Turid Helland  Arve Asbjørnsen 《Child neuropsychology》2013,19(1):37-48

This study focused on executive functions in dyslexia. A group of 43 heavily-affected young dyslexics, divided into two groups based on the results of a receptive language test, and 20 non-dyslexic controls, were tested with a Dichotic Listening Test, the Stroop Color Word Test and the Wisconsin Card Sorting Test. The dyslexic subjects demonstrated significant impairment on all tasks, but with different patterns of impairment according to the subgrouping. The subgroups were equally impaired on the Dichotic Listening Test, but differed on the Stroop and the Wisconsin Tests. The data support a hypothesis suggesting executive problems in dyslexia, depending on receptive language skills.  相似文献   

    

Kris L. Kaemingk  Marissa E. Carey  Ida M. Moore  Michele Herzer  John J. Hutter 《Child neuropsychology》2013,19(1):14-23

Difficulties in math are the most frequently reported area of academic deficit in survivors of acute lymphoblastic leukemia (ALL) and the most frequent academic complaint among parents of ALL survivors. However, previous studies that included measures of math skills have been limited by the use of only a single measure of math skills, most often a measure of written calculations, without any assessment of math reasoning or math application skills. Further, the nature of these math difficulties has not been adequately investigated. The purpose of this study was to examine the performance of ALL survivors using multiple measures of math skills. Performance was compared to a group of healthy controls matched for age and sex as well as to normative levels. Other measures of neuropsychological function were also administered, and the relationships between these measures and the math measures were explored. Converging evidence for math difficulties in ALL survivors compared to healthy controls and normative levels was found. While ALL survivors generally performed within the average range on measures of math skills, math performance was mostly related to memory function and dominant-hand psychomotor speed. By contrast, math performance of healthy children was mostly related to basic reading skills and visual-motor integration. These findings shed light on the nature of math difficulties in ALL survivors and have implications for intervention.  相似文献   

    

Celeste Meijs  Petra P. M. Hurks  Renske Wassenberg  Frans J. M. Feron  Jelle Jolles 《Child neuropsychology》2016,22(7):818-836

This study examines inter-individual differences in how presentation modality affects verbal learning performance. Children aged 5 to 16 performed a verbal learning test within one of three presentation modalities: pictorial, auditory, or textual. The results indicated that a beneficial effect of pictures exists over auditory and textual presentation modalities and that this effect increases with age. However, this effect is only found if the information to be learned is presented once (or at most twice) and only in children above the age of 7. The results may be explained in terms of single or dual coding of information in which the phonological loop is involved. Development of the (sub)vocal rehearsal system in the phonological loop is believed to be a gradual process that begins developing around the age of 7. The developmental trajectories are similar for boys and girls. Additionally, auditory information and textual information both seemed to be processed in a similar manner, namely without labeling or recoding, leading to single coding. In contrast, pictures are assumed to be processed by the dual coding of both the visual information and a (verbal) labeling of the pictures.  相似文献   

    

Tamar Silberg  Jaana Ahonniska-Assa  Miriam Levav  Roni Eliyahu  Tamar Peleg-Pilowsky  Amichai Brezner 《Child neuropsychology》2016,22(5):600-617

Memory deficits are a common sequelae following childhood traumatic brain injury (TBI), which often have serious implications on age-related academic skills. The current study examined verbal memory performance using the Rey Auditory Verbal Learning Test (RAVLT) in a pediatric TBI sample. Verbal memory abilities as well as the effect of age at-testing on performance were examined. A sample of 67 children following severe TBI (age average = 12.3 ± 2.74) and 67 matched controls were evaluated using the RAVLT. Age effect at assessment was examined using two age groups: above and below 12 years of age during evaluation. Differences between groups were examined via the 9 RAVLT learning trials and the 7 composite scores conducted out of them. Children following TBI recalled significantly less words than controls on all RAVLT trials and had significantly lower scores on all composite scores. However, all of these scores fell within the low average range. Further analysis revealed significantly lower than average performance among the older children (above 12 years), while scores of the younger children following TBI fell within average limits. To conclude, verbal memory deficits among children following severe TBI demonstrate an age-at-testing effect with more prominent problems occurring above 12 years at the time of evaluation. Yet, age-appropriate performance among children below 12 years of age may not accurately describe memory abilities at younger ages following TBI. It is therefore recommended that clinicians address child’s age at testing and avoid using a single test as an indicator of verbal memory functioning post TBI.  相似文献   

    

《Psychology of sport and exercise》2015

ObjectivesWhat type of visual presentation is best in helping learners to understand the functioning of a dynamic system and under what conditions? This study investigated the effect of content complexity on perceived cognitive load and performance resulting from studying depicted movements of team play either in an explicit manner (animation) or via arrow symbols (static diagram).DesignA 2 (treatment: diagram vs. animation) × 2 (content complexity: low vs. high) between subjects design was adopted in the experiment.MethodsForty-eight university students were randomly assigned to the four study conditions and required to perform a reconstruction test and rate their perceived cognitive load following the study phase.ResultsData analyses revealed that for low-complexity content, participants exposed to the animation treatment learned more efficiently – based on the combination of learning and cognitive load scores – than those exposed to the diagram treatment. On the other hand, for high-complexity content, participants exposed to the diagram treatment learned more efficiently than those exposed to the animation treatment.ConclusionThe findings stress the importance of considering the task complexity factor when designing and presenting instructional materials to learners.  相似文献   

    

《Psychology of sport and exercise》2015

ObjectivesResearch has suggested that holistic process goals might help avoid the effects associated with conscious processing of task relevant information by skilled but anxious athletes. This experiment compared the efficacy of holistic and part process goal strategies for novices using a learning paradigm.DesignLaboratory-based experimental design incorporating practice, retention and transfer phases.MethodTwenty-four males were randomly assigned to a part process goal, holistic process goal or control condition and performed a simulated race-driving task in practice, retention and transfer tests.ResultsAnalyses of variance revealed that performance during practice was similar in all conditions but that the holistic process goal group outperformed the part process goal group at both retention and transfer.ConclusionsCompared to part process goals, holistic process goals result in more effective motor learning and performance that appears to be more robust under pressure.  相似文献   

    

《Revue Européene de Psychologie Appliquée》2016,66(3):101-107

IntroductionIn addition to the FSIQ, the General Ability Index (GAI) and the Cognitive Proficiency Index (CPI) are two ancillary scores that can be calculated for the Wechsler Intelligence Scale. The GAI and the CPI have been proposed to assist in identifying cognitive strengths and weaknesses, and thus to provide different views into individual's cognitive abilities.ObjectiveThe purpose of the present study is to provide the frequency of GAI/CPI score difference by direction, the frequency of FSIQ/GAI score difference, and the frequency of FSIQ/CPI score difference, for the French Wechsler Intelligence Scale for Children and Adolescents–Fourth Edition (WISC-IV).MethodThese frequencies are provided for a sample of healthy children (n = 483), and for a sample of children with learning disabilities (LD, n = 370). The GAI comprises verbal comprehension and perceptual reasoning subtests, while CPI comprises working memory and processing speed subtests.ResultsResults indicated that the healthy sample performed better than the LD sample for all composite scores. The FSIQ was lower than the GAI for both groups and this difference was slightly larger for the LD sample (−1.35 points vs. −3.22 points). The GAI was higher than the CPI for both samples, but this difference was not significantly larger for the LD sample (4.2 points vs. 6.16 points). Finally, while the FSIQ was higher than the CPI for both groups, this difference was not larger for the LD sample (2.85 points vs. 2.95 points).ConclusionThese findings support the use of the GAI and the CPI, in addition to the FSIQ.  相似文献   

    

Stella Christie  Dedre Gentner 《Cognitive Science》2014,38(2):383-397

Adult humans show exceptional relational ability relative to other species. In this research, we trace the development of this ability in young children. We used a task widely used in comparative research—the relational match‐to‐sample task, which requires participants to notice and match the identity relation: for example, AA should match BB instead of CD. Despite the simplicity of this relation, children under 4 years of age failed to pass this test (Experiment 1), and their performance did not improve even with initial feedback (Experiment 2). In Experiments 3 and 4, we found that two kinds of symbolic‐linguistic experience can facilitate relational reasoning in young children. Our findings suggest that children learn to become adept analogical thinkers, and that language fosters this learning in at least two distinct ways.  相似文献   

    

Andrea A. diSessa 《Cognitive Science》2014,38(5):795-850

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Diana Baas  Jos Castelijns  Marjan Vermeulen  Rob Martens  Mien Segers 《The British journal of educational psychology》2015,85(1):33-46

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