Coimbra Neuropsychological Assessment Battery

Simões, Mário R.; Albuquerque, Cristina Petrucci; Pinho, Márcio Sarroglia; Vilar, Manuela; Pereira, Marcelino; Lopes, Ana Filipa; Flória‐Santos, Milena; Alberto, Isabel; Lopes, Carina Fonseca; Martins, Cristina; Moura, Octávio

doi:10.1037/t66286-000

Cited by 12 publications

(37 citation statements)

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“…Memory functioning was evaluated using memory tests from Coimbra's Neuropsychological Assessment Battery [ 36 ]. Coimbra's Neuropsychological Assessment Battery is a comprehensive assessment instrument, directed towards the assessment of Portuguese children's neuropsychological development and functioning.…”

Section: Methodsmentioning

confidence: 99%

Memory Functioning in Children with Epilepsy: Frontal Lobe Epilepsy, Childhood Absence Epilepsy, and Benign Epilepsy with Centrotemporal Spikes

Lopes

Monteiro

Fonseca

et al. 2014

Behavioural Neurology

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Specific cognitive deficits have been identified in children with epilepsy irrespective of results on intelligence tests. Memory deficits are traditionally attributed to temporal lobe epilepsy, whereas the impact of frontal lobe epilepsy on memory functions has remained controversial. The aim of this study was the examination of memory abilities in other childhood common epilepsy syndromes (frontal lobe epilepsy (FLE), childhood absence epilepsy (CAE), and benign epilepsy with centrotemporal spikes (BECTS)) and the influence of epilepsy-related variables. Memory was examined in 90 children with epilepsy (each epilepsy group consisted of 30 children), aged 6–15, and compared with 30 control children. Children with FLE showed significant deficits in verbal and visual memory. In addition, type of epilepsy, earlier age at epilepsy onset, and longer active duration of epilepsy were associated with memory problems. Seizure frequency and treatment, however, did not influence memory performance. This study indicates that children with FLE show greater risk of developing memory deficits than children with CAE or BECTS, thus highlighting the importance of assessing also memory functions in frontal lobe epilepsy.

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Section: Methodsmentioning

confidence: 99%

Memory Functioning in Children with Epilepsy: Frontal Lobe Epilepsy, Childhood Absence Epilepsy, and Benign Epilepsy with Centrotemporal Spikes

Lopes

Monteiro

Fonseca

et al. 2014

Behavioural Neurology

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show abstract

“…In fact, both groups improved on their SA, which is a very interesting result. Analyzing the average results per age for the Two Signal Cancellation subtest of BANC [ 44 ], we learned that the control group presented results expected for their age group (scores between 8 and 14 points). However, students in the experimental group improved their performance showing scores expected for children aged 13/14 years old (scores between 18 and 20 points).…”

Section: Discussionmentioning

confidence: 99%

“…Participants were presented with a questionnaire with two parts: (i) sociodemographic information (e.g., gender, age, and the number of siblings), and (ii) instruments: one to assess SR, Inventory of Learning Self-Regulation Processes (IPAA) [ 43 ], and the other to access the SA, the subtest of the Coimbra Neuropsychological Assessment Battery (BANC) [ 44 ].…”

Section: Methodsmentioning

confidence: 99%

“…The BANC is designed for children and adolescents from 5 to 15 years old and includes a range of subtests to evaluate different domains of neuropsychological functioning, such as memory, language, attention, executive functions, laterality, orientation, and motor function [ 44 ]. We used a performance measure to assess SA to overcome the limitation reported in the literature of using the teacher’s reports on their students’ attention in class.…”

Section: Methodsmentioning

confidence: 99%

“…Literature has been alerted to that these are subjective measures that can be biased, for example, by a teacher’s expectations about their students’ performance [ 30 ]. For the purposes of this study, to assess SA, we used the Two Signal Cancellation test [ 44 ]. The reliability of this instrument in the present study was α = 0.84.…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation

et al. 2021

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Academic success is a complex concept comprising not only good academic performance, but also the development of competencies and the accomplishment made by the ends of learning. Among the motivational and attentional variables likely to influence academic success, extant literature reports the relevance of developing self-regulation and attentional control to foster school success. Still, little is known about how to foster attentional control competencies through training on self-regulated learning strategies. The present study aims are twofold: (i) to assess the efficacy of a program targetted to promote self-regulation strategies on attentional control, specifically in selective attention, and (ii) to explore the role of selective attention on arithmetic performance. Participants were 136 fourth grade students, aged from 8 to 11 years old. Of those, 68 were enrolled in a school-based intervention aimed to promote self-regulation. At the end of the intervention, the experimental group showed higher levels of self-regulation and selective attention that were significantly different when compared to the control group. The SR training has influenced positively participants SA with impact on their arithmetic competencies. The findings of this study can provide relevant insight to better understand these variables and to design better in-class practices.

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The role of transcription and executive functions in writing: a longitudinal study in the transition from primary to intermediate Grades

2022

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Learning to write is one of the great challenges children face in primary grades, requiring both transcription skills (handwriting and spelling) and executive functions (EFs; working memory, inhibitory control, and cognitive flexibility). Although this claim is widely accepted, the field suffers from some limitations, including few longitudinal studies examining the joint role of transcription and EFs in the writing of school-age children. The current study aimed to fill in this gap with a twofold goal: to examine the development of transcription and EFs in Portuguese children transitioning from primary (Grade 4) to intermediate school (Grade 5); and to evaluate the longitudinal and concurrent links between transcription and EFs to text quality. The sample included 222 Portuguese students in Grade 4, who were reassessed one year later, in Grade 5. Results showed significant improvements from Grade 4 to 5 in handwriting and spelling as well as in verbal working memory and cognitive flexibility. Moreover, though spelling and cognitive flexibility in Grade 4 had longitudinally predicted text quality in Grade 5, these links disappeared when Grade 5 predictors were considered. In the final model, only transcription skills along with cognitive flexibility and inhibitory control in Grade 5 were significant predictors of text quality in Grade 5. These findings show that transcription and EFs play a role in writing and suggest that this role might be more concurrent than longitudinal.

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Coimbra Neuropsychological Assessment Battery

Cited by 12 publications

References 0 publications

Memory Functioning in Children with Epilepsy: Frontal Lobe Epilepsy, Childhood Absence Epilepsy, and Benign Epilepsy with Centrotemporal Spikes

Memory Functioning in Children with Epilepsy: Frontal Lobe Epilepsy, Childhood Absence Epilepsy, and Benign Epilepsy with Centrotemporal Spikes

Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation

The role of transcription and executive functions in writing: a longitudinal study in the transition from primary to intermediate Grades

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