The relationship of Inhibitory Processes and Working Memory to Intelligence and Reading Skills in Children with Mild Intellectual Disabilities and Borderline Intelligence

AbstractIn its concluding observations for Cyprus, the UN Convention on the Rights of Persons with Disabilities (CRPD) Committee stated that it ‘is concerned about the insufficiency of legal provisions and accessible mechanisms to detect, report, prevent and combat all forms of violence’.1This paper focuses on the independent monitoring obligation Article 16(3) CRPD places on states parties, and discusses the implications of the insufficient implementation of Article 16(3) as it affects adults with intellectual disabilities in Cyprus. It examines the existing monitoring frameworks, explains why they do not meet with Article 16(3) CRPD requirements and explores the relationship of the national human rights institutions (NHRIs) with Article 16(3). This paper enables understanding as to how, despite pre-existing monitoring frameworks in place, no independent monitoring action has been taken since the ratification of the CRPD. It argues that there is an immediate need for measures to achieve the implementation of Article 16(3) and makes recommendations for Cyprus and other states parties.

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Spontaneous Eye Blink Rate during the Working Memory Delay Period Predicts Task Performance

10.1101/2021.03.15.435433 ◽

2021 ◽

Author(s):

Jefferson Ortega ◽

Chelsea Reichert Plaska ◽

Bernard A Gomes ◽

Timothy M Ellmore

Keyword(s):

Working Memory ◽

Task Performance ◽

Memory Task ◽

Delay Period ◽

Blink Rate ◽

Indirect Measure ◽

Eye Blink ◽

Non Invasive ◽

Relationship Of ◽

The Relationship

Spontaneous eye blink rate (sEBR) has been found to be a non-invasive indirect measure of striatal dopamine activity. Dopamine (DA) neurons project to the prefrontal cortex (PFC) through the mesocortical dopamine pathway and their activity is implicated in a range of cognitive functions, including attention and working memory (WM). The goal of the present study was to understand how fluctuations in sEBR during different phases of a working memory task relate to task performance. Across two experiments, with recordings of sEBR inside and outside of a magnetic resonance imaging bore, we observed sEBR to be positively correlated with WM performance during the WM delay period. Additionally we investigated the non-linear relationship between sEBR and WM performance, and modeled a proposed Inverted-U-shape relationship between DA and WM performance. We also investigated blink duration, which is proposed to be related to sustained attention, and found blink duration to be significantly shorter during the encoding and probe periods of the task. Taken together, these results provide support towards sEBR as an important correlate of working memory task performance. The relationship of sEBR to DA activity and the influence of DA on the PFC during WM maintenance is discussed.

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Development of children’s reading and writing skills at level of primary education in Azerbaijan

SCIENTIFIC WORK ◽

10.36719/2663-4619/56/93-95 ◽

2020 ◽

Vol 56 (07) ◽

pp. 93-95

Author(s):

Sevinj Mais Nurullayeva ◽

Keyword(s):

Primary Education ◽

School Children ◽

Reading Skills ◽

Writing Skills ◽

Primary School Children ◽

Human Beings ◽

Reading And Writing ◽

Relationship Of ◽

The Relationship ◽

And Training

Human beings perceive of the outside world by listening and reading skills; he also conveys his emotions, thoughts, dreams and impressions to his opponents with his speaking and writing skills. In other words, listening and reading comprehension, speaking and writing is the ability to explain. For this, developing reading, writing skills in primary school children is important. The relationship between this skills should be well understood and attention should be paid to these skills in education and training. Key words: Primary education, researches, reading, writing, relationship of reading and writing

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Complex syntax and working memory in children with specific learning difficulties

First Language ◽

10.1177/0142723719889240 ◽

2019 ◽

Vol 40 (4) ◽

pp. 411-436 ◽

Cited By ~ 3

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.

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The Relationship of Anxiety and Stress With Working Memory Performance in a Large Non-depressed Sample

Frontiers in Psychology ◽

10.3389/fpsyg.2019.00004 ◽

2019 ◽

Vol 10 ◽

Cited By ~ 5

Author(s):

Karolina M. Lukasik ◽

Otto Waris ◽

Anna Soveri ◽

Minna Lehtonen ◽

Matti Laine

Keyword(s):

Working Memory ◽

Memory Performance ◽

Relationship Of ◽

The Relationship

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Can We Improve Fluid Intelligence With Training on Working Memory in Persons With Intellectual Disabilities?

Journal of Cognitive Education and Psychology ◽

10.1891/1945-8959.8.2.148 ◽

2009 ◽

Vol 8 (2) ◽

pp. 148-164 ◽

Cited By ~ 23

Author(s):

Walter J. Perrig ◽

Marco Hollenstein ◽

Stephan Oelhafen

Keyword(s):

Working Memory ◽

Intellectual Disabilities ◽

Fluid Intelligence ◽

Working Memory Training ◽

Memory Training ◽

Far Transfer ◽

Hereditary Component ◽

Remedial Intervention ◽

Intellectual Deficiencies ◽

The Relationship

Fluid intelligence is considered as the ability to reason and to solve problems that influence learning in everyday life in both professional and educational settings. Therefore, a possibility to improve this faculty in persons with intellectual disabilities would be of highest interest for education. However, still being debated, many scientist as well as practitioners will agree that it is extremely difficult for these persons to go beyond a certain level of reasoning and to improve their intellectual functioning. This goes together with the consideration of fluid intelligence as a trait with a strong hereditary component that is rather immune to training. Nevertheless, we present in this article the theoretical rationale for successful working memory training as a processual training and as a remedial intervention tool for persons with intellectual deficiencies. This rationale is based on a review of the research on the relationship between working memory and fluid intelligence and the research on far transfer effects in nontrained tasks after training in populations with varying mental capacity. Features and constraints of the training tasks are described that are considered mandatory for a working memory training to be efficient.

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The Relationship Of Age, Igf-1 And Bdnf To Working Memory In Healthy Older Adults

Medicine & Science in Sports & Exercise ◽

10.1249/01.mss.0000385543.36993.f1 ◽

2010 ◽

Vol 42 ◽

pp. 72

Author(s):

David Bellar ◽

John Gunstad ◽

Ellen L. Glickman

Keyword(s):

Older Adults ◽

Working Memory ◽

Healthy Older Adults ◽

Relationship Of ◽

The Relationship

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The Relationship of Spelling Recognition, RAN, and Phonological Awareness to Reading Skills in Older Poor Readers and Younger Reading-Matched Controls

Reading and Writing ◽

10.1007/s11145-006-9013-2 ◽

2006 ◽

Vol 19 (8) ◽

pp. 845-872 ◽

Cited By ~ 35

Author(s):

Tami Katzir ◽

YoungSuk Kim ◽

Maryanne Wolf ◽

Becky Kennedy ◽

Maureen Lovett ◽

...

Keyword(s):

Phonological Awareness ◽

Reading Skills ◽

Poor Readers ◽

Relationship Of ◽

The Relationship

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The Relationship of Executive Functions and Speech Production in Senior Preschool Children: Working Memory and Storytelling

Clinical Psychology and Special Education ◽

10.17759/cpse.2019080304 ◽

2019 ◽

Vol 8 (3) ◽

pp. 56-84 ◽

Cited By ~ 1

Author(s):

A.N. Veraksa ◽

E. Ochepkova ◽

D.A. Bukhalenkova ◽

N. Kartushina

Keyword(s):

Working Memory ◽

Preschool Children ◽

Verbal Working Memory ◽

Speech Development ◽

Memory Development ◽

Semantic Completeness ◽

And Cluster Analysis ◽

Relationship Of ◽

The Relationship ◽

Global Indicators

The article presents the data of the study of working memory and features of oral monologue speech in preschool children. 269 children (133 boys and 136 girls) aged 5-6 years (M=5.6 years; Sd=0.48) attending the senior group of kindergarten in Moscow were examined. Features of oral monologue speech development were studied using methods developed in the Russian neuropsychology: tasks for retelling the text and compiling the story of a series of pictures. General neuropsychological parameters, separate lexical and grammatical (morphology and syntax) indicators, macrostructure of the narrative were analyzed in the evaluation of children's responses. As a result of the correlation and cluster analysis, similar links were obtained: the level of working memory development in preschoolers is correlated with such indicators of the child's speech development as semantic completeness of the text, its adequacy, programming of speech message, the number of words and sentences in the text, the development of macrostructure and the type of narrative. Based on the results, it is concluded that the most general and global indicators of the macrostructure of the text are significantly associated with the development of working memory. At the same time, the development of verbal working memory is more associated with the development of speech in preschool children compared to visual working memory. The authors come to the conclusion that with a well-developed auditory working memory, the child's speech will be more correct lexically and grammatically.

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