No abstract

Children with cerebral palsy are at risk for specific executive function and working memory deficits that, when present, increase the risk for arithmetic difficulties in these children.

An expanded omitted stimulus paradigm was investigated to determine whether expectancy would modulate the amplitude of the omission evoked potentials (OEPs). In addition, we examined the effects of musical expertise on OEPs. Trials started with 3-7 beats randomly and contained 5 omitted beats. Three types of trials (n = 90) were presented with 1, 2, or 3 beats occurring between omissions. A tap response at the end of each trial was used to determine timing accuracy. Clear OEPs were observed over midline sites. We found main omission effects with respect to an N150 and a P400 OEPs component, such that peak amplitudes diminished whenever the occurrence of an omitted stimulus could be expected. In addition, an N600 OEPs component emerged in response to expectedly omitted stimuli toward the end of each trial within the group of musicians. Thus, musical training seems to lead to more efficient and more refined processing of auditory temporal patterns.

No abstract

Impairments of non-verbal IQ and WM updating predicted future difficulties in both word-problem solving and reading. Impairments of visuospatial sketchpad and inhibition predicted future word-problem, but not reading difficulty. Conversely, deficits of phonological loop predicted reading but not word-problem difficulty. Concurrent arithmetic fact fluency and reading ability were both important for word-problem solving ability. These results could potentially help to predict which children are likely to develop specific learning difficulties, facilitating early intervention.