Event-related brain potential evidence for a verbal working memory deficit in multiple sclerosis

Brain ◽  
1994 ◽  
Vol 117 (2) ◽  
pp. 289-305 ◽  
Author(s):  
Daniel S. Ruchkin ◽  
Jordan Grafman ◽  
Gregory L. Krauss ◽  
Ray Johnson ◽  
Howard Canoune ◽  
...  
2019 ◽  
Vol 707 ◽  
pp. 134288
Author(s):  
Gregor Brecl Jakob ◽  
Tamara Remšak ◽  
Jernej Olenšek ◽  
Ruben Perellón-Alfonso ◽  
Saša Šega Jazbec ◽  
...  

1999 ◽  
Vol 42 (2) ◽  
pp. 90-94 ◽  
Author(s):  
Anita M.S. Graceffa ◽  
Giovanni A. Carlesimo ◽  
Antonella Peppe ◽  
Carlo Caltagirone

Neurocase ◽  
2010 ◽  
Vol 16 (5) ◽  
pp. 418-425 ◽  
Author(s):  
Lawrence H. Sweet ◽  
Susan D. Vanderhill ◽  
Beth A. Jerskey ◽  
Norman M. Gordon ◽  
Robert H. Paul ◽  
...  

Author(s):  
Jörg-Tobias Kuhn ◽  
Elena Ise ◽  
Julia Raddatz ◽  
Christin Schwenk ◽  
Christian Dobel

Abstract. Objective: Deficits in basic numerical skills, calculation, and working memory have been found in children with developmental dyscalculia (DD) as well as children with attention-deficit/hyperactivity disorder (ADHD). This paper investigates cognitive profiles of children with DD and/or ADHD symptoms (AS) in a double dissociation design to obtain a better understanding of the comorbidity of DD and ADHD. Method: Children with DD-only (N = 33), AS-only (N = 16), comorbid DD+AS (N = 20), and typically developing controls (TD, N = 40) were assessed on measures of basic numerical processing, calculation, working memory, processing speed, and neurocognitive measures of attention. Results: Children with DD (DD, DD+AS) showed deficits in all basic numerical skills, calculation, working memory, and sustained attention. Children with AS (AS, DD+AS) displayed more selective difficulties in dot enumeration, subtraction, verbal working memory, and processing speed. Also, they generally performed more poorly in neurocognitive measures of attention, especially alertness. Children with DD+AS mostly showed an additive combination of the deficits associated with DD-only and A_Sonly, except for subtraction tasks, in which they were less impaired than expected. Conclusions: DD and AS appear to be related to largely distinct patterns of cognitive deficits, which are present in combination in children with DD+AS.



Author(s):  
Shelly D. Steele ◽  
Nancy J. Minshew ◽  
Bea Luna ◽  
John A. Sweeney

2012 ◽  
Author(s):  
Klaus Oberauer ◽  
Stephan Lewandowsky

2007 ◽  
Author(s):  
Christelle Robert ◽  
Delphine Fagot ◽  
Thierry Lecerf ◽  
Anik de Ribaupierre

2009 ◽  
Author(s):  
Klaus Oberauer ◽  
Stephan Lewandowsky

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