Effect sizes were used to measure the magnitude of the difference between children with head injury and age-matched controls. Outcomes may appear similar across types of insults, even when the sources of difficulties and their neural correlates are different. Language development in children with Williams syndrome: new insights from cross-linguistic research Stavroula Stavrakaki6. In particular, we have developed a special expertise for data rich assays, such automated scoring of mouse vocal behavior, allowing us to apply our computational skills to the assessment of a circuit mediating mammalian social communication. Our position is no secret.
Outcomes may appear similar across types of insults, even when the sources of difficulties and their neural correlates are different. Copyright © 2014 Elsevier Inc. The authors take complex concepts that are not yet fully formed or articulated by the field, such as response to intervention, and do a remarkable job explaining them and evaluating their research evidence. Improvement in ratings of parent-child interaction and social competence for the affected twin was also evident. Implications for early intervention are an outcome of this study. Models combining 36-month mathematical ability and these language-based, visual—spatial, and fine motor abilities at 60 months accounted for considerable variance on 60-month informal mathematical outcomes.
Identical short stories were presented under different illustration conditions with pictures that represented different parts of the story. To test metacognition for memory, children were tested on a modified Judgment of Learning task. Structural equation modelling was used, and covariates included age, gender, language skills, parental education, and Time 1 delay inhibition. Both groups demonstrated slower reading times and enhanced comprehension when reading to study or to come up with a title than when reading for specific information or for entertainment. As their child is born, Connie and Arthur are delighted to be new parents. The hydrocephalus group was poorer at suppressing contextually irrelevant meanings.
The anatomical distribution of genetic associations. His research interests focus on learning disabilities and brain injury in children, including definition and classification, neurobiological correlates, and intervention. Barnes, Simon Baron-Cohen, Elizabeth Bates, Margaret L. We have numerous collaborations, ongoing and published e. Test questions were coded for their processing demands, specifically the need to recall information from test and to form text-based inferences, while text passages were measured on word frequency, sentence length, text cohesion, and genre. Evidence based and comprehensive, this important work offers a new approach to understanding and intervening with students with learning disabilities.
To understand these processes, research should focus on questions and assessment paradigms oriented toward the acquisition rather than the recovery of cognitive functions. Lengths of stay in the intensive care unit and in the hospital and other adverse events were similar in the two groups. Journal of Educational Psychology, 93, 615— 626. Genes, Brain and Development reviews the connections between genes, brain, and behavior for a range of genetic disorders, and also considers lifespan and treatment issues. Research on children with known genetic disorders offers insights into the genetic mechanisms that underlie neural development and organization, as expressed in variations in cognitive profiles. Results indicated that a location and object information during reading appeared to be activated and updated not simply from explicit text-based information but from a mental model of the real-world situation described by the text; b this pattern showed no age-related differences; and c the ability to update the situation model of the text based on inferred information, but not explicitly stated information, was uniquely predictive of reading comprehension after accounting for word decoding. You will receive the larger discount available for each item.
A process approach to describing mathematics difficulties in girls with Turner syndrome. There were significant direct effects of working memory, sustained attention, and cognitive inhibition on reading comprehension, but not decoding. We compared speed of word decoding in 33 children with hydrocephalus and 33 controls matched on a pairwise basis for age, grade, and word decoding accuracy. Results are discussed with relevance to early childhood theory, policy, and goals of closing the school readiness gap. Barnes: Save 15% + Free Shipping on Online Orders! The stubborn under-performance of our readers is no secret.
The findings are discussed with respect to hypotheses about the cognitive origins of arithmetic errors and in relation to current discussions about how to conceptualize math disabilities. Differences were found in intellectual function, visual-spatial skill, fine motor dexterity and particularly language-related skills, including vocabulary, word reading and applied math problem solving. Both types of kindergarten domain specific skills were strongly correlated with each math outcome in first grade. Component skills and discourse frameworks of reading have identified characteristics of readers and texts that influence comprehension. Results highlight the interplay among math precursors and math related domain general factors and their differential roles for different mathematical outcomes. For both groups, verbal working memory contributed to comprehension performance in those reading conditions hypothesized to require more cognitive effort.
Sixteen boys between the ages of 3 and 17 years were available for study and were matched to controls with haemophilia of the same age and disease severity and on the basis of maternal education. Contrary to predictions, children with poorer reading, regardless of math achievement, committed more visually based errors. Translational profiling of hypocretin neurons identifies candidate molecules for sleep regulation. Journal of Learning Disabilities , 26, 214— 226. New York: Simon and Schuster. Cognition and Instruction, 1, 217— 244. Journal of Experimental Psychology: General, 117, 258— 275.
The intervention targeted the use of a set of responsive teacher practices, derived from attachment and sociocultural theories, and a comprehensive curriculum. This volume describes the current state of a new field for studying brain-behavior-mind relationships—the intersection of cognitive neuroscience and developmental psychopathology. For attentional-inhibitory control, age at injury and time since injury were most predictive of outcome; for social discourse, predictors were injury severity and frontal lobe injury moderated by injury severity. The contribution of deficits in fundamental processes, such as working memory and processing speed, to linguistic outcomes requires further investigation. Arithmetic fact mastery in young children: A longitudinal investigation. The budding researchers who will be reading this book should just itch to get their hands in to participate in the exciting endeavour to unravel the links between genes, mind, and brain. Phosphoserine phosphatase is expressed in the neural stem cell niche and regulates neural stem and progenitor cell proliferation.
Children who sustain congenital or acquired brain injury typically experience a diffuse insult that impacts many areas of the brain. Math fact errors were related to the severity of the math difficulties, not to reading status. Ross, Joanne Rovet, Susan L. Cognitive analysis of children's mathematical difficulties. Children recruited retrospectively were studied on a single occasion in a cross-sectional design investigating the contribution of age-related variables to the reading and sentence formulation scores. User Review - These authors are research authorities on reading based upon scientifically evidence based evidence of efficacy.