scholarly journals Verbal Working Memory Processes in Students With Mild and Borderline Intellectual Disabilities: Differential Developmental Trajectories for Rehearsal and Redintegration

2019 ◽  
Vol 9 ◽  
Author(s):  
Gunnar Bruns ◽  
Birgit Ehl ◽  
Michael Grosche
2007 ◽  
Vol 51 (2) ◽  
pp. 162-169 ◽  
Author(s):  
M. J. Van der Molen ◽  
J. E. H. Van Luit ◽  
M. J. Jongmans ◽  
M. W. Van der Molen

2021 ◽  
Author(s):  
Veronika Vilgis ◽  
Debbie Yee ◽  
Tim J. Silk ◽  
Alasdair Vance

AbstractWorking memory deficits are common in attention-deficit/hyperactivity disorder (ADHD) and depression, two common neurodevelopmental disorders with overlapping cognitive profiles but distinct clinical presentation. Multivariate techniques have previously been utilized to understand working memory processes in functional brain networks in healthy adults, but have not yet been applied to investigate how working memory processes within the same networks differ within typical and atypical developing populations. We used multivariate pattern analysis (MVPA) to identify whether brain networks discriminated between spatial vs. verbal working memory processes in ADHD and Persistent Depressive Disorder (PDD). 36 male clinical participants and 19 typically developing (TD) boys participated in a fMRI scan while completing a verbal and a spatial working memory task. Within a priori functional brain networks (frontoparietal, default mode, salience) the TD group demonstrated differential response patterns to verbal and spatial working memory. Both clinical groups show less differentiation than TD, with neural profiles suggesting ADHD is associated with weaker differentiation in both frontoparietal and salience networks and PDD is associated with weaker differentiation in left frontoparietal and default mode networks. Whereas the TD group’s neural profile indicates network response patterns that are sensitive to task demands, the neural profiles of the ADHD and PDD group suggest less specificity in neural representations of spatial and verbal working memory. We highlight within-group classification as innovative tool for understanding the neural mechanisms of how cognitive processes may deviate in clinical disorders, an important intermediary step towards improving translational psychiatry to inform clinical diagnoses and treatment.


NeuroImage ◽  
2008 ◽  
Vol 39 (1) ◽  
pp. 492-499 ◽  
Author(s):  
F. Koppelstaetter ◽  
T.D. Poeppel ◽  
C.M. Siedentopf ◽  
A. Ischebeck ◽  
M. Verius ◽  
...  

2018 ◽  
Vol 25 (1) ◽  
pp. 1-11
Author(s):  
Margherita Orsolini ◽  
Sergio Melogno ◽  
Teresa Gloria Scalisi ◽  
Nausica Latini ◽  
Simona Caira ◽  
...  

2007 ◽  
Vol 21 (5) ◽  
pp. 569-580 ◽  
Author(s):  
William S. Kremen ◽  
Kristen C. Jacobsen ◽  
Hong Xian ◽  
Seth A. Eisen ◽  
Lindon J. Eaves ◽  
...  

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.



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

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

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