Effect of Executive Function on Event-Based Prospective Memory for Different Forms of Learning Disabilities

Abstract

Students with learning disabilities (LDs) suffer from executive function deficits and impaired prospective memory (PM). Yet the specificity of deficits associated with different types of LDs is still unclear. The object of the present research was to compare subgroups of students with different forms of LDs (<25th percentile) on executive function and PM. Students with a mathematics disability (MD, n = 30), reading disability (RD, n = 27), both (RDMD, n = 27), or neither (typically developing, TD, n = 30) were evaluated on a set of executive functioning tasks (e.g., updating, inhibition, and shifting) and on PM. The results showed that students with MDs and RDMDs suffered from PM deficits. Among the subtypes of LDs, the deficit is different. The students with RDMDs showed a wide range of defects in PM, shifting, inhibition, and updating. In comparison, students with MDs experienced deficits in PM and shifting, while students with RDs experienced a deficit only in updating. For the RD group, the RDMD group and the TD group, updating, and shifting significantly predicted PM. For the MD group, only shifting significantly predicted PM performance, but PM deficits were not completely confined to shifting deficits.

The role of leadership level in college students’ facial emotion recognition: evidence from event-related potential analysis

“…The present study focused on the potentials of three ERP components: P1, N170, and LPP. The selection of electrodes and time windows was based on previous relevant studies as well as visual inspection of the topographies in our study (Ji et al, 2021;Gu et al, 2019;Shim et al, 2016). Specifically, P1 amplitudes (130-200 ms) were analyzed at P3, P4, and Pz; N170 amplitudes (130-240 ms) were analyzed at P7 and P8; and LPP amplitudes (400-800 ms) were analyzed at C3, C4, Cz, P3, P4, and Pz.…”

Event-Related Brain Potential Correlates of Event-Based Prospective Memory in Children With Learning Disability

“…From the perspective of PM, Chen ( 8 ) believed that in most cases LD children performed worse in PM owning to their weaker switching ability between two tasks ( 53 ). The completion of PM tasks required attention allocation, transfer and inhibition control ( 54 ), but LD children were significantly worse than control group in the aspects of central executive function ( 55 , 56 ). Therefore, LD children indeed needed to distribute more attentional resources to accomplish PM task.…”

A Short Version of the EFECO Online Questionnaire for the Assessment of Executive Functions in School-Age Children

“…EF issues are related to other disorders such as mental diseases (e.g., schizophrenia, posttraumatic stress disorder) [ 19 , 20 , 21 ], and neurological disorders (e.g., Alzheimer’s disease, traumatic brain injury) [ 22 , 23 ]. In children, executive difficulties have been reported in neurodevelopmental disorders [ 24 ], including autism spectrum disorder [ 25 , 26 , 27 , 28 ], attention-deficit/hyperactivity disorder [ 27 , 29 , 30 ], intellectual disabilities [ 31 , 32 , 33 , 34 ], learning [ 35 , 36 , 37 , 38 ] and language disorders [ 39 , 40 ]. In addition, links have been found between deficits in EF with stress, anxiety, and depression [ 41 ]; executive difficulties have also been found in children with Gilles de LaTourette syndrome [ 42 ] and with Disruptive, Impulse-Control, and Conduct Disorders diagnosis [ 43 ], among others.…”