Could linguistic and cognitive factors, degree of autistic traits and sex predict speech disfluencies in autistic young adults and controls?

This study aimed to evaluate the effect of linguistic complexity and individual background variables (i.e. linguistic and cognitive abilities, degree of autistic traits, and sex) on speech disfluencies in autistic young adults and controls. Thirty-two 19- to 33-year-old autistic adults and 35 controls participated in this study. The frequency of disfluencies and stuttering severity were evaluated based on a narrative speech task. Linguistic complexity was assessed by evaluating the syntactic structures of the narratives. Cognitive and linguistic abilities were assessed using the General Ability Index (GAI), Verbal Comprehension Index (VCI) and Perceptual Reasoning Index (PRI) from the Wechsler Adult Intelligence Scale IV. Autistic traits were measured using the Autism Spectrum Quotient (AQ). Multiple-linear regression analyses (syntactic complexity, GAI, AQ, sex, and group status as predictors) showed that (a) syntactic complexity predicted total and stuttering-like disfluencies and stuttering severity, (b) GAI predicted typical disfluencies, and (c) sex predicted total, typical, and stuttering-like disfluencies. Additional correlation analyses revealed negative association between PRI and disfluencies in the control group but not in the autistic group. No connection was found between AQ and disfluencies. It seems that while some connections between disfluencies and individual cognitive features were found, some of the possible contributing factors for greater speech disfluency might differ between autistic and typical speakers.

Mind the gap: trajectory of cognitive development in young individuals with sickle cell disease: a cross-sectional study.

Study objectives: Compared to typically developing children and young adults (CYA-TD), those living with Sickle Cell Disease (CYA-SCD) experience more cognitive difficulties, particularly with executive function. Few studies have examined the relative importance of silent cerebral infarction (SCI), haemoglobin and arterial oxygen content on age-related cognitive changes using cross-sectional or longitudinal (developmental trajectory) data. This study presents cohort data from a single timepoint to inform studies with multiple timepoints. Methods: We compared cross-sectional raw and scaled scores as age-related changes in cognition (trajectories) in CYA-SCD and age-and ethnicity-matched CYA-TD. We also compared cross-sectional age-related changes in cognition (trajectories) in CYA-SCD with and without SCI to CYA-TD. General cognitive abilities were assessed using Wechsler Intelligence Scales, including the Verbal Comprehension Index (VCI) and Perceptual Reasoning Index (PRI) underpinning IQ. Executive function was evaluated using the Delis-Kaplan Executive Function System (D-KEFS) Tower subtest and the Behaviour Rating Inventory of Executive Function (BRIEF) questionnaire. SCI were identified from contemporaneous 3 T MRI; participants with overt stroke were excluded. Recent haemoglobin was available and oxygen saturation (SpO2) was measured on the day of the MRI. Results: Data were available for 120 CYA-SCD [62 male; age = 16.78 ± 4.79 years; 42 (35%) with SCI] and 53 CYA-TD (23 male; age = 17.36 ± 5.16). Compared with CYA-TD, CYA-SCD experienced a delayed onset in VCI and slower rate of development for BRIEF Global Executive Composite, Metacognition Index (MI), and Behaviour Regulation Index. The rate of executive function development for the BRIEF MI differed significantly between CYA-TD and CYA-SCD, with those with SCI showing a 26% delay compared with CYA-TD. For CYA-SCD with SCI, arterial oxygen content explained 22% of the variance in VCI and 37% in PRI, while haemoglobin explained 29% of the variance in PRI. Conclusion: Age-related cognitive trajectories of CYA-SCD may not be impaired but may progress more slowly. Longitudinal studies are required, using tests unaffected by practice. In addition to initiation of medical treatment, including measures to improve arterial oxygen content, early cognitive intervention, educational support, and delivery of extracurricular activities could support cognitive development for CYA-SCD.Graphical Abstract.

Longitudinal characteristics of insight and clinical factors in patients with schizophrenia.

AIMS: Schizophrenia is a psychiatric disorder presenting a lack of insight. Although insight changes over time, longitudinal studies of insight in schizophrenia are scarce. Furthermore, most previous studies on insight and intelligence have not measured full-scale IQ and have not been able to examine the relationship between detailed dimensions of cognitive function and insight. In this study, we assessed insight at two time points and assessed dimensions of cognitive function. METHODS: A total of 163 patients with schizophrenia participated in the study. We evaluated insight at two time points to understand the patterns of change and examined the association between insight and clinical variables. Additionally, we examined the relationship between the dimensions of cognitive function and insight. RESULTS: The patients were divided into three groups based on their change in insight over time: stable at a low level of insight (poor insight), stable at a high level of insight (good insight), and changed in insight over time (unstable insight). Those in the poor insight group had lower general intelligence scores than those in the good insight and unstable insight groups. Regarding cognitive function, verbal comprehension was associated with the level of insight at baseline and follow-up. Regarding psychiatric symptoms, the poor insight group exhibited more severe symptoms than the other two groups, especially regarding positive symptoms. CONCLUSIONS: Our classification of patients based on changes in insight revealed that poor insight patients had impaired cognitive function, especially verbal comprehension, and more severe positive symptoms than good insight or unstable insight patients.

Callous-Unemotional Traits and Intelligence in Children with Externalizing Behavioral Problems.

Research on the association between callous-unemotional (CU) traits and intelligence yielded contradictory results. Moreover, several previous studies focused on global intelligence scores or verbal vs. nonverbal/performance abilities usually evaluated with short/abbreviated instruments. The current study builds on these previous works and explores the link between CU traits and intelligence using the full version of the Wechsler Intelligence Scale for Children-4th Edition (WISC-IV), which provides four different verbal and nonverbal abilities scores. This guarantees a more detailed evaluation of children's intelligence and its relation to CU traits. The sample included children (N = 149; age 6-14 years old) with severe behavioral problems. Clinicians administered the WISC-IV, and parents completed questionnaires evaluating the child's externalizing problems and CU traits. Findings showed that CU traits were associated with lower verbal comprehension scores after also controlling for gender, age, externalizing problems, and the other WISC-IV indexes. In addition, CU traits and externalizing problems did not interact in predicting the WISC-IV indexes, and there were no significant differences in the WISC-IV indexes between children with CU traits and high vs. low externalizing problems. The current study suggests the relevance of assessing and addressing verbal abilities in children with behavioral problems and CU traits.

Different mediators of applied theory-of-mind competence in children with autism spectrum disorder.

BACKGROUND: Children with autistic spectrum disorder (ASD) with mild and moderate symptom levels have significant differences in applied theory of mind (ToM) competence. However, their mediators of applied ToM competence have not been documented. AIMS: This study aimed to identify the mediators of applied ToM competence in these two clinically distinct groups. METHODS: A total of 163 children with ASD aged 3-12 years old (88 and 75 children respectively in the mild and moderate groups) and their caregivers participated in this study. Data of children's verbal comprehension, explicit ToM knowledge and applied ToM competence were collected and then analyzed using mediation analysis. RESULTS: The results of mediation analysis showed that verbal comprehension (95% confidence interval [CI] of indirect effect: 0.02 - 0.19) and explicit ToM knowledge (95% CI of indirect effect: 0.01 - 0.07) were the mediators of applied ToM competence in children with mild and those with moderate symptoms, respectively. CONCLUSIONS AND IMPLICATIONS: Our findings demonstrate that the mediators of applied ToM competence differ by symptom level in children with ASD. Applied ToM competence and the mediators should be assessed for designing tailored and effective intervention plans for these children according to their symptom level.

Exploring the relationship of sleep, cognition, and cortisol in sickle cell disease.

Background: Neurocognitive impairment is common in people with Sickle Cell Disease (SCD) and evidence is accumulating that sleep disturbances play a role. The interaction between cortisol and sleep in the general population is associated with cognition as well as general wellbeing but there are few data in SCD. We aimed to understand the relationship between cortisol and sleep in individuals with SCD and explored associations with cognition. Methods: Forty-five participants of black heritage (SCD: N = 27, 9-29 years, 16 females; Controls: N = 18, 11-25 years, 13 females) were recruited from the community between 2018 - 2020. Participants completed standardized questionnaires about their sleep behaviour and wore actigraphy MotionWatch8 for 7 nights to assess nocturnal sleep patterns. Salivary cortisol samples were taken on wakening and 3 times after 14:00. Cognition was assessed using the Wechsler Intelligence Scales for children and adults. Results: People with SCD took longer to fall asleep and experienced greater wake bouts, mobile minutes and fragmented sleep compared to controls. Although non-significant, people with SCD experienced lower morning cortisol, with a flattened diurnal cortisol ratio compared to controls. Interestingly, SCD participants, but not controls, with low diurnal variation scored lowest on processing speed (PSI) and perceptual reasoning index (PRI). A moderator analysis revealed that the effect of morning cortisol and diurnal cortisol ratio on PRI by group health (i.e., SCD and healthy controls) depended on sleep quality. Discussion: Sleep and cortisol may play a crucial role in the expression of cognitive difficulties seen in SCD. This should be considered for the development of interventions to optimise cognitive functioning and sleep. This, in turn, could positively impact on secretion of cortisol and general health in SCD.

Medication Name Comprehension of Intelligent Virtual Assistants: A Comparison of Amazon Alexa, Google Assistant, and Apple Siri Between 2019 and 2021.

The current study was a replication and comparison of our previous research which examined the comprehension accuracy of popular intelligent virtual assistants, including Amazon Alexa, Google Assistant, and Apple Siri for recognizing the generic and brand names of the top 50 most dispensed medications in the United States. Using the exact same voice recordings from 2019, audio clips of 46 participants were played back to each device in 2021. Google Assistant achieved the highest comprehension accuracy for both brand medication names (86.0%) and generic medication names (84.3%), followed by Apple Siri (brand names = 78.4%, generic names = 75.0%), and the lowest accuracy by Amazon Alexa (brand names 64.2%, generic names = 66.7%). These findings represent the same trend of results as our previous research, but reveal significant increases of ~10-24% in performance for Amazon Alexa and Apple Siri over the past 2 years. This indicates that the artificial intelligence software algorithms have improved to better recognize the speech characteristics of complex medication names, which has important implications for telemedicine and digital healthcare services.

Cool Executive Function and Verbal Comprehension Mediate the Relation of Hot Executive Function and Theory of Mind in Children with Autism Spectrum Disorder.

Impaired executive function (EF), verbal comprehension, and theory of mind (ToM) may contribute to social difficulties in children with autism spectrum disorder (ASD). The linkage between cool (cognitive) EF and ToM has been widely investigated, but the relations between hot (affective) EF and ToM remain largely unknown. The roles of cool EF and verbal comprehension have not been previously explored together to address hot EF-ToM relations. This study applied mediation analysis to investigate the mediating effects of cool EF and verbal comprehension to further elaborate the link between hot EF and ToM in children with ASD and average intellectual abilities. A total of 97 children with ASD aged from 6 to 12 years participated in this study. Children's cool EF, hot EF, and verbal comprehension were, respectively, measured with the computerized Dimensional Change Card Sort task, Children's Gambling Task, and the verbal comprehension index of the Wechsler Intelligence Scale for Children-fourth edition. Children's ToM was assessed with the Theory of Mind Task Battery. Partial correlation coefficients indicated that hot EF was significantly related with ToM with age controlled for. The results of the mediation analysis showed that cool EF and verbal comprehension mediated the linkage between hot EF and ToM. These findings highlight not only the connections between hot EF and ToM but also the importance of cool EF and verbal comprehension on hot EF-ToM relations in clinical assessments and interventions for school-aged children with ASD and average intellectual abilities. LAY SUMMARY: Relatively few studies have investigated the hot (affective) executive function (EF)-theory of mind (ToM) relations in children with autism spectrum disorder (ASD). This study discovered that hot EF was significantly related to ToM, while cool (cognitive) EF and verbal comprehension mediated the relationship between hot EF and ToM. Therefore, the influence of cool EF and verbal comprehension on hot EF-ToM relations should be considered in studies involving children with ASD. Autism Res 2021, 14: 921-931. © 2020 International Society for Autism Research and Wiley Periodicals LLC.

Impacto de la dislalia y disglosia en la comprensión verbal en escolares con necesidades especiales; Cuenca, Ecuador / The impact of dyslalia and dysglossia on verbal comprehension in schoolchildren with special needs; Cuenca, Equator

Este estudio analiza la relación entre los trastornos del lenguaje y la comprensión verbal en estudiantes que fueron evaluados como parte del pilotaje desarrollado por el proyecto de investigación "Efectividad del programa integral escalonado en pacientes con necesidades educativas especiales por trastornos del lenguaje y articulación", en la Unidad de Diagnóstico, Investigación Psicopedagógica y Apoyo a la Inclusión (UDIPSAI), Centro de Práctica y Relación con la Sociedad de la Universidad Católica de Cuenca. Se trata de un estudio observacional de tipo descriptivo y analítico; la técnica utilizada fue la psicometría y los instrumentos fueron pruebas para evaluar los trastornos del lenguaje y la inteligencia. Se aplicó la Prueba de Funciones Prelinguísticas y órganos fonoarticuladores, la Prueba de Articulación y la Prueba de Evaluación Clínica de los Fundamentos del Lenguaje. Para calificar la comprensión verbal se utilizó Weschler para niños -V (WISC-V) que investiga la capacidad individual dividida en escalas primarias. Para la investigación se consideró el Indice de Comprensión Verbal con las subescalas de similitudes, vocabulario, comprensión, información y acertijos. Se concluyó que la comprensión verbal es un factor importante para la presencia de trastornos del lenguaje y articulación en niños (AU)

An easy fix for reasoning errors: Attention capturers improve reasoning performance.

Research on problem-solving, judgement, and decision making documents systematic reasoning errors. Such errors are often attributed to reasoning shortcomings, an inability to think properly. However, recent research suggests another cause for those errors: insufficient attention to the critical premises in a problem, resulting in miscomprehension, such that, even if a person is capable of reasoning properly, she will fail to solve the problem correctly if she is operating on wrong premises. The first study in this article provided further evidence for this comprehension account of reasoning errors: Performance on reasoning problems was found to relate to verbal comprehension on a separate task. This suggests that reasoning errors are in part due to lack of comprehension. The upside of this account is that it should be possible to improve reasoning performance by drawing attention to the critical premises. Three additional studies provided consistent evidence for this hypothesis, showing that the same participants who at first proved unable to solve certain problems correctly were able to overcome this inability and performed better when simple attention-capturing devices drew their attention to the critical premises.

Neuropsychological functioning following surgery for pediatric low-grade glioma: a prospective longitudinal study.

OBJECTIVE: High survival rates have led to an increased emphasis on the functional outcomes of children diagnosed with low-grade glioma. Most outcomes research has focused on risks associated with radiotherapy, but less is known about neuropsychological risks for patients treated with surgery alone. Here, the authors sought to examine the neuropsychological trajectories of children diagnosed with a low-grade glioma and monitored up to 6 years postsurgery. Secondarily, they explored demographic and clinical predictors of neuropsychological performance. METHODS: The neuropsychological functioning of 32 patients (median age at diagnosis 10.0 years) was prospectively assessed annually for up to 6 years after surgery (median days from surgery at baseline = 72). Tumor location was predominately supratentorial (65.6%). A combination of performance-based and parent-reported measures was used to assess intelligence, memory, executive functioning, and fine motor control in all patients. RESULTS: Binomial tests at the postoperative baseline revealed that the proportion of children falling below the average range (< 16th percentile) was significantly higher than the rate expected among healthy peers on measures of verbal memory, processing speed, executive functioning, and fine motor control (p < 0.05). Even so, linear mixed models indicated that neuropsychological functioning at the postoperative baseline did not significantly change over time for up to 6 years after surgery across all domains. A larger tumor size was associated with a slower reaction time (p < 0.01). A supratentorial tumor location and history of seizures were associated with more parent-reported executive difficulties (p < 0.01). CONCLUSIONS: While radiotherapy is a known risk factor for neuropsychological deficits in pediatric brain tumor patients, findings in this study indicate that children treated for low-grade glioma with surgery alone (without radiotherapy or chemotherapy) remain susceptible to difficulties with memory, executive functioning, and motor functioning that persist over time. Over half of the children in the study sample required school support services to address neuropsychological weaknesses. Although low-grade glioma is often conceptualized as a benign tumor, children treated for this lesion require ongoing monitoring and intervention to address neuropsychological weaknesses resulting from the tumor itself as well as the surgery.

Association of cognitive function with cerebral blood flow in children with moyamoya disease.

OBJECTIVE: The cognitive effects of main cerebral artery occlusive lesions are unclear in children with moyamoya disease (MMD). The authors aimed to investigate cognitive function in the presurgical phase of pediatric patients with MMD with no apparent brain lesions. METHODS: In this prospective, observational, single-center study, 21 children (mean age 10 ± 3.0 years, range 5-14 years) diagnosed with MMD at Hokkaido University Hospital between 2012 and 2018 were enrolled. A cross-sectional evaluation of intellectual ability was performed using the Wechsler Intelligence Scale for Children-Fourth Edition at the initial diagnosis. rCBF was measured using [123I] N-isopropyl p-iodoamphetamine/SPECT. The associations among clinical factors, disease severity, regional cerebral blood flow (rCBF), and intelligence test scores were also examined. RESULTS: The mean full-scale intelligence quotient (FIQ) was 101.8 ± 12.5 (range 76-125) in children with no apparent brain lesions. A significant difference in the intelligence scale index score was observed, most frequently (42.9%) between working memory index (WMI) and verbal comprehension index (VCI; VCI - WMI > 11 points). Regional CBF was significantly reduced both in the left and right medial frontal cortices (left: 61.3 ± 5.3 ml/100 g/min, right 65.3 ± 5.3 ml/100 g/min; p < 0.001) compared to the cerebellum (77.8 ± 6.8 ml/100 g/min). There was a significant association of rCBF in the left dorsolateral prefrontal cortex (DLPFC) with FIQ (r = 0.46, p = 0.034), perceptual reasoning index (PRI; r = 0.44, p = 0.045), and processing speed index (PSI; r = 0.44, p = 0.045). There was an association between rCBF of the left medial frontal cortex and PSI (r = 0.49, p = 0.026). Age of onset, family history, ischemic symptoms, and angiographic severity were not associated with poor cognitive performance. CONCLUSIONS: Although average intellectual ability was not reduced in children with MMD, the association of reduced rCBF in the left DLPFC and medial frontal cortex with FIQ, PRI, and PSI suggests mild cognitive dysfunction due to cerebral hypoperfusion.

Auditory processing disorder evaluations and cognitive profiles of children with specific learning disorder.

OBJECTIVE: This study investigated the auditory sensory-perceptual level of specific learning disorder (SLD) and explored relationships among neuropsychological assessments for SLD, auditory processing, and short and long latencies of auditory event-related potentials (ERPs). METHODS: Fifteen children (7-14 years old) comprised the control group; 34 children comprised the SLD group. Audiologic assessments included tone audiometry, acoustic immittance measurements, acoustic reflex, central auditory processing, brainstem evoked response audiometry, and long latency potentials (P3 and N2). Children's intelligence levels were assessed with 2 intelligence batteries, 1 verbal and 1 non-verbal, as well as with visuomotor skills. RESULTS: Multiple regression showed a significant interaction effect of APE tests and P3/N2 over Wechsler Scale performance in freedom of distractibility indexes and multiple subtests. Errors in the Bender Visual Motor Gestalt Test were predicted by lower parental education, lower performance in APE tests: dichotic digits and pediatric/synthetic sentence identification-ipsilateral, and longer P3/N2 latencies, particularly regarding integration and rotation distortions. CONCLUSIONS: Children with altered auditory processing exhibit a specific cognitive profile, including lower verbal and spatial reasoning performance, that is sensitive to parental education level. SIGNIFICANCE: Children with SLD should undergo a complete multimodal examination to identify their specific difficulties and needs.

Building a knowledge base: Predicting self-derivation through integration in 6- to 10-year-olds.

Self-derivation of new factual knowledge through integration of separate episodes of learning is one means by which children build knowledge. Content generated in this manner becomes incorporated into the knowledge base and is retained over time; successful self-derivation predicts academic achievement. Yet the component processes on which self-derivation through integration depends are as yet unknown. In parallel studies with 6- and 8-year-olds (N = 41; Experiment 1) and 8- and 10-year-olds (N = 40; Experiment 2), we tested a number of predictors related to other productive processes and learning (reasoning, executive functions, verbal comprehension, and long-term retrieval). Across studies, with different methods, only verbal comprehension, a measure of accumulated semantic knowledge, accounted for unique variance in self-derivation through integration performance. The results indicate that self-derivation through integration of separate episodes relates to accumulation of knowledge and the ability to recruit the knowledge in the service of specific task demands. Implications for cognitive training and transfer are discussed.

The Relationship Between General Intelligence and Cortical Structure in Healthy Individuals.

Considerable work in recent years has examined the relationship between cortical thickness (CT) and general intelligence (IQ) in healthy individuals. It is not known whether specific IQ variables (i.e., perceptual reasoning [PIQ], verbal comprehension IQ [VIQ], and full-scale IQ [FSIQ]) are associated with multiple cortical measures (i.e., CT, cortical volume (CV), cortical surface area (CSA) and cortical gyrification (CG)) within the same individuals. Here we examined the association between these neuroimaging metrics and IQ in 56 healthy adults. At a cluster-forming threshold (CFT) of p < 0.05, we observed significant positive relationships between CT and all three IQ variables in regions within the posterior frontal and superior parietal lobes. Regions within the temporal and posterior frontal lobes exhibited positive relationships between CV and two IQ variables (PIQ and FSIQ) and regions within the inferior parietal lobe exhibited positive relationships between CV and PIQ. Additionally, CV was positively associated with VIQ in the left insula and with FSIQ within the inferior frontal gyrus. At a more stringent CFT (p < 0.01), the CT-PIQ, CT-VIQ, CT-FSIQ, and CV-PIQ relationships remained significant within the posterior frontal lobe, as did the CV-PIQ relationship within the temporal and inferior parietal lobes. We did not observe statistically significant relationships between IQ and either CSA or CG. Our findings suggest that the neural basis of IQ extends beyond previously observed relationships with fronto-parietal regions. We also conclude that CT and CV may be more useful metrics than CSA or CG in the study of intellectual abilities.

Seizure outcome in pediatric medically refractory temporal lobe epilepsy surgery: selective amygdalohippocampectomy versus anterior temporal lobectomy.

OBJECTIVE The aim of this study was to investigate long-term seizure outcome, rate of reoperation, and postoperative neuropsychological performance following selective amygdalohippocampectomy (SelAH) or anterior temporal lobectomy (ATL) in pediatric patients with medically refractory temporal lobe epilepsy (TLE). METHODS The authors performed a retrospective review of cases of medically refractory pediatric TLE treated initially with either SelAH or ATL. Standardized pre- and postoperative evaluation included seizure charting, surface and long-term video-electroencephalography, 1.5-T MRI, and neuropsychological testing. RESULTS A total of 79 patients treated initially with SelAH (n = 18) or ATL (n = 61) were included in this study, with a mean follow-up of 5.3 ± 4 years (range 1-16 years). The patients' average age at initial surgery was 10.6 ± 5 years, with an average surgical delay of 5.7 ± 4 years between seizure onset and surgery. Seizure freedom (Engel I) following the initial operation was significantly more likely following ATL (47/61, 77%) than SelAH (8/18, 44%; p = 0.017, Fisher's exact test). There was no statistically significant difference in the proportion of patients with postoperative neuropsychological deficits following SelAH (8/18, 44%) or ATL (21/61, 34%). However, reoperation was significantly more likely following SelAH (8/18, 44%) than after ATL (7/61, 11%; p = 0.004) and was more likely to result in Engel I outcome for ATL after failed SelAH (7/8, 88%) than for posterior extension after failed ATL (1/7, 14%; p = 0.01). Reoperation was well tolerated without significant neuropsychological deterioration. Ultimately, including 15 reoperations, 58 of 79 (73%) patients were free from disabling seizures at the most recent follow-up. CONCLUSIONS SelAH among pediatric patients with medically refractory unilateral TLE yields significantly worse rates of seizure control compared with ATL. Reoperation is significantly more likely following SelAH, is not associated with incremental neuropsychological deterioration, and frequently results in freedom from disabling seizures. These results are significant in that they argue against using SelAH for pediatric TLE surgery.

An examination of sex differences in neurocognition and social cognition in first-episode psychosis.

Due to the dearth and conflicting findings of previous research, it is unclear whether males and females with first-episode psychosis (FEP) differ in their neurocognitive and social cognitive abilities. The aims of the current study were to investigate whether: (i) there are sex differences in neurocognition and social cognition among young people with FEP; and (ii) they resemble those observed in age-matched healthy controls. The current study involved secondary analysis of data from a previous study in which a large neurocognitive and social cognitive battery was administered to 146 individuals with FEP and 46 healthy controls aged 15-25 years. Seven two-way between-groups multivariate analysis of variances revealed that FEP participants were impaired relative to controls on all cognitive domains. Only one main effect of sex was found with males, regardless of group, outperforming females on verbal comprehension. A significant interaction effect was found for information processing speed with FEP females outperforming FEP males on the Symbol Digit Modalities Test; however, post-hoc analysis of the mean difference was not significant. Despite few sex differences, the current study highlights that cognitive impairment is a key feature of FEP that should be a treatment target in early intervention.

A preliminary investigation to explore the cognitive resources of physicians experiencing difficulty in training.

BACKGROUND: Treating patients is complex, and research shows that there are differences in cognitive resources between physicians who experience difficulties, and those who do not. It is possible that differences in some cognitive resources could explain the difficulties faced by some physicians. In this study, we explore differences in cognitive resources between different groups of physicians (that is, between native (UK) physicians and International Medical Graduates (IMG); those who continue with training versus those who were subsequently removed from the training programme); and also between physicians experiencing difficulties compared with the general population. METHODS: A secondary evaluation was conducted on an anonymised dataset provided by the East Midlands Professional Support Unit (PSU). One hundred and twenty one postgraduate trainee physicians took part in an Educational Psychology assessment through PSU. Referrals to the PSU were mainly on the basis of problems with exam progression and difficulties in communication skills, organisation and confidence. Cognitive resources were assessed using the Wechsler Adult Intelligence Scale (WAIS-IV). Physicians were categorised into three PSU outcomes: 'Continued in training', 'Removed from training' and 'Active' (currently accessing the PSU). RESULTS: Using a one-sample Z test, we compared the referred physician sample to a UK general population sample on the WAIS-IV and found the referred sample significantly higher in Verbal Comprehension (VCI; z = 8.78) and significantly lower in Working Memory (WMI; z = -4.59). In addition, the native sample were significantly higher in Verbal Comprehension than the UK general population sample (VCI; native physicians: z = 9.95, p < .001, d = 1.25), whilst there was a lesser effect for the difference between the IMG sample and the UK general population (z = 2.13, p = .03, d = 0.29). Findings also showed a significant difference in VCI scores between those physicians who were 'Removed from training' and those who 'Continued in training'. CONCLUSIONS: Our results suggest it is important to understand the cognitive resources of physicians to provide a more focussed explanation of those who experience difficulties in training. This will help to implement more targeted interventions to help physicians develop compensatory strategies.

Estudo de fidedignidade do avaliador em provas de compreensão leitora e oral / Inter-rater reliability investigation for reading and oral comprehension tasks / Investigación de la fiabilidad entre evaluadores en pruebas de comprensión lectora y oral

A fidedignidade do avaliador refere-se ao grau em que diferentes avaliadores empregam os mesmos critérios na correção de testes. Neste estudo, investiga-se a fidedignidade do avaliador de uma prova de compreensão leitora e outra de compreensão oral. A Prova de Compreensão Leitora (PCL) é composta por 15 textos, divididos em duas aplicações (Forma A e Forma B), e contendo questões abertas (respondidas oralmente). A Prova de Compreensão Oral (PCO) é formada por oito questões orais a uma narrativa ouvida (gravação). A amostra foi composta por 218 crianças do 2º ao 5º ano de escolas públicas de São Paulo (73 na Forma A; 56 na Forma B; 89 na PCO) e nove avaliadores (três para cada prova). A concordância foi calculada por meio do Fleiss de Kappa. A maioria dos itens apresentou níveis de concordância adequados, atestando para a homogeneidade na correção das duas Provas.

Inter-rater reliability is the degree to which different examiners employ the same criteria for evaluating test results. The present study aims to investigate the inter-rater reliability for two tasks, one of reading comprehension and another for oral comprehension. The Reading Comprehension Task consists of 15 texts divided into two blocks (Form A and Form B), followed by orally answered openended questions. The Oral Comprehension Task (OCT) contains eight open-ended questions for a narrative (orally answered and recorded). The sample consisted of 218 children from 2nd to 5th year of elementary school in Sao Paulo (73 in Form A; 56 in Form B; 89 in OCT) and nine examiners (three for each form). Fleiss’ Kappa was used to obtain the reliability index. Most items had adequate levels of agreement, which evidenced the consistency of the correction system.

La fiabilidad del evaluador se refiere al grado en que los diferentes evaluadores emplean los mismos criterios en la corrección de los testes. En este estudio, se investiga la fiabilidad del evaluador en prueba de comprensión lectora y otra de comprensión oral. La prueba de comprensión lectora (PCL) consta de 15 textos, divididos en dos bloques de aplicación (Formulario A y Formulario B) y contienen preguntas abiertas relacionadas. La Prueba de Comprensión Oral (PCO) consta de ocho cuestiones orales sobre una narrativa oída (grabación). La muestra fue compuesta por 218 niños de segundo a quinto primaria de escuelas públicas de San Pablo (73 en el Formulario A; 56 en el Formulario B; 89 en la PCO) y nueve evaluadores (tres para cada prueba). Se calculó el acuerdo con Fleiss de Kappa. La mayoría de los ítems presentó niveles adecuados de concordancia, indicando homogeneidad en la corrección de las dos pruebas.

Estudo de fidedignidade do avaliador em provas de compreensão leitora e oral / Inter-rater reliability investigation for reading and oral comprehension tasks / Investigación de la fiabilidad entre evaluadores en pruebas de comprensión lectora y oral

A fidedignidade do avaliador refere-se ao grau em que diferentes avaliadores empregam os mesmos critérios na correção de testes. Neste estudo, investiga-se a fidedignidade do avaliador de uma prova de compreensão leitora e outra de compreensão oral. A Prova de Compreensão Leitora (PCL) é composta por 15 textos, divididos em duas aplicações (Forma A e Forma B), e contendo questões abertas (respondidas oralmente). A Prova de Compreensão Oral (PCO) é formada por oito questões orais a uma narrativa ouvida (gravação). A amostra foi composta por 218 crianças do 2º ao 5º ano de escolas públicas de São Paulo (73 na Forma A; 56 na Forma B; 89 na PCO) e nove avaliadores (três para cada prova). A concordância foi calculada por meio do Fleiss de Kappa. A maioria dos itens apresentou níveis de concordância adequados, atestando para a homogeneidade na correção das duas Provas.

Inter-rater reliability is the degree to which different examiners employ the same criteria for evaluating test results. The present study aims to investigate the inter-rater reliability for two tasks, one of reading comprehension and another for oral comprehension. The Reading Comprehension Task consists of 15 texts divided into two blocks (Form A and Form B), followed by orally answered openended questions. The Oral Comprehension Task (OCT) contains eight open-ended questions for a narrative (orally answered and recorded). The sample consisted of 218 children from 2nd to 5th year of elementary school in Sao Paulo (73 in Form A; 56 in Form B; 89 in OCT) and nine examiners (three for each form). Fleiss' Kappa was used to obtain the reliability index. Most items had adequate levels of agreement, which evidenced the consistency of the correction system.

La fiabilidad del evaluador se refiere al grado en que los diferentes evaluadores emplean los mismos criterios en la corrección de los testes. En este estudio, se investiga la fiabilidad del evaluador en prueba de comprensión lectora y otra de comprensión oral. La prueba de comprensión lectora (PCL) consta de 15 textos, divididos en dos bloques de aplicación (Formulario A y Formulario B) y contienen preguntas abiertas relacionadas. La Prueba de Comprensión Oral (PCO) consta de ocho cuestiones orales sobre una narrativa oída (grabación). La muestra fue compuesta por 218 niños de segundo a quinto primaria de escuelas públicas de San Pablo (73 en el Formulario A; 56 en el Formulario B; 89 en la PCO) y nueve evaluadores (tres para cada prueba). Se calculó el acuerdo con Fleiss de Kappa. La mayoría de los ítems presentó niveles adecuados de concordancia, indicando homogeneidad en la corrección de las dos pruebas.