scholarly journals Developmental trajectories of spatial‐sequential and spatial‐simultaneous working memory in Down syndrome

2021 ◽  
Author(s):  
B. Carretti ◽  
C. Meneghetti ◽  
E. Doerr ◽  
E. Toffalini ◽  
S. Lanfranchi
Keyword(s):  
Working Memory ◽  
Down Syndrome ◽  
Developmental Trajectories

scholarly journals Relationship between Apgar scores and long-term cognitive outcomes in individuals with Down syndrome

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Laura del Hoyo Soriano ◽  
Tracie C. Rosser ◽  
Debra R. Hamilton ◽  
Danielle J. Harvey ◽  
Leonard Abbeduto ◽  
...  
Keyword(s):  
Working Memory ◽  
Down Syndrome ◽  
Cognitive Functioning ◽  
Apgar Score ◽  
Visual Memory ◽  
Receptive Vocabulary ◽  
Cognitive Outcomes ◽  
Cognitive Testing ◽  
Cognitive Measures ◽  
Verbal Comprehension

AbstractThis study examined the contribution of the Apgar score at 1 and 5 min after birth to later cognitive functioning in 168 individuals with Down syndrome who were between 6 and 25 years of age at time of cognitive testing. Our results showed that a lower Apgar score at 1 min was related to a worse performance in later cognitive measures of receptive vocabulary, verbal comprehension and production, visual memory and working memory. Results also showed that a lower Apgar score at 5 min was only related to worse later outcomes of verbal comprehension and production and auditory working memory. Our findings suggest a need for future studies investigating how specific perinatal events reflected in the Apgar score are linked to later cognitive functioning in individuals with Down syndrome.

scholarly journals EXPRESS: Trajectories of verbal fluency and executive functions in multilingual and monolingual children and adults: A cross-sectional study

2021 ◽  
pp. 174702182110267
Author(s):  
Roberto Filippi ◽  
Andrea Ceccolini ◽  
Peter Bright
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Verbal Fluency ◽  
Fluid Intelligence ◽  
Response Times ◽  
Developmental Trajectories ◽  
Cross Sectional Study ◽  
Human Cognition ◽  
Lexical Retrieval ◽  
Cross Sectional

The development of verbal fluency is associated with the maturation of executive function skills, such as the ability to inhibit irrelevant information, shift between tasks and hold information in working memory. Some evidence suggests that multilinguistic upbringing may underpin disadvantages in verbal fluency and lexical retrieval, but can also afford executive function advantages beyond the language system including possible beneficial effects in older age. This study examined the relationship between verbal fluency and executive function in 324 individuals across the lifespan by assessing the developmental trajectories of English monolingual and multilingual children aged 7 to 15 years (N=154) and adults from 18 to 80 years old (N=170). The childhood data indicated patterns of improvement in verbal fluency and executive function skills as a function of age. Multilingual and monolingual children had comparable developmental trajectories in all linguistic and non-linguistic measures used in the study with the exception of planning, for which monolingual children showed a steeper improvement over the studied age range relative to multilingual children. For adults, monolinguals and multilingual participants had comparable performance on all measures with the exception of non-verbal inhibitory control and response times on the Tower of London task: monolinguals showed a steeper decline associated with age. Exploratory factor analysis indicated that verbal fluency was associated with working memory and fluid intelligence in monolingual participants but not in multilinguals. These findings raise the possibility that early acquisition of an additional language may impact on the development of the functional architecture serving high-level human cognition.

scholarly journals Children With Differing Developmental Trajectories of Prelinguistic Communication Skills: Language and Working Memory at Age 5

2014 ◽  
Vol 57 (3) ◽  
pp. 1026-1039 ◽  
Author(s):  
Sira Määttä ◽  
Marja-Leena Laakso ◽  
Asko Tolvanen ◽  
Timo Ahonen ◽  
Tuija Aro
Keyword(s):  
At Risk ◽  
Working Memory ◽  
Language Impairment ◽  
Developmental Trajectories ◽  
Working Memory Capacity ◽  
Risk Groups ◽  
Memory Capacity ◽  
Individual Level ◽  
Prelinguistic Communication

Purpose In this article, the authors examine the developmental continuity from prelinguistic communication to kindergarten age in language and working memory capacity. Method Following work outlining 6 groups of children with different trajectories of early communication development (ECD; Määttä, Laakso, Tolvanen, Ahonen, & Aro, 2012), the authors examined their later development by psychometric assessment. Ninety-one children first assessed at ages 12–21 months completed a battery of language and working memory tests at age 5;3 (years;months). Results Two of the ECD groups previously identified as being at risk for language difficulties continued to show weaker performance at follow-up. Seventy-nine percent of the children with compromised language skills at follow-up were identified on the basis of the ECD groups, but the number of false positives was high. The 2 at-risk groups also differed significantly from the typically developing groups in the measures tapping working memory capacity. Conclusions In line with the dimensional view of language impairment, the accumulation of early delays predicted the amount of later difficulties; however, at the individual level, the prediction had rather low specificity. The results imply a strong link between language and working memory and call for further studies examining the early developmental interaction between language and memory.

Working memory in Down syndrome: is there a dual task deficit?

2011 ◽  
Vol 56 (2) ◽  
pp. 157-166 ◽  
Author(s):  
S. Lanfranchi ◽  
A. Baddeley ◽  
S. Gathercole ◽  
R. Vianello
Keyword(s):  
Working Memory ◽  
Down Syndrome ◽  
Dual Task

Approximate additions and working memory in individuals with Down syndrome

2014 ◽  
Vol 35 (5) ◽  
pp. 1027-1035 ◽  
Author(s):  
Carmen Belacchi ◽  
Maria Chiara Passolunghi ◽  
Elena Brentan ◽  
Arianna Dante ◽  
Lara Persi ◽  
...  
Keyword(s):  
Working Memory ◽  
Down Syndrome

scholarly journals Preschool cognitive control and family adversity predict the evolution of classroom engagement in elementary school

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Caroline Fitzpatrick ◽  
Isabelle Archambault ◽  
Tracie Barnett ◽  
Linda Pagani
Keyword(s):  
Social Support ◽  
Working Memory ◽  
Elementary School ◽  
Academic Success ◽  
Cognitive Control ◽  
Developmental Trajectories ◽  
Classroom Engagement ◽  
Family Adversity ◽  
Growth Mixture Modelling ◽  
Maternal Hostility

Background: Classroom engagement is key predictor of child academic success.Aim: The objective of the study was to examine how preschool cognitive control and the experience of family adversity predict developmental trajectories of classroom engagement through elementary school.Setting: Children were followed in the context of the Quebec Longitudinal Study of Child Development from birth to age 10.5 (N = 1589).Methods: Working memory was directly assessed when children were 3 years old and mothers reported child impulsivity, parenting characteristics, stress and social support when children were 4 years old. Elementary school teachers rated classroom engagement from kindergarten through Grade 4.Results: Growth mixture modelling identified three distinct trajectories of classroom engagement. Child working memory and impulsivity, and maternal hostility, social support and stress predicted greater odds of belonging to the low versus high engagement trajectory. Child impulsivity and maternal hostility and stress also distinguished between the low and moderate engagement trajectories.Conclusion: Our results suggest that targeting preschool cognitive control and buffering the effects of family adversity on children may facilitate academic success.

Sign in / Sign up

Export Citation Format

Share Document