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Direct linkRebecca A. Marks; Courtney Pollack; Steven L. Meisler; Anila M. D'Mello; Tracy M. Centanni; Rachel R. Romeo; Karolina Wade; Anna A. Matejko; Daniel Ansari; John D. E. Gabrieli; Joanna A. Christodoulou – Developmental Science, 2024
Children with dyslexia frequently also struggle with math. However, studies of reading disability (RD) rarely assess math skill, and the neurocognitive mechanisms underlying co-occurring reading and math disability (RD+MD) are not clear. The current study aimed to identify behavioral and neurocognitive factors associated with co-occurring MD among…
Descriptors: Dyslexia, Executive Function, Visual Perception, Spatial Ability
Dutra, Natália B.; Chen, Lydia; Anum, Adote; Burger, Oskar; Davis, Helen E.; Dzokoto, Vivian A.; Fong, Frankie T. K.; Ghelardi, Sabrina; Mendez, Kimberly; Messer, Emily J. E.; Newhouse, Morgan; Nielsen, Mark G.; Ramos, Karlos; Rawlings, Bruce; dos Santos, Renan A. C.; Silveira, Lara G. S.; Tucker-Drob, Elliot M.; Legare, Cristine H. – Developmental Science, 2022
Self-regulation is a widely studied construct, generally assumed to be cognitively supported by executive functions (EFs). There is a lack of clarity and consensus over the roles of specific components of EFs in self-regulation. The current study examines the relations between performance on (a) a self-regulation task (Heads, Toes, Knees Shoulders…
Descriptors: Executive Function, Self Control, Short Term Memory, Visual Perception
Block, Elisa; Farran, Emily K.; Van Herwegen, Jo – American Journal on Intellectual and Developmental Disabilities, 2022
The block design task (BDT) is a visuospatial measure that individuals with Williams syndrome (WS) perform poorly on. However, it is unclear what underlies their impaired performance. This study investigated whether poorer performance is a result of visuospatial difficulties, executive function (EF) difficulties, atypical looking strategies, or a…
Descriptors: Task Analysis, Visual Perception, Spatial Ability, Executive Function
Li, Danfeng; Zhang, Xuejing; Zhang, Li – Journal of Learning Disabilities, 2023
Developmental dyscalculia (DD) is a mathematics learning disorder that affects approximately 5% to 7% of the population. This study aimed to detect the underlying domain-specific and domain-general differences between DD and typically developing (TD) children. We recruited 9-year-old primary school children to form the DD group via a 2-year…
Descriptors: Learning Disabilities, Mathematics Skills, Elementary School Students, Developmental Delays
Download full textDemir, Bora – Shanlax International Journal of Education, 2021
Working Memory (WM) is an essential concept of cognitive science since many aspects of human learning depend on it. Primarily proposed by Baddeley and Hitch (1974) and developed by Baddeley (1986), the concept of WM comprises the number of subsystems involved during the process and the considerable emphasis on its key role in cognitive tasks such…
Descriptors: Short Term Memory, Cognitive Processes, Second Language Learning, Phonology
Diedrichs, Victoria A.; Jewell, Courtney C.; Harnish, Stacy M. – Topics in Language Disorders, 2022
Purpose: The purpose of this article was to explore the extent to which nonlinguistic cognitive factors demonstrate a relationship with aphasia treatment outcomes. To that end, we conducted a scoping review to broadly characterize the state of the literature related to this topic. Methods: Reporting guidelines from the PRISMA extension for scoping…
Descriptors: Aphasia, Outcomes of Treatment, Speech Therapy, Executive Function
Aoyama, Sho; Imai-Matsumura, Kyoko – Early Child Development and Care, 2022
The purpose of the present study was to clarify comprehensively how and to what extent inhibition, spatial working memory (WM), and auditory WM influence agility, balance, and dexterity of motor coordination and comprehensive physical ability in kindergarteners. Participants were 43 children between the ages of 4 and 5 years old. The children…
Descriptors: Kindergarten, Preschool Children, Executive Function, Inhibition
Aul, Courtney; Brau, Julia M.; Sugarman, Alexander; DeGutis, Joseph M.; Germine, Laura T.; Esterman, Michael; McGlinchey, Regina E.; Fortenbaugh, Francesca C. – Cognitive Research: Principles and Implications, 2023
Visuospatial processing speed underlies several cognitive functions critical for successful completion of everyday tasks, including driving and walking. While it is widely accepted that visuospatial processing speed peaks in early adulthood, performance across the lifespan remains incompletely characterized. Additionally, there remains a lack of…
Descriptors: Cognitive Processes, Visual Perception, Spatial Ability, Test Construction
Josephine N. Booth; Iain A. Mitchell; Philip D. Tomporowski; Bryan A. McCullick; James M. E. Boyle; John J. Reilly – Journal of Research in Special Educational Needs, 2024
Physical activity (PA) benefits children's cognition, in particular executive functions (EF). Children with Attention Deficit Hyperactivity Disorder (ADHD), Reading Difficulties (RD) and co-occurring ADHD/RD have low levels of PA and difficulties with EF. This study evaluated a PA programme to determine recruitment, attrition, feasibility (e.g.…
Descriptors: Intervention, Physical Activities, Attention Deficit Hyperactivity Disorder, Comparative Analysis
Grote, Kandice S.; Scott, Rose M.; Gilger, Jeffrey – First Language, 2021
Recent research suggests that bilinguals might exhibit advantages in several areas of executive function, including working memory, inhibitory control, and attentional control. However, few studies have examined potential bilingual advantages within lower socioeconomic status (SES) populations. Here we addressed this gap in the literature by…
Descriptors: Bilingualism, Executive Function, Short Term Memory, Inhibition
Lee, Sungyoon – Reading Psychology, 2023
The purpose of the study is to examine the role of spatial ability and attention shifting in reading of illustrated science texts. Thirty-five fourth/fifth elementary students read two science texts. Prior knowledge and retention/transfer learning outcomes were measured using researcher-developed measures. While reading, students' eye movements…
Descriptors: Eye Movements, Spatial Ability, Reading Processes, Attention Control
Liu, Allison S.; Rutherford, Teomara; Karamarkovich, Sarah M. – Journal of Educational Psychology, 2022
Cognitive, numeracy, and motivational factors have been implicated in math achievement. However, few studies have investigated these factors simultaneously and in middle childhood, limiting our understanding of the relative contributions of these factors during an important developmental period. The current study investigated how one numeracy,…
Descriptors: Numeracy, Cognitive Ability, Learning Motivation, Mathematics Achievement
Gray, Shelley; Fox, Annie B.; Green, Samuel; Alt, Mary; Hogan, Tiffany P.; Petscher, Yaacov; Cowan, Nelson – Journal of Speech, Language, and Hearing Research, 2019
Purpose: Compared to children with typical development, children with dyslexia, developmental language disorder (DLD), or both often demonstrate working memory deficits. It is unclear how pervasive the deficits are or whether the deficits align with diagnostic category. The purpose of this study was to determine whether different working memory…
Descriptors: Dyslexia, Developmental Disabilities, Language Impairments, Short Term Memory
Urlings, Corrie C.; Coppens, Karien M.; Borghans, Lex – Computers in the Schools, 2019
We explored the potential of a robotics application in education as a measurement tool of child executive functioning skills. Sixty-five kindergarteners received assignments to go through a maze with a programmable robot, the Bee-Bot. Via observation we quantified how they solved these tasks. Their performance was successfully aggregated into a…
Descriptors: Robotics, Kindergarten, Programming, Problem Solving
Sotelo-Dynega, Marlene – Canadian Journal of School Psychology, 2017
The purpose of this article is to provide the reader with insight into the clinical reasoning process involved in the assessment and intervention planning for a child with a reading disability. A Cattell-Horn-Carroll (CHC) theoretical/neuropsychological approach shall serve as the foundational theoretical framework for this case study, and…
Descriptors: Planning, Intervention, Evaluation, Reading Difficulties
