ABSTRACT
El objetivo del presente trabajo consistió en estudiar el rol de la atención selectiva, el componente retentivo y ejecutivo de información de la memoria de trabajo, y la aptitud verbal en la producción de inferencias explicativas en la comprensión de textos expositivos. Con este propósito, 171 estudiantes universitarios completaron pruebas de memoria de trabajo, atención selectiva, aptitud verbal y cuestionarios de inferencias explicativas luego de leer textos expositivos. Los resultados de las ecuaciones estructurales muestran que la producción de inferencias se explica de manera directa por la aptitud verbal y el componente ejecutivo de la memoria de trabajo. El análisis también detectó una relación de interacción de mediación entre las capacidades de producir inferencias explicativas, de atención selectiva y de almacenamiento de información verbal en memoria de trabajo. Estos componentes mostraron un efecto indirecto sobre la capacidad de inferir vía el componente ejecutivo de la memoria de trabajo. Lo anterior sugiere que la capacidad de inferir explicaciones en la comprensión está fuertemente relacionada con la aptitud verbal y la capacidad de procesar información en la memoria de trabajo, mientras que el componente retentivo y de atención selectiva muestran un impacto mediado por la memoria de trabajo.
This research aimed to study the role of selective attention, the retention and executive components of working memory, and verbal aptitude in producing explanatory inferences in the comprehension of expository texts. For this purpose, 171 undergraduates completed tests of working memory, selective attention, verbal aptitude, and explanatory inference questionnaires after reading expository texts. The results of the structural equation modeling indicated that the production of explanatory inferences is determined directly by verbal aptitude and the executive component of verbal working memory. The analysis also detected a mediation interaction effect between the abilities to produce explanatory inferences, selective attention span, and the ability to store verbal information in working memory. These components indirectly affected the ability to infer via the executive component of working memory. This suggest that the ability to make explanatory inferences in the comprehension of expository texts is strongly related to verbal aptitude and the capacity to process information in working memory, while the ability to manage selective attention and retain verbal information in shortterm memory have an impact on the ability to generate inferences mediated by working memory
O objetivo deste trabalho foi estudar o papel da atenção seletiva, do componente retentivo e executivo da memória de trabalho e da aptidão verbal na produção de inferências explicativas na compreensão de textos expositivos. Para tanto, 171 estudantes universitários responderam a testes de memória de trabalho, atenção seletiva, aptidão verbal e questionários de inferência explicativa após a leitura de textos expositivos. Os resultados das equações estruturais mostram que a produção de inferências é diretamente explicada pela aptidão verbal e pelo componente executivo da memória de trabalho. A análise também detectou uma relação de interação mediadora entre a capacidade de produzir inferências explicativas, o tempo de atenção seletiva e a capacidade de armazenar informações verbais na memória de trabalho. Esses componentes mostraram um efeito indireto na capacidade de inferir por meio do componente executivo da memória de trabalho. Isso sugere que a capacidade de inferir explicações na compreensão está fortemente relacionada à aptidão verbal e à capacidade de processar informações na memória de trabalho, enquanto o componente de atenção seletiva e seletiva apresenta impacto, mas mediado pela memória de trabalho.
Subject(s)
HumansABSTRACT
BackgroundHome-based intervention occupies a prominent place in the treatment of autism spectrum disorder （ASD） in children， whereas previous studies on the effect of home-based early intensive behavioral intervention on verbal ability of children with ASD are somewhat inadequate. ObjectiveTo study the effects of intensive family behavioral of intervention based on Verbal Behavior Milestones Assessment and Placement Program （VB-MAPP） on the language ability of children with ASD， so as to provide references for the development of family intervention strategies for children with ASD. MethodsChildren aged 2 to 3 years old who attended the Children's Rehabilitation Department of the Second Affiliated Hospital of Shantou University Medical College from September 2020 to December 2021 and met the Diagnostic and Statistical Manual of Mental Disorders， fifth edition （DSM-5） diagnostic criteria for ASD were selected as the study objects. A non-randomized concurrent control trial was conducted to compare a study group （n=24） receiving home-based early intensive behavioral intervention using VB-MAPP with a control group （n=14） receiving training from other special institutions or early childhood education institutions. The intervention lasted for 6 months in both groups. Before and after the intervention， the VB-MAPP milestone assessment was performed in the two groups， and the VB-MAPP milestone score， mand， trac and listener responds were selected as the study indicators. Then the intervention effect was compared between two groups， and the multiple linear regression was performed to screen the related influencing factors. ResultsAfter intervention， the total milestone assessment score， mand， tact and listener responds scores of study group were higher than those of control group， with statistical difference （Z=-4.339~-2.195， P<0.05 or 0.01）. Multiple linear regression analysis denoted that the average weekly hours of home-based intervention in the first three months had certain effect on listener responds （β=1.029， P<0.05）. ConclusionApplication of home-based early intensive behavior intervention using VB-MAPP may contribute to the improvement of verbal abilities such as mand， tact and listener responds in children with ASD. ［Funded by 2020 Guangdong Provincial Science and Technology Innovation Strategy Special Fund （number， 20200601）］
ABSTRACT
Abstract A classical distinction in cognitive science is between fluid and crystalized abilities. Fluid ability is captured by many common executive function and intelligence tests. Crystalized ability, on the other hand, can be measured quite simply via lexical decision tasks including the English-language Spot-the-Word Test. However, no similar Spanish-language test has been available up to now. This paper presents a Spanish-language Lexical Decision Task that is quick to administer and was tested on sample of 139 normal adult participants. Results indicate that the new test has good internal consistency and test-retest reliability. An analysis of the correlations between this new test and demographic variables, as well as with the subtests of the Wechsler Adult Intelligence Scale suggest that it is a valid measure of crystalized-verbal ability. It also appears to be a brief but valid assessment of intelligence in general, and its positive correlation with academic achievement establishes predictive validity. The new test has the potential to be a useful research tool to rapidly measure reading ability, crystalized-verbal ability, and intelligence in Spanish speaking adults.
Resumen Una distinción clásica en la ciencia cognitiva es entre las habilidades fluidas y cristalizadas. La habilidad fluida es medida por muchas funcionas ejecutivas y tests de inteligencia. Por otro lado, la habilidad cristalizada puede ser medida sencillamente mediante una tarea de decisión léxica, como en la versión en inglés conocida como Spot-the-Word Test. Sin embargo, hasta ahora no ha habido una versión similar de este test en español. Aquí les presento una Tarea de Decisión Léxica en español que es de rápida aplicación. Esta fue aplicada en una muestra de 139 participantes, adultos normales. Los resultados indican que este nuevo test tiene buena consistencia interna y confiabilidad test-retest. Los análisis de las correlaciones entre este nuevo test y las variables demográficas, al igual que con las sub pruebas de las Escala de Inteligencia de Wechsler para Adultos, sugiere que es una medida confiable de la habilidad verbal cristalizada. También parece ser una breve, pero válida evaluación de inteligencia en general, con validez predictiva establecida por sus correlaciones positivas con el logro académico. Este nuevo test tiene potencial para ser una herramienta útil para medir rápidamente habilidad de lectura, habilidad verbal cristalizada e inteligencia en adultos hispanohablantes.
Subject(s)
Humans , Male , Female , Adult , Aptitude , Language Tests , Reading , Mental Status and Dementia Tests , IntelligenceABSTRACT
Resumen: Este trabajo buscó analizar si las variables memoria de trabajo (MT) verbal, MT visoespacial, velocidad de procesamiento y habilidad verbal pueden predecir la habilidad de los niños para el cálculo mental durante la realización de problemas aritméticos simples. Se administraron los subtests Vocabulario y Span de Dígitos del WISC-III; el subtest Casita de Animales del WPPSI-R y una prueba de problemas aritméticos (ad hoc) a 70 niños de 6 años. Un análisis de regresión lineal con el método stepwise mostró que solo la MT visoespacial predijo la variabilidad en las puntuaciones de cálculo mental (t=4.72; p<0.001; β=0.50). Los resultados son contrarios a estudios realizados en adultos y niños mayores en los cuales el mayor peso recae sobre la MT verbal. Es posible que a medida que los niños crecen la automatización de ciertos procesos de conteo y el almacenamiento de hechos aritméticos en la memoria de largo plazo produzca que dependan en mayor medida de la MT verbal para la resolución de este tipo de cálculos.
Abstract: This study aimed to analyze whether verbal working memory (WM), visual-spatial WM, processing speed, and verbal ability predicted children's ability to perform mental arithmetic. Five tests were administered to 70 6-years-old children: the Vocabulary and Digits Span subtests from the WISC-III Intelligence Scale, the Animal Pegs subtest from WPPSI-R, and an arithmetic test (ad hoc). A linear regression analysis showed that only visual-spatial WM predicted the variability in children's scores in the arithmetic test (t=4.72; P<.001; β=.50). These findings contradict studies carried out in adults and older children where verbal WM seemed to play a greater role in the subject's ability to conduct calculations without external aids. It is possible that as they grow older, the automation of certain counting processes, as well as the storage and recovery of arithmetic knowledge from long-term memory will cause them to rely primarily on verbal WM resources.
ABSTRACT
More school children were referred for learning difficutly (LD), especially after the introduction of LINUS sccreening programme by Ministry of Education Malaysia. To study the clinical diagnosis and non-verbal ability of primary-one school children with LD after paediatric assessment, as well as associated behavioural issues and socio-economincal background. Assessment findings by Paediatricians and Naglieri Non-Verbal Ability Test® (NNAT®) results of all primary-one school children referred in year 2010 with LD were studied retrospectively. Ninety-three children were included (62.4% male), and 72.0% of them failed the LINUS screening programme. The commonest diagnoses were Borderline Intellectual Disability (ID, 37.6%) and Mild ID (19.4%). Other diagnoses included Attention Deficit Hyperactive Disorder (ADHD, 11.8%), Specific Learning Disability (SLD, 10.8%), Autistic Spectrum Disorder (n = 5) and Severe Language Disorder (n = 3). Mean NNAT scores were 84.6 ± 11.8 (n = 85), of which 9.4% children scored less than 70 (<2nd percentile), while 63.7% scored between 71 and 90 (3rd-24th percentile). Twenty-three children(27.1%) scored 90 - 110 (25th-75th percentile) and 111-119 (76th-90th percentile). More than two-thirds of the parents never attended school, or only received education up to Form 3. Nearly 80% of mothers were housewife and 78.7% of fathers were labour or semi-skilled workers. A significant numbers of children with ADHD, Borderline ID, Mild ID and Severe Language Disorder / SLD had significant or borderline internalizing and/or externalizing behaviours.Majority of primary-one school children referred for LD do not have intellectual disability. Their clinical diagnosis and non-verbal ability were very variable. A significant number of them have poor socio-economical background and associated behavioural problems. A more realistic education system and targeted program should be offered.
Subject(s)
Learning Disabilities , Attention Deficit Disorder with Hyperactivity , Intellectual Disability , DiagnosisABSTRACT
En este artículo se analiza el desempeño de niños y niñas en la resolución de tareas de falsa-creencia y se explora la posible influencia del desarrollo de las habilidades verbales sobre las diferencias de rendimiento entre ambos sexos en dichas tareas. El trabajo incluye dos estudios: En el Estudio 1 se comparó el entendimiento de la falsa-creencia y la habilidad verbal de 17 niños y 17 niñas costarricenses de 5 años, con el entendimiento de la falsa-creencia y de la habilidad verbal de 17 niños y 17 niñas costarricenses de 6 años de edad. Para el Estudio 2, los mismos participantes del grupo de 5 años del Estudio 1 fueron reevaluados después de un período de 3 meses. En el Estudio 1, el grupo de niñas de 6 años evidenció un desempeño significativamente mayor que el grupo de niñas de 5 años, tanto en el índice de habilidad verbal como en el entendimiento de la falsa-creencia. En contraste, entre los niños de 5 y 6 años solo se encontró un incremento no significativo en los puntajes de ambas variables. Luego de reevaluar a los participantes de 5 años, el Estudio 2 confirmó estas diferencias entre ambos sexos y verificó que los incrementos entre ambas variables son mutuamente dependientes. Los hallazgos principales de ambos estudios señalan diferencias significativas en el desarrollo cognitivo de los preescolares según su sexo. La relevancia de los resultados se discute en el contexto del debate actual sobre las interacciones entre la habilidad verbal y la teoría de la mente durante la edad preescolar.
The purpose of this article is to analyze some developmental interactions between cognitive processes during the preschool period. In specific, we are interested in the interactions between verbal ability and false-belief understanding. The research explores the performance of boys and girls in the execution of false-belief tasks, and evaluates the possible influence of verbal ability development on the sex differences in the falsebelief scores. In recent times, the emphasis on the sex differences in this dimension of social cognition has been an important issue stemming from the results of current lines of research. The present work is divided in two studies. The Study 1 compares the false-belief understanding and verbal ability of 17 five-year-olds Costa Rican boys and 17 five-year-olds Costa Rican girls, with the false-belief understanding and verbal ability of 17 six-year-olds Costa Rican boys and 17 six-year-olds Costa Rican girls. The main interest of this first study is focused on the identification of interactions between the cognitive processes of the participants. Sub sequently, in Study 2, the same five-year-olds that participated in Study 1 were reevaluated through the same measures after a period of 3 months. The goal of this second study was to follow up the tendencies evidenced in the previous study, after a brief period of time. As an attempt to capture specific details in the development of these processes and given the recommendations of previous works, an interval of 3 months between measures was used here for the first time in the context of this line of research. All the participants were students from a public preschool in the capital city of Costa Rica and native speakers of the Spanish language. Additional inclusion criteria take into account the absence of developmental disorders and other antecedents of psychiatric / psychological intervention. The assessment of false- belief understanding was through a battery that includes four different false-belief tasks. This battery was conformed by 3 first order false-belief tasks, and one second order false-belief task. For the assessment of verbal ability, the study includes 4 subtests (Information, Arithmetic, Vocabulary, and Comprehension) from the WPPSI-III Verbal Ability Scale. The results of the Study 1 evidenced that the six-year-olds girls had significantly higher scores than the five-year-olds girls, both in verbal ability and in false-belief understanding. Interestingly, the improvements in both abilities were mutually dependent. In contrast, the scores at the same variables showed a small but not significant improvement between five and six-year-olds boys. In Study 2, our results confirm these sex differences through the reassessment of the same five-year-olds, and verify that the improvements in both abilities are mutually dependent. The main results of both studies highlights important sex differences in the cognitive development of preschool children. In both studies the false-belief understanding and verbal ability improve significantly in girls but not in boys. The implications of our data are discussed in the context of the actual debate about the interaction between verbal ability and theory of mind during the preschool years. The possible influences of different socialization processes associated with a particular gender are discussed, as well as other tentative mediating factors like the empathic abilities or the influence produced by the context of different daily play scenarios among boys and girls. Research limitations like the particular period of assessment between measures in the Study 2 or the necessity of more tasks for each construct are also discussed. Finally, tentative mechanisms that could account for our data are considered.