Cognitive flexibility in children with Developmental Language Disorder: Drawing of nonexistent objects

Blom, Elma; Berke, Roni; Shaya, Nehama; Adi-Japha, Esther

doi:10.1016/j.jcomdis.2021.106137

Cited by 8 publications

(3 citation statements)

References 61 publications

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“…The findings suggest that children from disadvantaged populations -and in particular those among them who have mothers with a lower education level -require early support both in the linguistic and in the motor domain. This may be achieved through age-appropriate play activities (e.g., Adi-Japha and Freeman, 2000;Freeman and Adi-Japha, 2008;Adi-Japha et al, 2010;Bloma et al, 2021). Implications for children with reading and spelling difficulties emerging from this study are that these children require ongoing support during school learning not only for literacy learning but also when learning motor-related tasks.…”

Section: Practical Aspectsmentioning

confidence: 87%

Second Graders’ Grapho-Motor Skill Learning and Verbal Learning: The Effects of Socio-Educational Factors

Hollander

Adi-Japha

2021

Front. Psychol.

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Introduction: Children from low socioeconomic status (SES) families, and in particular, those with a lower level of maternal education, show lower fine-motor skills and lower vocabulary scores than their SES peers whose mothers have a higher level of education. Furthermore, low SES children frequently have difficulties in reading and spelling. These difficulties are attributed to deficits in the acquisition of skills through practice, such as those required for developing visual-motor routines, alongside deficits in the intentional acquisition of knowledge, such as those required in verbal learning. The aim of the current study was to test the effect of two background factors: low maternal education (ME) and risk of reading and spelling difficulties on practice-dependent learning of a motor task and intentional learning of a verbal task in second graders from low SES families.Methods: In 2016/17, 134 low-SES second graders with higher and lower ME (95 typical learners and 39 with reading and spelling difficulties) were assessed with (a) the Invented Letter Task (ILT; a grapho-motor skill learning task) across five time-points (initial- and end-training Day 1; initial- and end-training Day 2; and 2-weeks post-training), as well as an ILT transfer task; and (b) The Rey Auditory Verbal Learning Test (RAVLT; an intentional word-learning task in which a word list is read to children for five learning trials and is recalled 20 min later).Findings: Lower ME was associated with surplus segments in the performance of the motor task and its transfer to a novel condition as well as with lower recall on the verbal task, but not with the learning of both the motor and the verbal task. Having reading and spelling difficulties affected motor-task accuracy and also the way children learned the task, as evidenced by surplus segments at the beginning of Day 2, which were reduced with further practice.Conclusion: Low ME affected overall performance level. Reading and spelling difficulties resulted in atypical learning of the motor task. Future research on practice-dependent learning in the context of children coming from low SES families should focus on subgroups within this heterogeneous population.

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Section: Practical Aspectsmentioning

confidence: 87%

Second Graders’ Grapho-Motor Skill Learning and Verbal Learning: The Effects of Socio-Educational Factors

Hollander

Adi-Japha

2021

Front. Psychol.

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“…Collapsing evidence from multiple studies, two recent meta-analyses report superior switching performance of bilingual participants (Gunnerud et al 2020;Ware et al 2020). Conversely, children with DLD have been suggested to have weaker switching ability than their typically developing (TD) peers in some studies (e.g., Blom et al 2021;Farrant et al 2012), but not in others (e.g., Henry et al 2012). In line with these mixed findings, meta-analyses showed small but reliable effects of DLD on switching (Pauls and Archibald 2016) which were dependent on the type of task (Aljahlan and Spaulding 2021).…”

Section: Introductionmentioning

confidence: 99%

Nonverbal Switching Ability of Monolingual and Bilingual Children with and without Developmental Language Disorder

2022

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Bilingualism is associated with enhanced switching skills, while a developmental language disorder (DLD) may negatively impact switching ability. However, both studies with bilinguals as well as studies including children with DLD have revealed mixed results. Moreover, the interaction of bilingualism and DLD has not been addressed and the origin of the stronger or weaker switching performance is unknown. The current study aimed to fill these gaps. Monolingual and bilingual children with and without DLD (n = 32 in each of the four groups) completed a nonverbal color/shape switching task when they were 7 to 8 years old, and a Continuous Performance Task two years earlier. The latter tapped into their response inhibition and sustained attention skills, which may underlie switching ability. No differences between monolinguals and bilinguals were found on the switching task. Children with DLD had higher mixing costs than peers without DLD, which was driven by differences in sustained attention skills. These results add to the body of research indicating that the cognitive advantages of bilingualism are unstable. Additionally, the results substantiate the hypothesis that attention processes are foundational for complex cognitive skills, such as switching, and suggest cascading effects for children with weaker attention skills, such as children with DLD.

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“…Therefore, accurate assessment and treatment of these conditions have become a priority for the vast majority of governments and health systems worldwide (e.g., Kristinsson et al, 2021; Mueller et al, 2018). Among the cognitive impairments that people with different neurological disorders usually present, the most frequent are attention impairments (Boerma et al, 2017), memory deficits (Blom et al, 2021), difficulties with executive functions (Fisher et al, 2019), and language impairments (Blom et al, 2021).…”

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confidence: 99%

15-item version of the Boston Naming Test: Normative data for the Latin American Spanish-speaking adult population.

delCacho-Tena¹,

Merced²,

Perrin³

et al. 2023

Neuropsychology

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Objective: Naming is commonly impaired in people with neurodegenerative diseases and brain injury, and as a result, its accurate assessment is essential. The aim of this study was to provide normative data for the 15-item Spanish version of the Boston Naming Test (BNT) for an adult population from eight Latin American countries/regions. Method: The total sample consisted of 2,828 participants from Argentina, Chile, Cuba, El Salvador, Mexico, Honduras, Paraguay, and Puerto Rico. Multiple regressions were used to generate normative data following a four-step process. Results: Regression models showed a linear effect of age on the 15-item BNT total score for Argentina, Chile, Mexico, and Puerto Rico. In contrast, Paraguay showed a quadratic age effect. Almost all countries showed a positive linear effect of education, except Cuba which had a quadratic effect. Sex was a significant predictor in Argentina, Chile, Cuba, and Mexico, where in women scored lower than men. Conclusions: This study generates normative data for the 15-item Spanish version of the BNT and offers a free open-source calculator that will assist in the efficacious use of this neuropsychological test in clinical practice and research.

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Cognitive flexibility in children with Developmental Language Disorder: Drawing of nonexistent objects

Cited by 8 publications

References 61 publications

Second Graders’ Grapho-Motor Skill Learning and Verbal Learning: The Effects of Socio-Educational Factors

Second Graders’ Grapho-Motor Skill Learning and Verbal Learning: The Effects of Socio-Educational Factors

Nonverbal Switching Ability of Monolingual and Bilingual Children with and without Developmental Language Disorder

15-item version of the Boston Naming Test: Normative data for the Latin American Spanish-speaking adult population.

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