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Direct linkVanessa Frei; Nathalie Giroud – npj Science of Learning, 2025
Ageing is associated with elevated pure-tone thresholds, accompanied by increased difficulties in understanding speech-in-noise. While amplification provides important, but insufficient support, auditory-cognitive training (ACT) might propose a solution. However, generalized effects have been scarce, highlighting the necessity of training designs…
Descriptors: Older Adults, Auditory Perception, Auditory Training, Listening Comprehension
Sohyun An Kim; Connie Kasari – Journal of Autism and Developmental Disorders, 2025
While working memory (WM) is a powerful predictor for children's school outcomes, autistic children are more likely to experience delays. This study compared autistic children and their neurotypical peers' WM development over their elementary school years, including relative growth and period of plasticity. Using a nationally-representative…
Descriptors: Elementary School Students, Autism Spectrum Disorders, Students with Disabilities, Student Development
Efsun Birtwistle; Olga Chernikova; Miriam Wünsch; Frank Niklas – SAGE Open, 2025
We investigated the effect of cognitive training of executive functions on children's cognitive outcomes. To address this issue, a systematic meta-analysis of published research articles on cognitive training interventions was performed considering children's age, training duration, -procedure, and -technology in moderator analyses. The results (N…
Descriptors: Preschool Children, Elementary School Students, Middle School Students, Executive Function
Taylor Lesner; Ben Clarke; Derek Kosty; Geovanna Rodriguez; Elizabeth L. Budd; Christian Doabler – Grantee Submission, 2025
This secondary analysis of data from a randomized control trial of an early mathematics intervention, ROOTS, explored whether patterns of intervention response were best categorized by the typical response/non-response binary or a more complex framework with additional response profiles. Participants included kindergarten students at risk for…
Descriptors: Mathematics Instruction, Response to Intervention, At Risk Students, Kindergarten
