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Showing 1 to 15 of 182 results Save | Export
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Oftinger, Anne-Laure; Camos, Valérie – International Journal of Behavioral Development, 2018
Although it has been proposed that maintenance of verbal information in adults' working memory relies on two strategies, articulatory rehearsal and attentional refreshing, little is known about the interplay of these strategies in children. To examine strategy changes around the age of seven, children were asked to maintain digits during a…
Descriptors: Short Term Memory, Adults, Foreign Countries, Kindergarten
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De Clercq-Quaegebeur, Maryse; Casalis, Séverine; Vilette, Bruno; Lemaitre, Marie-Pierre; Vallée, Louis – Journal of Learning Disabilities, 2018
A high comorbidity between reading and arithmetic disabilities has already been reported. The present study aims at identifying more precisely patterns of arithmetic performance in children with developmental dyslexia, defined with severe and specific criteria. By means of a standardized test of achievement in mathematics ("Calculation and…
Descriptors: Arithmetic, Mathematics Skills, Elementary School Students, Dyslexia
Stichter, Janine P; Malugen, Emily; Herzog, Melissa; O'Donnell, Rose; Kilgus, S; Schoemann, Alexander M. – Grantee Submission, 2018
Many populations served by special education, including those identified with autism, emotional impairments, or students identified as not ready to learn, experience social competence deficits. The Social Competence Intervention-Adolescents' (SCI-A) methods, content, and materials were designed to be maximally pertinent and applicable to the…
Descriptors: Interpersonal Competence, Intervention, Randomized Controlled Trials, Program Effectiveness
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Steiner, Kristina L.; Pillemer, David B. – Journal of Early Adolescence, 2018
Life span developmental psychology proposes that the ability to create a coherent life narrative does not develop until early adolescence. Using a novel methodology, 10-, 12-, and 14-year-old participants were asked to tell their life stories aloud to a researcher. Later, participants separated their transcribed narratives into self-identified…
Descriptors: Early Adolescents, Adolescent Development, Developmental Psychology, Autobiographies
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Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D. – Journal of Learning Disabilities, 2018
Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 (N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling…
Descriptors: Regression (Statistics), Short Term Memory, Predictor Variables, Reading Achievement
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Kallitsoglou, Angeliki – Journal of Learning Disabilities, 2018
It is unknown whether children with conduct problems (CP) and poor reading (PR) skills exhibit more profound executive function impairments than children with CP only and whether such impairments are explained by coexisting PR. Executive functions were compared in four groups of 7- to 8-year-old children: 26 CP only, 35 PR only, 27 CP-PR, and 31…
Descriptors: Executive Function, Behavior Problems, Reading Difficulties, Children
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Erbeli, Florina; Hart, Sara A.; Wagner, Richard K.; Taylor, Jeanette – Scientific Studies of Reading, 2018
A fairly recent definition of reading disability (RD) is that in the form of a hybrid model. The model views RD as a latent construct that is manifested through various observable unexpected impairments in reading-related skills and through inadequate response to intervention. The current report evaluated this new conceptualization of RD from an…
Descriptors: Etiology, Reading Difficulties, Reading Programs, Response to Intervention
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Schaeffer, Jeannette – Language Acquisition: A Journal of Developmental Linguistics, 2018
This study investigates the question as to whether and how the linguistic and other cognitive abilities of children with Specific Language Impairment (SLI) differ from those of children with High-Functioning Autism (HFA). To this end, 27 Dutch-speaking elementary-school-age children with SLI, 27 age-matched children with HFA, and a control group…
Descriptors: Autism, Pervasive Developmental Disorders, Cognitive Ability, Language Skills
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Kragness, Haley E.; Trainor, Laurel J. – Developmental Psychology, 2018
Proper segmentation of auditory streams is essential for understanding music. Many cues, including meter, melodic contour, and harmony, influence adults' perception of musical phrase boundaries. To date, no studies have examined young children's musical grouping in a production task. We used a musical self-pacing method to investigate (1) whether…
Descriptors: Young Children, Music, Listening, Pacing
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Hochstein, Lara; Bale, Alan; Barner, David – Language Learning and Development, 2018
We investigated "scalar implicature" in adolescents and children with autism spectrum disorder (ASD) to test whether theory of mind deficits associated with autism affect pragmatic inferences in language. We tested scalar implicature computation in adolescents with ASD (12-18 years) and asked whether they reason about mental states when…
Descriptors: Autism, Pervasive Developmental Disorders, Adolescents, Language Usage
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Takahashi, Hidetoshi; Nakahachi, Takayuki; Stickley, Andrew; Ishitobi, Makoto; Kamio, Yoko – Autism: The International Journal of Research and Practice, 2018
The objective of this study was to investigate relationships between caregiver-reported sensory processing abnormalities, and the physiological index of auditory over-responsiveness evaluated using acoustic startle response measures, in children with autism spectrum disorders and typical development. Mean acoustic startle response magnitudes in…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Acoustics
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de Vries, Marieke; Verdam, Mathilde G. E.; Prins, Pier J. M.; Schmand, Ben A.; Geurts, Hilde M. – Autism: The International Journal of Research and Practice, 2018
Previously, a total of 121 children with an autism spectrum disorder (ASD) performed an adaptive working memory (WM)-training, an adaptive flexibility-training, or a non-adaptive control (mock)-training. Despite overall improvement, there were minor differences between the adaptive and mock-training conditions. Moreover, dropout was relatively…
Descriptors: Autism, Pervasive Developmental Disorders, Short Term Memory, Training
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Sah, Wen-hui – First Language, 2018
This study investigates the referential choice of Mandarin-speaking children with autism spectrum disorder (ASD). The data consist of narratives from 16 children with ASD and 16 typically-developing (TD) children. The narratives were elicited using the wordless picture book "Frog, where are you?" Participants' referential expressions…
Descriptors: Mandarin Chinese, Classification, Autism, Pervasive Developmental Disorders
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Rittle-Johnson, Bethany; Zippert, Erica L.; Boice, Katherine L. – Grantee Submission, 2018
Because math knowledge begins to develop at a young age to varying degrees, it is important to identify foundational cognitive and academic skills that might contribute to its development. The current study focused on two important, but often overlooked skills that recent evidence suggests are important contributors to early math development:…
Descriptors: Preschool Children, Mathematics, Mathematics Skills, Knowledge Level
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Costa, Lara-Jeane; Green, Melissa; Sideris, John; Hooper, Stephen R. – Journal of Learning Disabilities, 2018
The primary aim of this study was determining Grade 1 cognitive predictors of students at risk for writing disabilities in Grades 2 through 4. Applying cognitive measures selected to align with theoretical and empirical models of writing, tasks were administered to Grade 1 students assessing fine-motor, linguistic, and executive functions: 84 at…
Descriptors: Predictor Variables, Elementary School Students, Grade 1, Grade 2
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