding sound in the user’s ear. Several studies have recently shown a link between cognitive abilities and response to hearing aid and signal processing in the brain. Therefore, the relationship between headphone usage among healthy subjects become pertinent. This study is aimed at evaluating the effect of headphone on working memory using N-back task. One hundred (100) participants (55 headphone users and 45 non-headphone user’s) within the age range of 18-31 years were assessed. Participants were instructed to keep in memory, a series of letters and say “target” whenever there was a repetition of letter with exactly one intervening letter and to remain silent when any other letter appeared. The results of this study showed that there was no statistically significant difference in working memory between headphone and non-headphone users with p>0.05. In conclusion, this study revealed headphone use has no effect on working memory of the participants subjected to N–back test.

Relative Contribution of Verbal Working Memory and Attention to Child Language

2020 ◽  
pp. 153450842094636
Author(s):  
Jason C. Chow ◽  
Eric Ekholm ◽  
Christine L. Bae
Keyword(s):  
Working Memory ◽  
Cognitive Abilities ◽  
Control Variable ◽  
Verbal Working Memory ◽  
Intervention Research ◽  
Standardized Assessments ◽  
Second Grade ◽  
Language Performance ◽  
Memory And Attention ◽  
Relative Contribution

It is common in intervention research to use measures of working memory either as an explanatory or control variable. This study examines the contribution of cognitive abilities, including verbal working memory (WM) and attention, to language performance in first- and second-grade children. We assessed children ( N = 414) on two forms of verbal WM, one attention, and two standardized assessments of language. Scores from all three measures of cognitive abilities significantly predicted latent language (64% variance). Both verbal WM measures were stronger predictors of a latent language variable compared to attention. Exploratory analyses revealed differences in the role of cognitive variables to language subdomains. The findings deepen our understanding on the relative associations between verbal WM, attention, and language. We conclude that it is important to consider the language demands of tasks when making decisions about assessment of verbal WM, specifically in the context of intervention research in domains that require language.

scholarly journals Altered frontal-parietal functioning during verbal working memory in children and adolescents with heavy prenatal alcohol exposure

2009 ◽  
Vol 30 (10) ◽  
pp. 3200-3208 ◽  
Author(s):  
Elizabeth D. O'Hare ◽  
Lisa H. Lu ◽  
Suzanne M. Houston ◽  
Susan Y. Bookheimer ◽  
Sarah N. Mattson ◽  
...  
Keyword(s):  
Working Memory ◽  
Children And Adolescents ◽  
Prenatal Alcohol Exposure ◽  
Alcohol Exposure ◽  
Verbal Working Memory ◽  
Prenatal Alcohol

scholarly journals Tapping to Music Predicts Literacy Skills of First-Grade Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Csaba Kertész ◽  
Ferenc Honbolygó
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Reading Fluency ◽  
Cognitive Abilities ◽  
Word Reading ◽  
Verbal Working Memory ◽  
First Grade ◽  
Literacy Skills ◽  
Rapid Automatized Naming ◽  
Reading Accuracy

The ability to synchronise one’s movements to the sound of a regular beat has been found to be associated with children’s language and reading abilities. Sensorimotor synchronisation or tapping performance can among other factors [e.g., working memory and rapid automatized naming (RAN)] predict phonological awareness and word reading accuracy and fluency of first graders. While tapping tasks that use a simple metronome sound are more often used, applying musical stimuli has the potential advantage of being more engaging and motivating for children. In the present study, we investigated whether tapping to a metronome beat or complex musical stimuli would predict phonological awareness and reading outcomes of Hungarian 6-7-year olds (N=37). We also measured participants’ general cognitive abilities (RAN, non-verbal intelligence and verbal working memory). Our results show that phonological awareness, spelling and reading accuracy were associated with the musical tasks while reading fluency was predicted by the metronome trials. Our findings suggest that complex musical tasks should be considered when investigating this age group, as they were, in general, more effective in predicting literacy outcomes.

scholarly journals Neural dynamics of verbal working memory processing in children and adolescents

NeuroImage ◽  
2019 ◽  
Vol 185 ◽  
pp. 191-197 ◽  
Author(s):  
Christine M. Embury ◽  
Alex I. Wiesman ◽  
Amy L. Proskovec ◽  
Mackenzie S. Mills ◽  
Elizabeth Heinrichs-Graham ◽  
...  
Keyword(s):  
Working Memory ◽  
Children And Adolescents ◽  
Verbal Working Memory ◽  
Neural Dynamics ◽  
Memory Processing

scholarly journals The Important Role of Contextual Information in Speech Perception in Cochlear Implant Users and Its Consequences in Speech Tests

2019 ◽  
Vol 23 ◽  
pp. 233121651983867 ◽  
Author(s):  
J. Gertjan Dingemanse ◽  
André Goedegebure
Keyword(s):  
Working Memory ◽  
Cochlear Implant ◽  
Cognitive Abilities ◽  
Speech Intelligibility ◽  
Contextual Information ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity ◽  
Use Context

This study investigated the role of contextual information in speech intelligibility, the influence of verbal working memory on the use of contextual information, and the suitability of an ecologically valid sentence test containing contextual information, compared with a CNC (Consonant-Nucleus-Consonant) word test, in cochlear implant (CI) users. Speech intelligibility performance was assessed in 50 postlingual adult CI users on sentence lists and on CNC word lists. Results were compared with a normal-hearing (NH) group. The influence of contextual information was calculated from three different context models. Working memory capacity was measured with a Reading Span Test. CI recipients made significantly more use of contextual information in recognition of CNC words and sentences than NH listeners. Their use of contextual information in sentences was related to verbal working memory capacity but not to age, indicating that the ability to use context is dependent on cognitive abilities, regardless of age. The presence of context in sentences enhanced the sensitivity to differences in sensory bottom-up information but also increased the risk of a ceiling effect. A sentence test appeared to be suitable in CI users if word scoring is used and noise is added for the best performers.

scholarly journals Brain connectivity during verbal working memory in children and adolescents

2012 ◽  
Vol 35 (2) ◽  
pp. 698-711 ◽  
Author(s):  
Gerbrich E. van den Bosch ◽  
Hanan El Marroun ◽  
Marcus N. Schmidt ◽  
Dick Tibboel ◽  
Dara S. Manoach ◽  
...  
Keyword(s):  
Working Memory ◽  
Children And Adolescents ◽  
Brain Connectivity ◽  
Verbal Working Memory

scholarly journals Cognitive Processes Underlying Reading Improvement during a Rhythm-Based Intervention. A Small-Scale Investigation of Italian Children with Dyslexia

Children ◽  
2019 ◽  
Vol 6 (8) ◽  
pp. 91 ◽  
Author(s):  
Cancer ◽  
Stievano ◽  
Pace ◽  
Colombo ◽  
Antonietti
Keyword(s):  
Working Memory ◽  
Auditory Processing ◽  
Cognitive Abilities ◽  
Reading Speed ◽  
Experimental Studies ◽  
Verbal Working Memory ◽  
Small Scale ◽  
Neuropsychological Profile ◽  
Novel Approach ◽  
Italian Children

Music and rhythm-based training programs to improve reading are a novel approach to treatment of developmental dyslexia and have attracted the attention of trainers and researchers. Experimental studies demonstrating poor basic auditory processing abilities in individuals with dyslexia suggest they should be effective. On this basis, the efficacy of a novel rhythm-based intervention, Rhythmic Reading Training (RRT), was recently investigated and found to improve reading skills in Italian children with dyslexia, but its mode of action remains somewhat unclear. In this study, 19 children and preadolescents with dyslexia received 20 sessions of RRT over 10 weeks. Gains in a set of reading-related cognitive abilities—verbal working memory, auditory, and visual attention, and rhythm processing—were measured, along with reading outcomes. Analysis of the specific contribution of cognitive subprocesses to the primary effect of RRT highlighted that reading speed improvement during the intervention was related to rhythm and auditory discrimination abilities as well as verbal working memory. The relationships among specific reading parameters and the neuropsychological profile of participants are discussed.

A meta-analysis on verbal working memory in children and adolescents with ADHD

2019 ◽  
Vol 34 (5) ◽  
pp. 873-898 ◽  
Author(s):  
Ari Alex Ramos ◽  
Amer Cavalheiro Hamdan ◽  
Liana Machado
Keyword(s):  
Working Memory ◽  
Children And Adolescents ◽  
Meta Analysis ◽  
Verbal Working Memory
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