A cross-sectional study of the association between exposure to violence, intelligence, and executive function in Brazilian youths

Abstract We carried out an exploratory study of the association between exposure to violence, intelligence, and executive functions in Brazilian preadolescents. The study included 56 participants (31 males) aged 8 to 14 years old (mean = 11.3, SD = 1.0). We administered neuropsychological tests to evaluate executive functions and the Juvenile Victimization Questionnaire (JVQ) to evaluate exposure to violence. We used the following neuropsychological instruments: Wechsler Abbreviated Scale of Intelligence (WASI), Stroop Color-Word Interference task, digits subtest of the Wechsler Intelligence Scale for Children, and an N-back task. We generated a composite score from neuropsychological test scores and investigated the association of that score, and individual test scores, with exposure to violence and socioeconomic status (SES). Results suggest, first, that exposure to violence is associated with a 0.5-point lower intelligence quotient score for every reported victimization event in the Juvenile Victimization Questionnaire. Results also show that the digits backward subtest scores showed a significant negative correlation with exposure to violence (JVQ; rho = -0.29, p < 0.05); both analyses were adjusted for the level of schooling of parents or guardians, which was also found to be significantly associated with lower intelligence quotient scores. We discuss results in the light of the existing literature on the effects of exposure to violence on adolescent development, and the amounting evidence that suggests an association of exposure to violence, and of victimization, with tests that evaluate constructs of executive functions. The study struggled with low compliance from participants, and we underscore the challenges of carrying out empirical studies aimed at better understanding the development of underrepresented youths, such as those from Central and Latin America.

Escala para rastreio de dislexia do desenvolvimento: evidências de validade e fidedignidade / Scale for developmental dyslexia screening: evidence of validity and reliability

Resumo Objetivo Investigar validade e fidedignidade de uma escala de rastreio para dislexia do desenvolvimento (DD) no ensino fundamental preenchida por professores. Método Avaliação empírica - 12 professores responderam a Escala de Leitura e Escrita (ELE) sobre 95 alunos de 3º ano do ensino fundamental, em dois momentos; os escolares realizaram testes de leitura e escrita (variáveis externas) para investigar a correlação entre a escala e o desempenho dos mesmos. Realizaram-se (1) análise fatorial, (2) avaliação da consistência interna, (3) investigação da relação entre um item da escala e o construto medido por teoria da resposta ao item (TRI) (4) correlação da escala com variáveis externas (Validade Convergente-VC); e (5) investigação da estabilidade temporal da avaliação. Resultados (1) a escala avalia um único fator; (2) o coeficiente alpha apontou que os itens são bons indicadores do construto; (3) a análise por TRI mostra que todos os itens foram monotônicos, indicando que um único construto determina a variabilidade (4) a correlação de Spearman foi moderada (11/17 itens), apontando a existência de VC; (5) o valor da correlação do coeficiente de estabilidade temporal indica que o resultado da ELE não varia de maneira significativa no tempo; (6) nove crianças obtiveram pontuações que sugerem encaminhamento para uma avaliação diagnóstica devido ao grau de dificuldade apresentado. Conclusão O estudo mostra evidências empíricas de validade e fidedignidade da ELE para rastreio de risco de DD. A porcentagem de crianças com suspeita de DD (aproximadamente 9%) corrobora a literatura internacional sobre prevalência de dislexia.

Abstract Purpose To investigate the empirical validity and reliability of a screener for risk of developmental dyslexia (DD) by elementary school teachers. Methods The scale was tested with 12 teachers who answered questions about their students (95 students total, all in the third year of elementary school); the students, in turn, performed reading and writing tasks which were used to investigate the association between screening scores and performance. The following analyses were carried out: (1) factor analysis; (2) internal consistency; (3) relationship between each scale item and the construct of interest, as measured by item response theory (IRT); (4) correlation of each scale item with external variables (reading and writing tests); and (5) the temporal stability of teachers' evaluations. Results The analyses showed: (1) one factor was extracted; (2) strong internal consistency - the items in the scale are good indicators for screening of this construct; (3) items were monotonic (IRT), i.e., item variability is associated with one construct; (4) moderate Spearman correlation (11/17 items); (5) temporal stability - the result of screening did not vary over time. Conclusion This study shows evidence of validity and reliability of the proposed scale in its intended use of screening for developmental dyslexia. The percentage of children at risk for developmental dyslexia, according to the scale, was approximately 9%, which is in agreement with the international literature on the prevalence of dyslexia.

A systematic review of brain imaging studies of semantic priming / Revisão sistemática de estudos de neuroimagem do priming semântico

The present systematic review aims to address the contribution of brain imaging studies to the investigation of semantic priming (SP). Only studies from 2001 to 2017 using lexical decision tasks with visual and auditory stimuli, were considered. The review resulted in 20 articles, which showed semantic priming effects (SPE) in several brain areas (frontal and temporal lobes, cingulate gyrus, supplementary motor areas, and parietal cortex). In this way, the identification of activation in these areas varied as a function of stimulus onset asynchrony (SOA). Data suggests both hemispheres are involved on SPE, with a more robust role of the left hemisphere. Specifically, a decreased activation on the left middle temporal gyrus was found to be related to automatic SPE. This same area seemed to be related to SPE at long SOAs, along with the left inferior frontal gyrus and the anterior cingulated cortex. Therefore, a strong performance of the left hemisphere in semantic priming tasks could be observed, especially in the left middle temporal gyrus. Its activation was modulated by short and long intervals between stimuli, with more activation associated with longer intervals.

Language and reading development in the brain today: neuromarkers and the case for prediction / Desenvolvimento da linguagem e da leitura no cérebro atualmente: neuromarcadores e o caso de predição

ABSTRACT Objectives: The goal of this article is to provide an account of language development in the brain using the new information about brain function gleaned from cognitive neuroscience. By addressing the evidence obtained from non-invasive brain imaging in the light of prediction, this account goes beyond describing the association between language and specific brain areas to advocate the importance and possibility of predicting language outcomes using brain-imaging data. The goal is to address the current evidence about language development in the brain and the possibility of prediction of language outcomes. Sources: Recent studies will be discussed in the light of the evidence generated for predicting language outcomes and using new methods of analysis of brain data. Summary of the data: The present account of brain behavior will address: (1) the development of a hardwired brain circuit for spoken language; (2) the neural adaptation that follows reading instruction and fosters the “grafting” of visual processing areas of the brain onto the hardwired circuit of spoken language; and (3) the prediction of language development and the possibility of translational neuroscience. Conclusions: Brain imaging has allowed for the identification of neural indices (neuromarkers) that reflect typical and atypical language development; the possibility of predicting risk for language disorders has emerged. A mandate to develop a bridge between neuroscience and health and cognition-related outcomes may pave the way for translational neuroscience.

RESUMO Objetivos: Apresentar um relato sobre o desenvolvimento da linguagem no cérebro com as novas informações sobre função cerebral obtidas na neurociência cognitiva. Com o uso das evidências obtidas de imagens cerebrais não invasivas em face da predição, o relato vai além da descrição da associação entre linguagem e áreas específicas do cérebro e defende a importância e a possibilidade de predizer os resultados de linguagem por meio de dados de imagens cerebrais. E tratar das evidências atuais sobre desenvolvimento da linguagem no cérebro e abordar a possibilidade de predição de resultados de linguagem. Fontes: Estudos recentes serão discutidos em face das evidências geradas pela predição de resultados de linguagem e pelo uso de novos métodos de análise de dados cerebrais. Resumo dos dados: Este relato de comportamento cerebral abordará: (1) o desenvolvimento de um circuito cerebral de linguagem falada; (2) a adaptação neural que segue a instrução da leitura e incentiva a “inserção” de áreas de processamento visual do cérebro no circuito de linguagem falada; e (3) a predição do desenvolvimento da linguagem e a possibilidade de uma neurociência translacional. Conclusões: As imagens cerebrais permitiram a identificação de índices neurais (neuromarcadores) que refletem o desenvolvimento da linguagem típico e atípico; surge a possibilidade de prever o risco de disfunções de linguagem. A responsabilidade de desenvolver uma ligação entre neurociência e resultados relacionados a saúde e cognição pode abrir o caminho para a neurociência translacional.

Brain activation for reading and listening comprehension: an fMRI study of modality effects and individual differences in language comprehension

The study compared the brain activation patterns associated with the comprehension of written and spoken Portuguese sentences. An fMRI study measured brain activity while participants read and listened to sentences about general world knowledge. Participants had to decide if the sentences were true or false. To mirror the transient nature of spoken sentences, visual input was presented in rapid serial visual presentation format. The results showed a common core of amodal left inferior frontal and middle temporal gyri activation, as well as modality specific brain activation associated with listening and reading comprehension. Reading comprehension was associated with more left-lateralized activation and with left inferior occipital cortex (including fusiform gyrus) activation. Listening comprehension was associated with extensive bilateral temporal cortex activation and more overall activation of the whole cortex. Results also showed individual differences in brain activation for reading comprehension. Readers with lower working memory capacity showed more activation of right-hemisphere areas (spillover of activation) and more activation in the prefrontal cortex, potentially associated with more demand placed on executive control processes. Readers with higher working memory capacity showed more activation in a frontal-posterior network of areas (left angular and precentral gyri, and right inferior frontal gyrus). The activation of this network may be associated with phonological rehearsal of linguistic information when reading text presented in rapid serial visual format. The study demonstrates the modality fi ngerprints for language comprehension and indicates how low- and high working memory capacity readers deal with reading text presented in serial format.