Executive functions in adults with developmental dyslexia

Smith‐Spark, James H.; Henry, Lucy A.; Messer, David; Edvardsdottir, Elisa; Zięcik, Adam P.

doi:10.1016/j.ridd.2016.03.001

Cited by 69 publications

(73 citation statements)

References 90 publications

(109 reference statements)

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“…The non-habituated stimuli were presented semi-randomly, every three to six trials. For a similar ratio of habituated to non-habituated stimuli, see Smith-Spark et al (2016). The number of inhibition trials on which the participant correctly prevented a motor response was recorded and expressed as a percent accuracy value.…”

Section: Methodsmentioning

confidence: 99%

Do Baseline Executive Functions Mediate Prospective Memory Performance under a Moderate Dose of Alcohol?

2016

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Prospective memory (PM) is memory for delayed intentions. While deleterious effects of acute doses of alcohol on PM have been documented previously using between-subjects comparisons, the current study adopted a single blind placebo-controlled within-subjects design to explore whether the extent to which alcohol-related impairments in PM are mediated by executive functions (EFs). To this end, 52 male social drinkers with no history of substance-related treatment were tested using two parallel versions of a clinical measure of PM (the Memory for Intentions Test; Raskin et al., 2010), and a battery of EF measures. Testing took place on two occasions, with the order of administration of the alcohol and placebo conditions being fully counterbalanced. Overall, PM was worse under alcohol and participants showed deficits on five of the six subscales making up the clinical test. Hierarchical multiple regression analyses demonstrated that EFs did not predict PM performance decrements overall but did predict performance when time cues were presented and when verbal responses were required. Phonemic fluency was the strongest of the EF predictors; a greater capacity to gain controlled access to information in long-term memory predicted a smaller difference between placebo- and alcohol-related performance on both the time cue and verbal response scales. PM is crucial to compliance with, and response to, both therapy programs and alcohol harm prevention campaigns. The results indicate that individual differences in cognitive function need to be taken into account when designing such interventions in order to increase their effectiveness.

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Section: Methodsmentioning

confidence: 99%

Do Baseline Executive Functions Mediate Prospective Memory Performance under a Moderate Dose of Alcohol?

2016

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“…The severity of the phonological processing deficits associated with dyslexia has led to theoretical explanations placing such problems at the core of the condition (e.g. Brosnan et al, 2002;Smith-Spark et al, 2016). However, dyslexia-related problems in a broad range of executive functioning (EF) tasks have also been found in children (see Booth, Boyle, & Kelly, 2010, for a meta-analysis) and adults (e.g.…”

Section: Introductionmentioning

confidence: 99%

Verbal and Non‐verbal Fluency in Adults with Developmental Dyslexia: Phonological Processing or Executive Control Problems?

et al. 2017

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The executive function of fluency describes the ability to generate items according to specific rules. Production of words beginning with a certain letter (phonemic fluency) is impaired in dyslexia, while generation of words belonging to a certain semantic category (semantic fluency) is typically unimpaired. However, in dyslexia, verbal fluency has generally been studied only in terms of overall words produced. Furthermore, performance of adults with dyslexia on non-verbal design fluency tasks has not been explored but would indicate whether deficits could be explained by executive control, rather than phonological processing, difficulties. Phonemic, semantic and design fluency tasks were presented to adults with dyslexia and without dyslexia, using fine-grained performance measures and controlling for IQ. Hierarchical regressions indicated that dyslexia predicted lower phonemic fluency, but not semantic or design fluency. At the fine-grained level, dyslexia predicted a smaller number of switches between subcategories on phonemic fluency, while dyslexia did not predict the size of phonemically related clusters of items. Overall, the results suggested that phonological processing problems were at the root of dyslexia-related fluency deficits; however, executive control difficulties could not be completely ruled out as an alternative explanation. Developments in research methodology, equating executive demands across fluency tasks, may resolve this issue. Copyright © 2017 John Wiley & Sons, Ltd.

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“…A study involving adults with dyslexia examined the relationship between reading skills and empathy skills and determined that weaker empathy skills are evident in dyslexic individuals [32]. Studies on the executive functions and social cognition abilities of individuals with SLD demonstrated that these individuals have limited executive functions (inhibitions, set shifting and working memory, organizing, planning, and task follow-up) [38][39][40]. Moreover, it was determined that individuals with SLD had challenges in understanding metaphors, myths, tales, and proverbs, and that they missed details of jokes [11,41,42].…”

Section: Discussionmentioning

confidence: 99%

Empathy and theory of mind abilities of children with specific learning disorder (SLD)

Eyüboğlu

Bolat

Eyüboğlu

2017

Psychiatry and Clinical Psychopharmacology

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OBJECTIVES: Specific learning disorder (SLD) is a very common disorder in childhood, and it is discussed under neurodevelopmental disorders in the Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). SLD affects children's academic achievement, as well as bringing challenges in their social relationships. The purpose of our study is to compare the empathy and theory of mind (ToM) abilities of children with SLD with those of healthy peers. METHODS: A total of 83 children were included in our study, comprising 40 cases diagnosed with SLD and without comorbidity and 43 healthy controls. The case group's mean age was 9.3 ± 1.5 years and the control group's mean age was 9.3 ± 1.3 years. All children were evaluated using the Kiddie Schedule for Affective Disorders and Schizophrenia for Schoolage Children -Present and Lifetime Version (K-SADS-PL), ToM tasks, and emotion recognition scales. RESULTS: Children diagnosed with SLD demonstrated statistically significantly worse performance on the Comprehension Test (CT), Unexpected Outcomes Test (UOT), and Falsebelief Tasks, which evaluated the ToM and empathy abilities. No difference was obtained in intelligence level between the two groups. CONCLUSIONS: It was determined that children with SLD had challenges in the ToM and empathy abilities compared to children with healthy development. In conclusion, developing special education programmes by considering such possible shortcomings in the field of social cognition will positively contribute to the elimination of challenges faced by children in their academic and social lives. ARTICLE HISTORY

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Executive functions in adults with developmental dyslexia

Cited by 69 publications

References 90 publications

Do Baseline Executive Functions Mediate Prospective Memory Performance under a Moderate Dose of Alcohol?

Do Baseline Executive Functions Mediate Prospective Memory Performance under a Moderate Dose of Alcohol?

Verbal and Non‐verbal Fluency in Adults with Developmental Dyslexia: Phonological Processing or Executive Control Problems?

Empathy and theory of mind abilities of children with specific learning disorder (SLD)

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