Cognitive functioning in children with learning problems

Schwenck, Christina; Dummert, Friederike; Endlich, Darius; Schneider, Wolfgang

doi:10.1007/s10212-014-0242-5

Cited by 6 publications

(4 citation statements)

References 23 publications

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“…For the integrated predictive patterns of cognitive biases, we found that the additive approach model had incremental utility over the weakest link model in predicting self-reported posttraumatic stress symptoms at 2 months. This suggests that consistent with previous studies on learning problems (Schwenck et al, 2015) and depression symptoms (Alloy et al, 2006; Hankin et al, 2004), the long-term course of posttraumatic stress symptoms are determined by the overall number and level of negative cognitive processes rather than the “weakest link” in cognitive bias. This finding extends previous studies by exploring the interplay among cognitive biases in provisional PTSD, and applying an integrated approach to explore longitudinal relationships between multiple cognitive processes and posttraumatic stress symptoms, which is often investigated in isolation (Bomyea et al, 2017).…”

Section: Discussionsupporting

confidence: 85%

“…The latter suggests that symptom development is contingent on the most adverse cognitive process, implying individuals are as susceptible to mental disorders as their most negative cognitive style dictates (Abela & Sarin, 2002). Recent studies on stress (Wang et al, 2021), depression (Everaert et al, 2015; Xiao et al, 2016), and anxiety (Wang et al, 2017) have predominantly endorsed the weakest link approach, whereas the additive approach finds support in contexts like learning problems (Schwenck et al, 2015) and depression (Alloy et al, 2006; Hankin et al, 2004). In the field of posttraumatic stress symptoms, the focus has traditionally been on the predictive power of individual cognitive vulnerabilities.…”

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confidence: 99%

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Interplay among attention, appraisal, and memory bias in provisional posttraumatic stress disorder: Exploring the combined cognitive biases hypothesis.

Zhao,

Lai

et al. 2024

Psychological Trauma: Theory, Research, Practice, and Policy

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Objective: Both theoretical and empirical studies suggest that negative cognitive biases significantly influence the onset and persistence of posttraumatic stress disorder (PTSD) symptoms. However, the interplay among these cognitive biases and their conjoint contribution to the long-term trajectory of posttraumatic stress symptoms remains underexplored. This study delves into the interplay among attention, appraisal, and memory biases within a provisional PTSD population and evaluates the predictive effects of two integrative models (weakest link, additive approach) on posttraumatic stress symptoms reported 2 months later. Method: Sixty Chinese participants (M age = 20.17, SD age = 2.11) with provisional PTSD undertook the scrambled sentences test (appraisal bias) with their eye movements recorded (attention bias) and then the free recall task (memory bias). Posttraumatic stress symptom was assessed at baseline and 2-month follow-up. Results: Selective attention bias toward negative words was positively associated with the negative appraisal of scrambled sentences, which subsequently showed a strong association with negative memory bias. Regarding the progression of posttraumatic stress symptoms, the additive approach was found to be a more reliable predictor of self-reported posttraumatic stress symptoms at 2 months than the weak link approach. Conclusions: This study provides initial evidence supporting the combined cognitive biases hypothesis in provisional PTSD. It also underscores potential avenues to enhance cognitive bias modification techniques. Replication of these findings in broader clinical samples is essential. Clinical Impact StatementOur findings reveal a potential interplay among attention, appraisal, and memory biases in individuals with provisional posttraumatic stress disorder (PTSD). The presence and severity of posttraumatic stress symptoms seem to be associated with the overall number and magnitude of these negative cognitive processes. This insight suggests that cognitive bias modification (CBM) might be beneficial for those experiencing symptoms of provisional PTSD. Furthermore, CBM interventions that address multiple cognitive biases concurrently could potentially foster the adoption of more adaptive, positive cognitive patterns.

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Section: Discussionsupporting

confidence: 85%

mentioning

confidence: 99%

Interplay among attention, appraisal, and memory bias in provisional posttraumatic stress disorder: Exploring the combined cognitive biases hypothesis.

Zhao,

Lai

et al. 2024

Psychological Trauma: Theory, Research, Practice, and Policy

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“…Although, Jordan and Hanich (2003) reported that only 18% of students identified as experiencing math difficulty by performing ≤15th percentile in second grade retained the same status in third grade; however, they also reported that 88% of students identified as experiencing comorbid math and reading difficulty retained the same classification. Schwenck et al (2015) reported a similar pattern between second and fourth grade: 18% of students with math difficulty retained the same status, while 43% of students with comorbid math and reading difficulty maintained status. In contrast, studies with less restrictive cutoffs to determine math difficulty reported smaller proportions of students who retained math difficulty status.…”

Section: Resultsmentioning

confidence: 71%

A Systematic Review of Longitudinal Studies of Mathematics Difficulty

Nelson

Powell

2017

J Learn Disabil

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Some students may be diagnosed with a learning disability in mathematics or dyscalculia, whereas other students may demonstrate below-grade-level mathematics performance without a disability diagnosis. In the literature, researchers often identify students in both groups as experiencing math difficulty. To understand the performance of students with math difficulty, we examined 35 studies that reported longitudinal results of mathematics achievement (i.e., mathematics performance measured across at least a 12-month span). Our primary goal was to conduct a systematic review of these studies and to understand whether the growth of students with math difficulty was comparable or stagnant when compared with that of students without math difficulty. We also analyzed whether identification of math difficulty was predictive of mathematics achievement in later grades and whether a diagnosis of math difficulty was stable across grade levels. Results indicate that students with math difficulty demonstrate growth on mathematics measures, but this growth still leads to lower performance than that of students without math difficulty. Identification of math difficulty is strongly related to math performance in subsequent grades, and this diagnosis is often stable. Collectively, this literature indicates that students with math difficulty continue to struggle with mathematics in later grades.

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“…Cognitive functioning is the mental ability to perceive and process stimuli (Fisher et al 2017). This includes functions such as reasoning, language, memory (Desideri et al 2016), and intelligence (Clifford et al 2016;Schwenck et al 2015). Therefore, cognitive functioning is often measured using intelligence measurements and neuropsychological testing (Morrison et al 2015).…”

Section: Cognitive Functioningmentioning

confidence: 99%

The Influence of Refugee Students’ Personal Characteristics on Study Success in Online Education

Reinhardt

Deribo

Zlatkin‐Troitschanskaia

et al. 2020

Int. Migration & Integration

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There is little research on the study success factors of refugee students in higher education. One approach to meeting the growing global demands is to provide online education specifically for refugees. This study examines specific personal characteristics of refugee students and their influence on success and retention in online education. Individual factors such as intrinsic motivation and language proficiency, cognitive functioning, and sociodemographic factors such as gender and country of residence influence retention of refugee students during online studies. The results indicate that sociodemographic factors (e.g., gender), cognitive factors (e.g., English proficiency), and external factors (e.g., country of residence) have a significant influence on study retention on refugee students.

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Cognitive functioning in children with learning problems

Cited by 6 publications

References 23 publications

Interplay among attention, appraisal, and memory bias in provisional posttraumatic stress disorder: Exploring the combined cognitive biases hypothesis.

Interplay among attention, appraisal, and memory bias in provisional posttraumatic stress disorder: Exploring the combined cognitive biases hypothesis.

A Systematic Review of Longitudinal Studies of Mathematics Difficulty

The Influence of Refugee Students’ Personal Characteristics on Study Success in Online Education

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