Cognitive processing in literate and illiterate subjects: a review of some recent behavioral and functional neuroimaging data

The study of illiterate subjects, which for specific socio-cultural reasons did not have the opportunity to acquire basic reading and writing skills, represents one approach to study the interaction between neurobiological and cultural factors in cognitive development and the functional organization of the human brain. In addition the naturally occurring illiteracy may serve as a model for studying the influence of alphabetic orthography on auditory-verbal language. In this paper we have reviewed some recent behavioral and functional neuroimaging data indicating that learning an alphabetic written language modulates the auditory-verbal language system in a non-trivial way and provided support for the hypothesis that the functional architecture of the brain is modulated by literacy. We have also indicated that the effects of literacy and formal schooling is not limited to language related skills but appears to affect also other cognitive domains. In particular, we indicate that formal schooling influences 2D but not 3D visual naming skills. We have also pointed to the importance of using ecologically relevant tasks when comparing literate and illiterate subjects. We also demonstrate the applicability of a network approach in elucidating differences in the functional organization of the brain between groups. The strength of such an approach is the ability to study patterns of interactions between functionally specialized brain regions and the possibility to compare such patterns of brain interactions between groups or functional states. This complements the more commonly used activation approach to functional neuroimaging data, which characterize functionally specialized regions, and provides important data characterizing the functional interactions between these regions.     

Specificity in the Nature and Timing of Cognitive Growth in Kindergarten and First Grade

The nature and sources of growth across 8 cognitive skills was examined in kindergarten and 1st grade using the school cutoff method. After controlling for child IQ and maternal education, unique influences of schooling were observed for children's reading recognition, mathematics, letter recognition, general information, and phonemic segmentation skills. In contrast, schooling did not appear to shape children's growth in receptive vocabulary and subsyllabic segmentation, and no growth was observed in syllabic segmentation. Furthermore, the timing of schooling effects differed across skills. Overall, the pattern of findings revealed a strong degree of specificity in the nature and timing of cognitive change across the first 2 elementary grades. Discussion focused on the role of instructional time in shaping whether and when schooling influences cognitive growth.     

Incongruence Between Native and Test Administration Languages: Towards Equal Opportunity in International Literacy Assessment

Previous research has primarily addressed the effects of language on the Program for International Student Assessment (PISA) mathematics and science assessments. More recent research has focused on the effects of language on PISA reading comprehension and literacy assessments on student populations in specific Organization for Economic Cooperation and Development (OECD) and non-OECD countries. Recognizing calls to highlight the impact of language on student PISA reading performance across countries, the purpose of this study was to examine the effect of home languages versus test languages on PISA reading literacy across OECD and non-OECD economies, while considering other factors. The results of Ordinary Least Squares regression showed that about half of the economies demonstrated a positive and significant effect of students' language status on their reading performance. This finding is consistent with observations in the parallel analysis of PISA 2009 data, suggesting that students' performance on reading literacy assessment was higher when they were tested in their home language. Our findings highlight the importance of the role of context, the need for new approaches to test translation, and the potential similarities in language status for youth from OECD and non-OECD countries that have implications for interpreting their PISA reading literacy assessments.     

Home environmental influences on children's language and reading skills in a genetically sensitive design: Are socioeconomic status and home literacy environment environmental mediators and moderators?

This twin study examined how family socioeconomic status (SES) and home literacy environment (HLE) contributes to Chinese language and reading skills. It included 312 Chinese twin pairs aged 3 to 11. Children were individually administered tasks of Chinese word reading, receptive vocabulary and reading‐related cognitive skills, and nonverbal reasoning ability. Information on home environment was collected through parent‐reported questionnaires. Results showed that SES and HLE mediated shared environmental influences but did not moderate genetic influences on general language and reading abilities. Also, SES and HLE mediated shared environmental contributions to receptive vocabulary and syllable and rhyme awareness, but not orthographic skills. The findings of this study add to past twin studies that focused on alphabetic languages, suggesting that these links could be universal across languages. They also extend existing findings on SES and HLE's contributions to reading‐related cognitive skills.     

Home literacy experiences and literacy acquisition among children in Guangzhou, south China

Sénéchal's research in the West with English- and French-speaking children included positive relations of the development of literacy skills with home literacy experiences. There is a need to extend this research to other countries, especially in China where few studies have been done. This study examined relations of parental reports of formal and informal home literacy variables with Chinese children's vocabulary and written language development. Consistent with previous studies in the West, informal home literacy experiences were associated with Chinese children's vocabulary knowledge, and formal literacy experiences with reading skills. These findings fit previous research which distinguishes formal and informal literacy experiences in relation to children's performance on reading and language skills, and indicates reading to children is less effective for acquisition of print-specific skills.     

Cognitive correlates of performance in advanced mathematics

Background. Much research has been devoted to understanding cognitive correlates of elementary mathematics performance, but little such research has been done for advanced mathematics (e.g., modern algebra, statistics, and mathematical logic). Aims. To promote mathematical knowledge among college students, it is necessary to understand what factors (including cognitive factors) are important for acquiring advanced mathematics. Samples. We recruited 80 undergraduates from four universities in Beijing. Methods. The current study investigated the associations between students’ performance on a test of advanced mathematics and a battery of 17 cognitive tasks on basic numerical processing, complex numerical processing, spatial abilities, language abilities, and general cognitive processing. Results. The results showed that spatial abilities were significantly correlated with performance in advanced mathematics after controlling for other factors. In addition, certain language abilities (i.e., comprehension of words and sentences) also made unique contributions. In contrast, basic numerical processing and computation were generally not correlated with performance in advanced mathematics. Conclusions. Results suggest that spatial abilities and language comprehension, but not basic numerical processing, may play an important role in advanced mathematics. These results are discussed in terms of their theoretical significance and practical implications.     

Group Affiliations of University Students in the Arab Middle East

Summary

A study was undertaken in Morocco in order to separate the effects of age and formal schooling on the development of cognitive style. A total of 384 boys (age range: 6–22 years) were selected from environmental backgrounds including: urban/schooled, rural/schooled, urban/nonschooled, and rural/nonschooled. Results indicated that chronological age and schooling played major, but independent roles in promoting perceptual development (and “field independent” cognitive style), while childhood environment appeared to have little effect. It was concluded that general statements about the effects of cultural socialization practices on cognitive style should be tempered by considering particular environmental experiences (such as formal schooling) that may significantly influence cognitive assessment techniques that are said to measure cognitive style.     

语言能力的老化机制：语言特异性与非特异性因素的共同作用

语言能力的衰退是由于一般认知能力衰退引起的, 还是由于语言加工系统的衰退引起的, 抑或是两者的共同作用?研究中测量了青年组和老年组的一般认知能力(加工速度、工作记忆和抑制能力), 以及在词汇、句子和语篇三个水平上的语言理解能力和语言产生能力。结果发现, 一般认知能力、语言理解和语言产生能力都存在年老化现象。分层回归分析表明, 一般认知能力对语言能力的贡献, 以及语言理解能力和产生能力之间的相互贡献在青年组和老年组中是不同的, 且存在词汇、句子和语篇水平上的差异。在词汇水平上, 青年人的成绩能够被一般认知能力和另一种语言能力所显著预测, 而老年人的成绩却不受一般认知因素影响; 在句子水平上, 青年人的成绩仍能被一般认知能力或另一种语言能力所解释, 但这两类变量都无法预测老年人的任务成绩; 在语篇水平上, 青年人理解任务的成绩显著地受到产生能力影响, 而老年人的理解和产生任务成绩则分别可以被一般认知能力和语言理解能力所解释。对组间差异的回归分析表明, 一般认知能力和另一种语言能力对组间差异都有显著贡献, 且前者的贡献大于后者。上述研究结果表明, 语言能力的老化是语言特异性因素和非特异性因素共同作用的结果。     

Spoken language correlates of reading impairments acquired in childhood

This study reports the reading difficulties of five children following unilateral left hemisphere stroke sustained either before or during the early stages of literacy acquisition. Although each of the children experienced a period of disturbed language processing in the initial stages postonset, at the time of testing none of the children were considered to be clinically aphasic. Yet, on a standardized test of oral reading each of the children achieved a reading age that lagged behind chronological age and marked reading impairments were disclosed in four of the five children. A set of standardized and nonstandardized tests, aimed at measuring aspects of cognitive and spoken language processing that are considered to be important for normal reading acquisition, was administered. Where nonstandardized tests were used, performance of each of the stroke children was compared to that of groups of normally developing control children, closely matched for chronological age. A range of residual deficits in cognitive and spoken language processing was disclosed among the five brain-damaged children that appeared to be associated with their reading impairments. Two children had expectedly poor reading due to a selective impairment in verbal IQ; a specific phonological reading disorder was revealed in two children, each of which had a residual impairment to phonological awareness; and delayed reading acquisition was observed in one child with a general language deficit. It is suggested that when a child suffers damage to the left hemisphere in the early stages of reading acquisition, difficulties with learning to read are likely to ensue and may arise as a consequence of an underlying cognitive or linguistic deficit.     

Assessment of working memory components at 6years of age as predictors of reading achievements a year later

The ability of working memory skills (measured by tasks assessing all four working memory components), IQ, language, phonological awareness, literacy, rapid naming, and speed of processing at 6 years of age, before reading was taught, to predict reading abilities (decoding, reading comprehension, and reading time) a year later was examined in 97 children. Among all working memory components, phonological complex memory contributed most to predicting all three reading abilities. A capacity measure of phonological complex memory, based on passing a minimum threshold in those tasks, contributed to the explained variance of decoding and reading comprehension. Findings suggest that a minimal ability of phonological complex memory is necessary for children to attain a normal reading level. Adding assessment of phonological complex memory, before formal teaching of reading begins, to more common measures might better estimate children’s likelihood of future academic success.     

Acquired dyslexia in three writing systems: study of a Portuguese-Japanese bilingual aphasic patient

The Japanese language is represented by two different codes: syllabic and logographic while Portuguese employs an alphabetic writing system. Studies on bilingual Portuguese-Japanese individuals with acquired dyslexia therefore allow an investigation of the interaction between reading strategies and characteristics of three different writing codes. The aim of this study was to examine the differential impact of an acquired brain lesion on the reading of the logographic, syllabic and alphabetic writing systems of a bilingual Portuguese-Japanese aphasic patient (PF). Results showed impaired reading in the logographic system and when reading irregularly spelled Portuguese words but no effects on reading regular words and nonwords in syllabic and alphabetic writing systems. These dissociations are interpreted according to a multi-route cognitive model of reading assuming selective damage in the lexical route can result in acquired dyslexia across at least three different writing codes.     

Influences of schooling and urban-rural residence on gender differences in cognitive abilities and academic achievement

A total of 1151 children from indigenous Quechua-speaking families residing in squatter settlements of the city and in two remote rural environments in Peru was given a battery of 16 tests of academic achievement and cognitive abilities. The former tests assessed reading and mathematics achievement and the latter tapped a broad range of cognitive functions. Children were enrolled in first, second, or third grade or did not attend school. “Younger” children were from 6 to 8 years old, and “older” children were from 9 to 12 years old. Large differences in cognitive functioning were associated with attendance at school, grade in school, age, and urban-rural residence. Gender was found to account for less than 5% of the variance in children's performance on cognitive and academic tasks. Gender effects appeared to decline with increased amount of schooling. This was reflected in interactions involving gender and schooling and in a greater number of significant gender effects for children who did not attend school or were in first grade. The results present a complicated picture of various interactional effects of task, location, age, and schooling on the detected gender differences in cognitive abilities and academic achievement.     

Hemispheric specialization for speech perception in language deficient kindergarten children

Twenty right-handed kindergarten children with superior language skills and twenty with deficient language skills (as defined by performance on an elicited sentence repetition task) were tested (1) for hemispheric specialization for speech perception with a dichotic CV syllable task and (2) for relative manual proficiency by means of a battery of hand tasks. Reading readiness and aspects of other cognitive abilities were also assessed. The superior children evidenced a mean right-ear advantage of 14.5%, which is consistent with normal values reported by other investigators using the same stimuli. The language deficient group evidenced essentially no mean ear advantage (0.5) with half of these subjects exhibiting left-ear superiority. The findings suggest relationships among cerébral dominance, language proficiency (including reading readiness), and general cognitive functioning.     

GENERAL MENTAL ABILITY,NARROWER COGNITIVE ABILITIES,AND JOB PERFORMANCE: THE PERSPECTIVE OF THE NESTED-FACTORS MODEL OF COGNITIVE ABILITIES

The nested-factors model is a well-established structural model of cognitive abilities in cognitive ability research but has not yet been used to investigate the role of cognitive abilities in job performance. Core assumptions of the nested-factors model are that a broad general mental ability (GMA) exists besides narrower abilities and that this GMA differs from the narrower cognitive abilities in breadth but not in subordination. The authors of this article propose that a recently emerging statistical technique—relative importance analysis—corresponds to the assumptions of the nested-factors model. To empirically study the implications of using the nested-factors model, the authors applied relative importance analysis to a meta-analytic matrix linking measures of 7 narrower cognitive abilities from an established ability taxonomy (Thurstone's primary mental abilities), GMA, and job performance. Results revealed that GMA accounted for 10.9% to 28.6% of the total variance explained in job performance and that GMA was not consistently the most important predictor. The discussion focuses on potential theoretical, methodological, and practical implications of the nested-factors model for personnel psychology.     

Influence of Socio-Demographic Factors on SRAVEN Performance

This exploratory study aimed to investigate the influence of specific socio-demographic variables on a computerized test of non-verbal neuropsychological performance. Six hundred and thirty South African first year students were assessed using the University of Pennsylvania Computerized Neuropsychological Test Battery (PennCNP). Fluid intelligence was measured by a computerized version of the Raven's Progressive Matrices (SRAVENS). Analysis of variance indicated that gender, home language, quality of schooling, language of schooling and paternal education influenced performance on the SRAVEN. Stepwise multiple regression evidenced the importance of language, paternal education and high school language on SRAVENS responses. The assumption of non-verbal test scores as being independent of socio-demographic factors needs to be revisited as such independence cannot be maintained in light of such evidence.     

Whorf versus Socrates, round 10

A recent paper by Dehaene, Izard, Pica and Spelke examined geometric concepts among the Munduruku, an Amazonian group without many linguistic terms for spatial relations, and without maps or formal schooling. Their profile of strengths and weaknesses provides new insights into the nature of the human mind and the importance of culture and language to the development of thought.     

FOURTH GRADERS' PERFORMANCE ON A STATE-MANDATED ASSESSMENT INVOLVING TWO DIFFERENT MEASURES OF READING COMPREHENSION

This study examined fourth graders' performance on two reading comprehension measures, involving a question-answering format and a cloze format, which were part of a state-mandated assessment. Word-level reading skills and oral language comprehension were important to success on both formats, but word accuracy had a stronger relationship to the cloze than to the question-answering measure. Language comprehension related strongly to both formats. The cognitive profiles associated with poor reading comprehension varied, but most often involved a specific difficulty in accuracy of pseudoword decoding. The results suggest that test format should be considered in interpreting reading comprehension performance and underscore the need to assess specific component abilities in reading.     

Correlates of Canadian native children's reading performance: From cognitive styles to cognitive processes

Individual differences in reading and cognitive processing among a sample of generally poor readers were studied in order to answer two major questions: Do they have a specific cognitive style that favors global-simultaneous strategies and a weak sequential strategy? If they do not have a distinct cognitive style or strategy, but are merely poor in using sequential (Successive) strategies, then, would the same processes that influence reading performance in the general population determine their performance as well? A sample of 84 Canadian First Nations (FN) children were assessed in word and pseudoword reading, rapid naming speed, and ability to process information using the Planning, Attention, Successive, and Simultaneous (PASS) theory of intelligence. Results confirmed that this sample of children did not exhibit a specific cognitive style. Rather, there was evidence of a weakness in Successive processing only in the subgroup of poor readers. The importance of understanding the role of Successive processing and rapid naming speed relative to reading is further discussed.     

Working memory and literacy as predictors of performance on algebraic word problems

Previous studies on individual differences in mathematical abilities have shown that working memory contributes to early arithmetic performance. In this study, we extended the investigation to algebraic word problem solving. A total of 151 10-year-olds were administered algebraic word problems and measures of working memory, intelligence quotient (IQ), and reading ability. Regression results were consistent with findings from the arithmetic literature showing that a literacy composite measure provided greater contribution than did executive function capacity. However, a series of path analyses showed that the overall contribution of executive function was comparable to that of literacy; the effect of executive function was mediated by that of literacy. Both the phonological loop and the visual spatial sketchpad failed to contribute directly; they contributed only indirectly by way of literacy and performance IQ, respectively.