Purpose: Our goal is to present the relationships between working memory (WM) and auditory processing abilities in school-age children. Review and Discussion: We begin with an overview of auditory processing, the conceptualization of auditory processing disorder, and the assessment of auditory processing abilities in children. Next, we describe a…

In second language (L2) academic writing, being able to think in the L2 as opposed to thinking in the L1 and then translating into an L2 utterance may contribute to greater success in foreign-language writing. It reduces cognitive load, frees up more time and cognitive capacity to focus on syntactic structures in the target language and achieve…

Although algebra is a prerequisite for higher mathematics, few studies have examined the mathematical and cognitive capabilities that contribute to the development of algebra word problems solving skills. We examined changes in these relations from second to ninth grades. Using a cross-sequential design that spanned 4 years, children from 3…

Using a secondary device while viewing a primary device (i.e. TV), or media multitasking, is now common. Numerous researchers and practitioners have attempted to introduce secondary devices into education as a new learning environment providing additional information to the user. However, the learning-related effects of using a second screen…

Purpose: The purpose of this study was to examine cognitive flexibility for semantic and perceptual information in preschool children who stutter (CWS) and who do not stutter (CWNS). Method: Participants were 44 CWS and 44 CWNS between the ages of 3;0 and 5;11 (years;months). Cognitive flexibility was measured using semantic and perceptual…

Purpose: Previous research into the working, declarative, and procedural memory systems in children with developmental language disorder (DLD) has yielded inconsistent results. The purpose of this research was to profile these memory systems in children with DLD and their typically developing peers. Method: One hundred four 5- to 8-year-old…

Purpose: It is well recognized that adding the visual to the acoustic speech signal improves recognition when the acoustic signal is degraded, but how that visual signal affects postrecognition processes is not so well understood. This study was designed to further elucidate the relationships among auditory and visual codes in working memory, a…

We investigated the predictive power of cognitive skills and background variables of 769 first and second grade children learning to read two orthographically different languages Finnish and German in three countries Finland, Germany and Italy. Main results from stepwise regression models showed that in all countries word reading at first grade…

A novel battery (BAFE; Valeri et al. 2015) was used in order to assess three executive function (EF) abilities (working memory, inhibition and shifting) in a sample of 27 intellectually able preschoolers with autism spectrum disorder (ASD) compared with 27 typically developing children matched on age and nonverbal IQ. Differences in EF skills were…

Listening comprehension (LC) is considered an important but complex skill that predicts later reading comprehension in various languages. In this study, we aimed at understanding the relationship of LC with different linguistic and cognitive components. For this purpose, 262 Arabic-speaking kindergartners participated in this study. Our regression…

This study examined cognitive precursors of hierarchical mathematical development. Six-year-old children (n = 258) were assessed on number skills, cognitive skills, and arithmetic 1 year prior to school entry. Skills in advanced arithmetic and advanced mathematics were assessed in Grades 3 and 6, respectively. Path analyses were computed and…

Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological…

The role played by working memory (WM), that is, the capacity to temporarily maintain and cognitively process information, has been extensively studied in second language (L2) research. In a general sense, WM has been shown to be related to various aspects of L2 learning and use; however, little information is available regarding its relationship…

Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological…

We investigated the contributions of multiple strands of factors--individual characteristics (struggling reader status, working memory, vocabulary, grammatical knowledge, knowledge-based inference, theory of mind, comprehension monitoring), a text feature (narrative vs. expository genre), and question types (literal and inferential)--to one's…