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《Scientific Studies of Reading》2013,17(2):165-198
Recent theoretical advances in working memory guided analyses of cognitive measures in 122 children with dyslexia and their 200 affected biological parents in families with a multigenerational history of dyslexia. Both children and adults were most severely impaired, on average, in three working memory components— phonological word-form storage, time-sensitive phonological loop, and executive functions involving phonology. Structural equation modeling showed that, for children, first-order factors from the phonological, orthographic, and/or morphological word forms uniquely predicted 11 reading and writing outcomes but, for adults, a second-order factor (reflecting interrelationships among the three first-order word-form factors) was more likely to be significant in predicting the same reading and writing outcomes. Structural equation modeling of the three working memory component factors showed that the most consistent predictor of text-level reading and writing for both children and adults was the second-order word-form factor. Phonological loop and executive support could be modeled as separate factors in children but only as combined factors in adults. Executive support in children and combined phonological loop and executive support in adults contributed uniquely to oral reading but did not contribute uniquely to reading comprehension or written expression. For both children and adults, individual differences occurred as to which of the three working memory components or three word forms fell outside the normal range. 相似文献
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Jan P. Piek Michelle Dworcan Nicholas C. Barrett Rebecca Coleman 《International Journal of Disability, Development & Education》2000,47(3):259-272
Harter (1987) argues that both competence-importance discrepancy and social support/positive regard constructs predict a child's global self-worth. In the current study, this model was used to ascertain whether both determinants were pertinent to the self-worth of children with Developmental Coordination Disorder (DCD: American Psychiatric Association, 1994) and to control children. A group of 36 children with DCD were compared with a matched group of 36 normally coordinated children. The two groups were matched on variables of age, gender, and verbal IQ. It was found that Harter's (1987) model was supported for the group of control children as both the competence-importance discrepancy and the social support/positive regard construct were significant predictors of self-worth. However, for the DCD group, only the competence-importance discrepancy predicted self-worth. The results of this study indicate that future research efforts need to examine an alternative model which incorporates the variables that are relevant to the self-worth of children with DCD. 相似文献
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Margaret J. Snowling Hannah M. Nash Debbie C. Gooch Marianna E. Hayiou-Thomas Charles Hulme Wellcome Language Reading Project Team 《Child development》2019,90(5):e548-e564
We followed children at family risk of dyslexia and children with preschool language difficulties from age 3½, comparing them with controls (N = 234). At age 8, children were classified as having dyslexia or Developmental Language Disorder (DLD) and compared at earlier time points with controls. Children with dyslexia have specific difficulties with phonology and emergent reading skills in the preschool period, whereas children with DLD, with or without dyslexia, show a wider range of impairments including significant problems with executive and motor tasks. For children with both dyslexia and DLD, difficulties with phonology are generally more severe than those observed in children with dyslexia or DLD alone. Findings confirm that poor phonology is the major cognitive risk factor for dyslexia. 相似文献
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Jing Chen Laura M. Justice Anna Rhoad-Drogalis Tzu-Jung Lin Brook Sawyer 《Child development》2020,91(2):471-487
This study takes an ecological approach to examine how children with developmental language disorder (DLD) interact with their classmates within early childhood special education (ECSE) inclusive classrooms. Participants were 124 children with DLD, 56 children with other disabilities, and 247 typically developing children (Mage = 52.42 months, SD = 6.27) from 56 ECSE inclusive classrooms. Results of social network analysis showed that children with DLD had significantly smaller peer social networks and were more likely to be isolated. Children tended to interact with peers with the same DLD status. These effects of children's DLD status were above and beyond the effects of children's social pragmatics skills. 相似文献
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Tracy Packiam Alloway Susan Elizabeth Gathercole Hannah Kirkwood Julian Elliott 《Child development》2009,80(2):606-621
This study explored the cognitive and behavioral profiles of children with working memory impairments. In an initial screening of 3,189 five- to eleven-year-olds, 308 were identified as having very low working memory scores. Cognitive skills (IQ, vocabulary, reading, and math), classroom behavior, and self-esteem were assessed. The majority of the children struggled in the learning measures and verbal ability. They also obtained atypically high ratings of cognitive problems/inattentive symptoms and were judged to have short attention spans, high levels of distractibility, problems in monitoring the quality of their work, and difficulties in generating new solutions to problems. These data provide rich new information on the cognitive and behavioral profiles that characterize children with low working memory. 相似文献
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Ursula L. Bailey Elizabeth P. Lorch Richard Milich Richard Charnigo 《Child development》2009,80(6):1842-1855
Changes in visual attention and story comprehension for children (N = 132) with attention deficit hyperactivity disorder (ADHD) and comparison peers were examined. Between the ages of 7 and 9 (Phase 1) and approximately 21 months later (Phase 2), children viewed 2 televised stories: 1 in the presence of toys and 1 in their absence. Both groups of children showed developmental increases in visual attention and stable group differences over time. Deficits in comprehension among children with ADHD, however, increased over time. Whereas comparison children’s recall of factual and causal information increased over time in both viewing conditions, children with ADHD showed no developmental improvement in recall of factual information in the toys‐present condition and no improvement in recall of causal relations in either viewing condition. 相似文献
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Rhona Stainthorp Morag Stuart Daisy Powell Philip Quinlan Holly Garwood 《Scientific Studies of Reading》2013,17(3):266-292
Two groups of 8- to 10-year-olds differing in rapid automatized naming speed but matched for age, verbal and nonverbal ability, phonological awareness, phonological memory, and visual acuity participated in four experiments investigating early visual processing. As low RAN children had significantly slower simple reaction times (SRT) this was entered as a covariate in all subsequent data analyses. Low RAN children were significantly slower to make same/different judgments to simple visual features, non-nameable letter-like forms and letters, with difference in SRT controlled. Speed differences to letter-like forms and letters disappeared once RTs to simple visual features were controlled. We conclude that slow RAN children have difficulty in discriminating simple visual features that cannot be explained in terms of a more general speed of processing deficit, a deficit in making same/different judgments, or to differences in word reading ability. 相似文献
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Spelling errors in the Wide Range Achievement Test were analyzed for 77 pairs of children, each of which included one older child with spelling disability (SD) and one spelling-level-matched younger child with normal spelling ability from the Colorado Learning Disabilities Research Center database. Spelling error analysis consisted of a percent graphotactic-accuracy (GA) score based on syllable position and existence in English, and a phonological accuracy score (PA). The SD group scored significantly worse in the PA measure and nonsignificantly better than controls on the GA measure. The Group × Measure interaction was significant. Spelling matched pairs had very similar scores for word recognition and orthographic coding, but the SD group exhibited significant deficits in reading measures of phonological decoding and in language measures of phonological awareness. 相似文献
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Marcus Hasselhorn Claudia Mähler 《International Journal of Disability, Development & Education》2007,54(2):225-244
In two studies, 10‐year‐olds from 2 German special schools as well as typically developing children of the same chronological age (CA controls) or the same mental age (MA controls) were compared on several aspects of working memory functions (i.e., size and input quality of the phonological store, speed and automatic activation of the subvocal rehearsal process). Results reveal that the children from the special schools reached the MA control but not the CA control children's level of non‐word repetition and also showed a statistically significant phonological similarity effect on memory span. These results were interpreted as evidence for a developmental lag in the functioning of the phonological store in these children. With regard to the subvocal rehearsal process, the results were mixed. While the children in the special schools outperformed the MA controls in speech rate, it was found that, in contrast to both control groups, they did not show any word‐length effect on memory span. This finding might be interpreted as evidence for a structural deficit impeding the automatic activation of the subvocal rehearsal process. 相似文献
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We examined explicit and implicit processes in response to third-party moral transgressions in children with autism spectrum disorder (ASD). Twenty 4- to 7-year-old children with ASD and 19 typically developing controls evaluated dynamic visual stimuli depicting intentional or accidental harm to persons or damage to objects. Moral evaluations, eye fixations, and pupil dilations toward the stimuli were collected. Results indicate a preserved capacity to understand the mental states of perpetrators and an implicit moral sensitivity to the third-party harms in children with ASD. Nonetheless, children with ASD showed specific sensitivity and emotional arousal when viewing damage to objects. These findings contribute to the understanding of the underlying mechanisms of moral reasoning in ASD and its possible association with the autistic symptoms. 相似文献
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Letter Processing and the Formation of Memory Representations in Children with Naming Speed Deficits
The ability to recognize letter patterns within words as a single unit is important for fluent reading. This skill is based
on previously established memory representations of common letter patterns. The ability to form these memory representations
may be impaired in some poor readers, particularly readers with naming speed deficits (NSD). This study explored factors that
influence letter processing and the subsequent formation of memory representations of letter strings in children with and
without a NSD. Children were presented with a letter string, followed by a probe unit that was either a single letter, a two-letter
cluster, or a repetition of the whole string. Children indicated whether or not the probe had been present in the preceding
string. Two factors were manipulated: (a) amount of time to process the initial letter string, and (b) level of orthographic
structure present in the letter string. Results indicated that overall, children with NSD performed less accurately than children
without NSD. However, children with NSD showed no differential benefit in performance as a result of longer time to process
a letter string. In addition, all readers were able to make use of the orthographic structure in a letter string to aid performance.
Implications of results for establishing memory representations of letter strings are discussed. 相似文献
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Rachel Schiff Miki Cohen Elisheva Ben-Artzi Ayelet Sasson Dorit Ravid 《Scientific Studies of Reading》2016,20(2):140-154
The aim of the present study is to examine the morphological knowledge of readers with developmental dyslexia compared to chronological age and reading-level matched controls. The study also analyzes the errors dyslexics make and their metamorphological awareness compared to controls. Participants included 31 seventh-grade dyslexic children and two matched control groups of normal readers: 34 seventh graders matched for chronological age and 32 third graders matched for reading age. Two tasks were administered via the auditory modality—morphological priming and morphological analogies task. We also performed error analysis and a metamorphological interview. Our analyses reveal that although dyslexics perform equally to chronological age matched controls on the priming task and similarly to reading-level matched controls on the morphological analogies task, their errors and metamorphological awareness are qualitatively different. 相似文献
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Xiangsheng Luo Jialiang Guo Dongwei Li Lu Liu Yanbo Chen Yu Zhu Stuart J. Johnstone Yufeng Wang Yan Song Li Sun 《Child development》2021,92(6):e1186-e1197
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by cognitive deficits associated with attention. Prior studies have revealed the potential impact of ADHD on basic perception and cognitive ability in patients with ADHD. In this study, bilateral posterior P1 and N1 were measured in 122 Chinese children aged 7–12 years (64 with ADHD) to investigate the developmental characteristics of early perception during visual processing in school-age children with ADHD. For children with ADHD, a larger P1 activity with an atypical developmental pattern was evoked and observed for the visual search performance. These findings offer new insights into the mechanisms of cognitive developmental deficits and intervention techniques in children with ADHD. 相似文献