Do Cognitive Patterns of Strengths and Weaknesses Differentially Predict Errors on Reading, Writing, and Spelling?

2016 ◽  
Vol 35 (1-2) ◽  
pp. 186-205 ◽  
Author(s):  
Xiaochen Liu ◽  
Lavinia Marchis ◽  
Emily DeBiase ◽  
Kristina C. Breaux ◽  
Troy Courville ◽  
...  
Keyword(s):  
Processing Speed ◽  
Phonological Processing ◽  
Educational Achievement ◽  
Orthographic Processing ◽  
Cognitive Profiles ◽  
Word Decoding ◽  
High Processing Speed ◽  
Error Factor ◽  
Cognitive Patterns

This study investigated the relationship between specific cognitive patterns of strengths and weaknesses (PSWs) and the errors children make in reading, writing, and spelling tests from the Kaufman Test of Educational Achievement–Third Edition (KTEA-3). Participants were selected from the KTEA-3 standardization sample based on five cognitive profiles: High Crystallized Ability paired with Low Processing Speed and Long-Term Retrieval (High Gc), Low Crystallized Ability paired with High Processing Speed and Long-Term Retrieval (High Gs/ Glr), Low Orthographic Processing (Low OP), Low Phonological Processing (Low PP), and Low Phonological Processing paired with Low Orthographic Processing (Low PP_OP). Error factor scores for all five groups were compared on Reading Comprehension and Written Expression; the first four groups were compared on Letter & Word Recognition, Nonsense Word Decoding, and Spelling, and the first three groups were compared on Phonological Processing. Significant differences were noted among the patterns of errors demonstrated by the five groups. Findings support the notion that students with diverse cognitive PSWs display different patterns of errors on tests of academic achievement.

Patterns of Strengths and Weaknesses on the WISC-V, DAS-II, and KABC-II and Their Relationship to Students’ Errors in Oral Language, Reading, Writing, Spelling, and Math

2016 ◽  
Vol 35 (1-2) ◽  
pp. 168-185 ◽  
Author(s):  
Kristina C. Breaux ◽  
Maria Avitia ◽  
Taylor Koriakin ◽  
Melissa A. Bray ◽  
Emily DeBiase ◽  
...  
Keyword(s):  
Processing Speed ◽  
Phonological Processing ◽  
Oral Language ◽  
High Speed ◽  
Long Term Memory ◽  
Factor Scores ◽  
Term Memory ◽  
Reasoning Abilities ◽  
Error Factor

This study investigated the relationship between specific cognitive patterns of strengths and weaknesses and the errors children make on oral language, reading, writing, spelling, and math subtests from the Kaufman Test of Educational Achievement–Third Edition (KTEA-3). Participants with scores from the KTEA-3 and either the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V), Differential Ability Scales–Second Edition (DAS-II), or Kaufman Assessment Battery for Children–Second Edition (KABC-II) were selected based on their profile of scores. Error factor scores for the oral and written language tests were compared for three groups: High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; Low Gc paired with high speed, memory, and/or reasoning; and Low orthographic and/or phonological processing. Error factor scores for the math tests were compared for three groups: High Gc profile; High Gf paired with low processing speed and/or long-term memory; and Low Gf paired with high processing speed and/or long-term memory. Results indicated a difference in Oral Expression and Written Expression error factor scores between the group with High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; and the group with Low Gc paired with high speed, memory, and/or reasoning.

Patterns of Cognitive Strengths and Weaknesses and Relationships to Math Errors

2016 ◽  
Vol 35 (1-2) ◽  
pp. 155-167 ◽  
Author(s):  
Taylor Koriakin ◽  
Erica White ◽  
Kristina C. Breaux ◽  
Emily DeBiase ◽  
Rebecca O’Brien ◽  
...  
Keyword(s):  
Processing Speed ◽  
Listening Comprehension ◽  
Educational Achievement ◽  
Object Naming ◽  
Simple Addition ◽  
Cognitive Patterns ◽  
Geometry Measurement ◽  
Math Calculation ◽  
Math Concepts

This study investigated cognitive patterns of strengths and weaknesses (PSW) and their relationship to patterns of math errors on the Kaufman Test of Educational Achievement (KTEA-3). Participants, ages 5 to 18, were selected from the KTEA-3 standardization sample if they met one of two PSW profiles: high crystallized ability (Gc) paired with low processing speed/long-term retrieval (Gs/Glr; n = 375) or high Gs/Glr paired with low Gc ( n = 309). Estimates of Gc and Gs/Glr were based on five KTEA-3 subtests that measure either Gc (e.g., Listening Comprehension) or Gs/Glr (e.g., Object Naming Facility). The two groups were then compared on math error factors. Significant differences favored the High-Gc group for factors that measure math calculation, basic math concepts, and complex computation. However, the two groups did not differ in their errors on factors that measure geometry/measurement or simple addition. Results indicated that students with different PSW profiles also differed in the kinds of errors they made on math tests.

What Do Phonological Processing Errors Tell About Students’ Skills in Reading, Writing, and Oral Language?

2016 ◽  
Vol 35 (1-2) ◽  
pp. 24-46 ◽  
Author(s):  
Dowon Choi ◽  
Ryan C. Hatcher ◽  
Susan Dulong-Langley ◽  
Xiaochen Liu ◽  
Melissa A. Bray ◽  
...  
Keyword(s):  
Correlation Analysis ◽  
Reading Fluency ◽  
Phonological Processing ◽  
Oral Language ◽  
Educational Achievement ◽  
Principal Component ◽  
Error Factor ◽  
Oral Language Skills ◽  
Processing Errors ◽  
Age Range

The kinds of errors that children and adolescents make on phonological processing tasks were studied with a large sample between ages 4 and 19 ( N = 3,842) who were tested on the Kaufman Test of Educational Achievement–Third Edition (KTEA-3). Principal component analysis identified two phonological processing factors: Basic Phonological Awareness and Advanced Phonological Processing. Canonical analysis and correlation analysis were conducted to determine how each factor related to reading, writing, and oral language across the wide age range. Results of canonical correlation analysis indicated that the advanced error factor was more responsible for reading, writing, and oral language skills than the basic error factor. However, in the correlation analysis, both the basic and advanced factors related about equally to different aspects of achievement—including reading fluency and rapid naming—and there were few age differences.

Basic numerical processing, calculation, and working memory in children with dyscalculia and/or ADHD symptoms

2016 ◽  
Vol 44 (5) ◽  
pp. 365-375 ◽  
Author(s):  
Jörg-Tobias Kuhn ◽  
Elena Ise ◽  
Julia Raddatz ◽  
Christin Schwenk ◽  
Christian Dobel
Keyword(s):  
Working Memory ◽  
Processing Speed ◽  
Verbal Working Memory ◽  
Typically Developing ◽  
Cognitive Profiles ◽  
Adhd Symptoms ◽  
Memory Processing ◽  
Numerical Processing ◽  
Hyperactivity Disorder ◽  
Neurocognitive Measures

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.


Evidence-Based Cognitive Rehabilitation for People With Multiple Sclerosis: A Systematic Review

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512520385p1-7512520385p1
Author(s):  
Yu-Chih Chen ◽  
Szu-Wei Chen ◽  
Britney Ferri
Keyword(s):  
Processing Speed ◽  
Cognitive Skills ◽  
Cognitive Rehabilitation ◽  
Evidence Based ◽  
Long Term Outcomes ◽  
Noninvasive Brain Stimulation ◽  
Future Studies ◽  
Cognitive Improvement ◽  
Computer Based

Abstract Date Presented 04/22/21 Computer-based programs, conventional cognitive rehabilitation, neurologic music therapy, and noninvasive brain stimulation are effective in improving memory and learning, processing speed, language, executive function, or general cognitive skills. However, the retention of treatment effects and the generalizability of the cognitive improvement to the daily occupations are not clear. Including a predetermined single outcome, functional and long-term outcomes are needed in future studies. Primary Author and Speaker: Yu-Chih Chen Contributing Authors: Nicole Gerhardt, Christina Calhoun Thielen, Winnie Dunn, and Mary Jane Mulcahey

scholarly journals An Analysis of the Optical System of a Length Measurement Comparator

Mechanika ◽  
2020 ◽  
Vol 26 (6) ◽  
pp. 518-525
Author(s):  
Rimantas LAZDINAS ◽  
Mindaugas JUREVICIUS ◽  
Vladas VEKTERIS ◽  
Vytautas TURLA ◽  
Eugenijus JURKONIS
Keyword(s):  
Optical System ◽  
Processing Speed ◽  
Length Measurement ◽  
Identification Algorithm ◽  
High Processing Speed ◽  
Image Blurring ◽  
Scale Calibration ◽  
Calibration Accuracy ◽  
The Impact ◽  
High Processing

In the paper, the optical system of a precise bar length measuring comparator is analysed. The requirements for such a system are determined and systematized. The impact of the resolution, signal discretization frequency, image blurring, bar edge measurement indeterminacy and camera noise on measuring the bar width and establishing the bar position is discussed upon. Various algorithms have been analysed and finally a bar edge identification algorithm oriented to the scale calibration accuracy and the high processing speed was proposed. In the end of the paper, conclusions are provided.

Educational Achievement, Employment, Smoking, Marital, and Insurance Statuses in Long-term Survivors of Childhood Malignant Solid Tumors

2013 ◽  
Vol 35 (2) ◽  
pp. 129-133 ◽  
Author(s):  
Begül Yağci-Küpeli ◽  
Bilgehan Yalçin ◽  
Serhan Küpeli ◽  
Ali Varan ◽  
Canan Akyüz ◽  
...  
Keyword(s):  
Solid Tumors ◽  
Educational Achievement ◽  
Long Term Survivors
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