Coloured Progressive Matrices Research Articles

COULD EARLY LITERACY SCORES AFFECT THE DIAGNOSIS OF SPECIFIC LEARNING DISORDER IN CHILDREN AT RISK

Background and objectives: The aim of this study was to evaluate the early literacy skills of pre-school children at risk of Specific Learning Disorder (SLD) by comparing Test of Early Literacy (TEL) scores between three groups including the siblings of children with SLD, children with speech disorder and healthy controls. Methods: Children between the age of 60-72 months were recruited. The total number of participants was 81. A sociodemographic Data Form, the Colored Progressive Matrices Test (CPM) and TEL were applied to all participants. Results: A significant difference was determined between the performance of the three groups in all sub-tests of TEL. The children with speech disorder displayed the worst score in all sub-tests except vocabulary; this was followed by the siblings of children with SLD while the control group displayed the highest scores. Conclusion: The current study is the first investigating the TEL scores of pre-school children using a transparent language like Turkish at risk of SLD. The risky group with a language disorder showed the worst performance in almost all subtests examined. It is critical to start interventions early, assuming that this group will be at highest risk in the future.

Effect of a Reading Intervention on Reading Ability among Children with Specific Reading Disorder

The present study examined the effect of a reading intervention on the reading ability of children with specific reading disorders Ten participants between 7 to 10 years of age who met ICD-10 criteria for specific reading disorder were randomly assigned to an experimental group, or a control group. Intelligence screening was done using the Colored Progressive Matrices. Pre-test and post-test assessment was conducting using the NIMHANS Index for SLD. The intervention group received an 8–9-week reading intervention, 30 minutes per day, on every alternative day of the week. The control group received no intervention. Participants who had received the intervention showed more improvement in reading than controls, and these gains were maintained in a follow up assessment. The majority of the participants in the experimental group performed at their expected grade level on the reading test of NIMHANS SLD post-intervention.

Socioeconomic position, family context, and child cognitive development.

Socioeconomic position (SEP) may have different effects on cognitive development and family context could play a role in this association. This work aimed to analyse the role of socioeconomic positions, measured via various indicators collected longitudinally, in cognitive development at 7-11years of age, evaluating the role of family context as a potential mediator. The study sample included 394 and 382 children from the INMA Gipuzkoa and Valencia cohorts, respectively. SEP indicators were assessed during pregnancy (family social class, parental education, employment, and disposable income) and at 7 (Gipuzkoa) and 11 (Valencia) years of age (At Risk of Poverty or Social Exclusion (AROPE)). Family context and cognitive development were measured with the Haezi-Etxadi Family Assessment Scale 7-11 (HEFAS 7-11) and Raven's Coloured Progressive Matrices (Raven's CPM), respectively. Linear regression models were developed to assess the relationships between (a) SEP-family context, (b) SEP-cognitive development, and (c) family context-cognitive development, adjusting for a priori-selected confounders. Simple and multiple mediation analyses were performed to explore the role of family context in the SEP-cognitive development relationship. Lower SEP was related with a lower cognitive score, this association being particularly robust for family social class. SEP indicators were related to subscales of family context, in particular those regarding cognitive stimulation, parental stress, and parenting. A relationship was also found between these three subscales and child cognitive development, mediating the effect of family social class on child cognition by 5.2, 5.5, and 10.8%, respectively, and 12.0% jointly. Conclusion: Both family SEP and context contribute to a child's cognitive development. Equalising policies and positive parenting programmes could contribute to improving cognitive development in children. What is Known: • Parental social class, education, and employment status have been widely employed to measure socioeconomic position. What is New: • This work focuses on standard measurements of socioeconomic position but also other economic indicators such as the EHII and AROPE, and their effect on child cognitive development and family context. • Promotion of cognitive and linguistic development, parental stress and conflict, and parental profile fostering child development mediated the effect of family social class on cognitive development.

Teaching Mathematics based on Integrating Reading Strategies and Working Memory in Elementary School

This study strived to determine the effectiveness of integrative teaching of reading strategies and working memory on basic math and problem-solving skills. It is a quasi-experimental pretest-posttest study carried out on 50 second-graders from Chahashk Shandiz village in the academic year of 2020-2021 who were randomly selected by cluster sampling and randomly divided into experimental and control groups. The intervention was performed by cellphone software through virtual education in two steps. The experimental group underwent integrative training for 20 sessions, but the control group did not receive any intervention. Colored Progressive Matrices (1956) and a researcher-made story problem-solving and arithmetic skills test were used to collect data. Descriptive statistics (mean and standard deviation) and one-way multivariate analysis of covariance were used to analyze the data. The results showed that the integrative teaching of reading strategies and working memory enhanced the basic math skills, with an effect size of 0.67 in second-grade elementary students (P<0.001). According to the results, integrative teaching improved students' problem-solving skills but did not affect their skills in arithmetic operations. Therefore, second-grade elementary teachers can use this method to enhance their story problem-solving skills. Keywords: integrative teaching, reading strategies, working memory, basic math skills

How Do Children "Think outside the Box"? Fluid Intelligence and Divergent Thinking: A Moderated Mediation Study of Field Dependent-Independent Cognitive Style and Gender.

The interplay between fluid intelligence (Gf) and divergent thinking (DT) has widely characterized current research in the psychology of creativity. Nevertheless, the evidence on the main factors involved in this association during childhood remains a matter of debate. Present research has addressed the interplay between Gf and DT, exploring the mediating role of a field dependent-independent cognitive style (FDI) and the moderating effect of gender in 101 children (Mage = 8.02; SDage = 1.43). Participants carried out Raven's Colored Progressive Matrices, the Children Embedded Figure Test, and the Alternative Uses Task. The results revealed the mediating effect of FDI in the association between Gf and DT, providing evidence that this cognitive style represents a function of controlled mental processes underpinned by Gf, which are useful to thinking divergently. In addition, the findings reported that the interplay between FDI and DT was moderated by gender, suggesting that the impact of FDI on DT was stronger among boys. Through a multidimensional approach, these current research findings provide further insight into the primary children's factors involved in the ability to find alternative solutions and think divergently.

Association of blood lead level with cognitive performance and general intelligence of urban school children in ten cities of India

BackgroundLead is toxic to children and effects the cognitive development. The primary objective was to assess the association of blood lead level (BLL) with cognitive performance and general intelligence, of urban school going children aged 6–16 years from ten cities of India. Secondary objective was to assess the association of anaemia with cognitive performance and general intelligence. MethodIn this cross-sectional multicentric study, general intelligence was assessed by colored progressive matrices (CPM)/standard progressive matrices (SPM) test, visual-spatial ability through coding, attention and concentration ability through digit span and working memory through arithmetic tests. Blood samples of participants were collected to assess lead levels. Socioeconomic status and anthropometric measures were also collected. ResultsFrom April 2019–February 2020, 2247 participants with equal gender distribution were enrolled from 60 schools. The median (IQR) BLL was 8.8 (4.8, 16.4) μg/dl. We found that BLL was significantly associated with attention and concentration ability and 1 μg/dl increase in BLL decreases the performance by odds of 1.02 (95 % CI 1.01–1.03). Anaemia is found to be associated with ‘borderline or dull normal’ performance for general intelligence [Adjusted Odds Ratio (AOR) = 1.93 (95 % CI 1.53–2.45)], visual-spatial [AOR = 1.35 (95 % CI 1.03–1.76)], attention and concentration [AOR = 1.30 (95 % CI 1.02–1.66)], working memory [AOR = 1.69 (95 % CI 1.34–2.12)] abilities. ConclusionSince increasing BLL decreases cognitive performance and anaemia decreased both cognitive performance and intelligence, attempts must be made to keep BLL as low as possible and prevent exposure in school going children.

Assessment of the impact of neuro-linguistic programming on primary Schoolchildren's intellectual capacity

BackgroundLebanon's education system confronts significant obstacles from political instability, economic downturns, and inequalities among children, underscoring the urgency for interventions like Neuro-Linguistic Programming (NLP). This study posits that NLP techniques hold promise in equipping students with the tools to surmount these hurdles and enhance their intellectual capabilities. ObjectiveThis study examines the influence of NLP on the intellectual capacity and abstract reasoning skills of primary school children aged 6 to 11. MethodsOver four months, from April to July 2023, a before-and-after intervention study was conducted. The study involved children from a private urban school in Lebanon, and the Raven's Colored Progressive Matrices test was individually administered to assess their intellectual abilities. This test was administered before and after the NLP intervention, which comprised four sessions for teachers and one for students. ResultsThe study involving 121 students (60.0% females, 40.0% males), indicated significant enhancements in performance, particularly among older students aged 8 to 11. Notable increases in mean scores were observed, such as 8-year-olds improving from 8.95 to 9.36 and 11-year-olds experiencing a significant boost from 6.86 to 12.69. Connectivity analysis revealed positive relationships between students' age and performance, with correlation coefficients of 0.328 before and 0.633 after the intervention. Similarly, strong correlations between grade level and performance were evident, with coefficients of 0.385 before and 0.716 after the intervention, both statistically significant (p < 0.001). Comparisons of intellectual abilities among students showcased more significant improvements among older age groups, emphasizing the potential benefits of NLP, particularly for students between 9 and 11 years old. ConclusionThe NLP intervention yielded notable enhancements in children's academic performance, particularly demonstrating a more pronounced positive effect among those aged 8 and older. Despite weaker correlations with parental factors, the study underscores the promising impact of NLP interventions on cognitive development, particularly among older students. As a cost-effective technique, NLP can be implemented with minimal resources, increasing accessibility even in resource-constrained environments.

Interrelationship Between Intelligence Quotient and Space Maintainers Among Children: A Cross-Sectional Comparative Study.

Introduction Intelligence quotient (IQ) is an indicator to measure a child's cognitive ability to learn or understand and to deal with new situations with their logical and analytical skills. Children with better IQ exhibit increased cooperation when undergoing dental treatments, leading to a positive attitude toward dental care. The primary aim of the study was to assess the interrelationship between the IQ of children, space maintainer therapy, and the behavior of children aged 6-10 years. Materials and methods A total of 104 children were divided into two groups: group 1 included children undergoing space maintainer therapy and group 2 included children who did not undergo space maintainer therapy. Their IQ scores were assessed using Raven's Coloured Progressive Matrices and behavior and the Frankl behavior rating scale. The data were analyzed by SPSS Version 23 (IBM Corp., Armonk, NY). Independent t-tests were used to evaluate the differences between IQ and children with space maintainers, and Mann-Whitney U tests were used to assess the differences between behavior and space maintainers. Results The mean age of the participants was approximately 8.28 years. The mean IQ score of the group of children undergoing the space maintainer therapy was 90.69 ± 7.65 and that of the control group was 105.59±10.71. Based on the Frankl behavior rating scale, the mean score in the space maintainer group was 35.44 and that of the control group was 69.56. There was a significant association between IQ, behavior, and the presence of space maintainers. Conclusion The group of children undergoing space maintainer therapy demonstrated comparatively lesser IQ, and the majority of children exhibited negative behavior. Also, children wearing space maintainers had undergone one or multiple extractions, which is traumatic for children and may lead to them likely exhibiting a negative behavior than children in the control group. Hence, it may be concluded that intelligence, behavior, and space maintainers are all significantly associated with each other.

Effectiveness of intermittent iron and high-dose vitamin A supplementation on cognitive development of school children in southern Ethiopia: a randomized placebo-controlled trial

BackgroundIron is an essential mineral whose deficiency results in cognitive alteration, impaired emotional behaviors, and altered myelination and neurotransmission. In animal models, it has been shown that vitamin A (VA) could affect cognition. ObjectivesThe study aimed to evaluate the effectiveness of intermittent iron and VA supplementation on cognitive development of schoolchildren, and to assess the interaction between these supplementations. MethodsConsidering a 2 × 2 factorial design, 504 children were randomly assigned to 1 of the 4 arms: placebo VA and placebo iron supplement; high-dose vitamin VA and placebo iron supplement; iron supplement and placebo VA; and iron and high-dose vitamin VA supplements. Cognitive development was assessed using Raven’s Coloured Progressive Matrices, digit span, Tower of London, and visual search tasks. ResultsThe mean [± standard deviation (SD)] age of the enrolled children was 9.6 (±1.6) y. One-fifth of the children had iron deficiency or anemia, whereas 2.9%, 3.9%, and 12.1% of children had low iron stores, iron deficiency anemia, and VA deficiency, respectively. Intermittent iron supplementation did not result in any significant improvement of children’s cognitive development and had a negative effect on the performance index of the visual search task compared with placebo (−0.17 SD, 95% confidence interval: −0.32, −0.02). Effects were evident among children with stunting, thinness, or children coming from understimulating home environments. High-dose VA supplementation resulted in a significant improvement of digit span z-score with a mean difference of 0.30 SD (95% confidence interval: 0.14, 0.46) compared with placebo VA. VA had a more beneficial impact for girls, children infected with helminths, and those from food secure households. ConclusionIn a population where the prevalence of iron deficiency is low, intermittent iron supplementation did not have any or negative effect on the child’s cognitive development outcomes. Conversely, VA supplementation improved the child’s working memory. Trial registration numberThe study is registered at clinicaltrials.gov as NCT04137354 (https://clinicaltrials.gov/study/NCT04137354).

Evaluating Psychometric Properties of Raven’s Coloured Progressive Matrices Test in Indonesian Sample using the Rasch Model

Coloured Progressive Matrices (CPM) is a psychological test well known among Indonesian psychologists to measure intelligence. Some researchers who use CPM in their research reveal that CPM has weaknesses in the principle of measurement equivalence. Therefore, the focus of this research is to evaluate the details of the psychometric properties of CPM by using the Rasch model. This research used a secondary data analysis approach, where the primary data sets from a psychological service were collected into a single file for further analysis. Data of 371 boys and 377 girls with an age range of five to seven years old who took an intelligence test to assess their school readiness were collected. The Rasch model analysis showed that CPM showed unidimensionality and local independence, had a fairly good reliability value, and eight items were unsuitable for testing intelligence. Only twenty-eight items of CPM were suitable for measuring children’s intelligence in Indonesia

24 Individual Differences in CAMCOG-DS Performance in Children and Adults with Down's Syndrome and Relationship to Language and Reasoning

Objective:The Cambridge Cognitive Examination for Down's Syndrome (CAMCOG-DS) was developed to assess cognitive functioning and dementia-related cognitive decline in people with Down's Syndrome (DS). It has been translated into different languages and is often used in international studies. Although adapted for people with intellectual disabilities (ID), many tasks involve verbal responses and instructions are presented orally. Therefore, the administration for people with severe language deficits can be challenging. The aim of this retrospective data analysis is to examine the influence of language ability and reasoning on CAMCOG-DS performance. Study 1 examined the relationship between CAMCOG-DS, picture naming, single word comprehension and reasoning in adults with DS. Study 2 replicates and broadens the findings in a sample of children and adults with DS.Participants and Methods:Study 1 included 40 adults with DS between 18 and 51 years (M = 28.6, SD = 8.4). 25 had a mild and 15 a moderate ID. CAMCOG-DS, the short form of the Boston Naming test (BNT), a test for single word comprehension from the Werdenfelser Testbatterie (WTB) and the Colored Progressive Matrices (CPM) were administered. Study 2 included 38 participants between 8 and 59 years (23 children, M = 11.4; 15 adults; M = 31.3). 3 had a borderline, 23 a mild, and 12 a moderate ID. The same tasks as in Study 1 were applied, but the CPM was replaced by its successor, the Raven's 2.Results:In Study 1, participants with mild ID performed better in all tasks than those with moderate ID (p &lt; .05). Moderate relationships were found between CAMCOG-DS total score and the language tasks (r = .56 and r = .46), which remained significant when level of ID was controlled for. There was also a moderate relationship between CAMCOG-DS and reasoning (r = .46). Regression analysis showed that BNT performance predicted CAMCOG-DS performance (R2 = .31). In Study 2, those with mild ID, compared to those with moderate ID, performed better in all tasks (p &lt; .05), however, regarding the CAMCOG-DS and language tasks, this effect was larger in adults than in children. Adults performed better than children in the CAMCOG-DS and BNT (p &lt; .05), but not in single word comprehension or reasoning. As in Study 1, moderate to large correlations were revealed between CAMCOG-DS and language tasks and between CAMCOG-DS and reasoning (r &gt; .52), remaining significant when age and ID level were controlled for. Regression analysis showed that both naming and reasoning but not single word comprehension or age predicted CAMCOG-DS performance (R2 = .69), however, performance was best predicted by naming (R2 = .65).Conclusions:Our results suggest that language ability and reasoning relate to CAMCOG-DS performance, which is best predicted by BNT picture naming. This should be considered in CAMCOG-DS interpretation, as the capabilities of patients with lesser language ability might be underestimated. Future developments of dementia assessments for people with ID should include more nonverbal tasks.

A network analysis involving mental difficulties, cognition, physical fitness, 24-hour movement components, fatness, and sociodemographic factors in children

BackgroundEvidence supports the beneficial linear influence of diverse lifestyle behaviors on brain health since childhood; however, multiple behaviors -and not only one-simultaneously affect such outcomes. Therefore, the aim was to explore the multivariate relationship through a network analysis among mental difficulty and cognitive function with physical fitness (PF), 24-h movement components, fatness, and sociodemographic factors in children. MethodsCross-sectional study involved 226 children (52.2 % boys) aged between six and 11 years. Mental difficulties were evaluated through the Strengths and Difficulties Questionnaire and cognitive function by the Raven's Colored Progressive Matrices Test. The body mass index and PF were assessed according to the procedures suggested by the Proesp-Br, while moderate-to vigorous-intensity physical activity (MVPA) using accelerometry. The socioeconomic level, sleep, and screen time were evaluated by questionnaires. A network analysis was carried out to evaluate the associations among variables and establish centrality measures. ResultsAge and PF moderated the negative relationship between cognitive function and MVPA. Furthermore, the direct and inverse relationship between cognitive function and mental difficulties appears to be affected by the 24-h movement components. Finally, age, PF, and screen time are the nodes with higher values of expected influence, indicating more sensitivity to interventions for decreasing mental difficulty and improving cognitive function. ConclusionMental health and cognitive function were moderated by the multivariate interaction among age, PF, and the three 24-h movement components. Nonetheless, centrality measures from the network analysis suggest that PF, MVPA, and screen time are crucial nodes in order to implement future interventions.

Assessment of primary schoolchildren’s fluid intelligence using Raven's Colored progressive matrices: A pilot cross-sectional study in Lebanon

This study aims to assess children’s reasoning ability, namely following the crises in Lebanon, and to identify those in need. A pilot study was conducted in April-May 2023, targeting children between 6 and 11 attending grades 1 to 5. The sample (130 students) comprised more females (60.5%) than males (39.5%). The score for simple pattern completion was significantly higher among students aged 8-11 (9.58 over 11) than their younger peers (8.38; p=0.007). This score showed statistically significant variation depending on the student’s grade, with the lowest score at grade 1 (6.88), which significantly increased at grade 2 (9.44) and attained its maximum value at grade 4 (10.72), then decreased again at grade 5 (9.03; p&lt;0.001). Male students (9.33) had higher scores than females (8.84) with no statistical significance (p&gt;0.05). The parent’s characteristics did not statistically affect these scores, but students with older and married parents and those with better economic situations had higher scores. The score in discrete and continuous pattern completion was significantly higher among older students (10.68) than their younger peers (7.24; p&lt;0.001) and per grade increase. Educators can support the development of fluid intelligence in schoolchildren through activities that encourage problem-solving, critical thinking, and creative exploration.

Exploring the relations of executive functions with emotional, linguistic, and cognitive skills in preschool children: parents vs. teachers reports

This study investigated the executive functions (EF) of preschool children and their associations with emotional, linguistic, and cognitive skills, using parent and teacher reports. A total of 130 children aged 34 to 71 months participated. The preschool version of the Behavior Rating Inventory of Executive Function (BRIEF-P) was completed by both parents and teachers to assess behavioral difficulties in the use of EFs, while children were administered the Test of Emotion Comprehension (TEC), the Test of Language Evaluation (TVL), and the Coloured Progressive Matrices (CPM). Statistical analyses revealed significant differences between parents’ and teachers’ reports, with parents attributing to children more EF difficulties than parents. Children’s EF difficulties were negatively associated with emotion comprehension, language ability, and non-verbal intelligence, although correlations were stronger when using teachers’ reports. The value of using indirect measurement of preschoolers’ EF problems and the importance of adopting a multi-informant approach are discussed.

Academic Performance in Institutionalized and Noninstitutionalized Children: The Role of Cognitive Ability and Negative Lability.

More research is needed to understand the factors that contribute to low academic achievement in institutionalized children. The aim of this study was to investigate the relationship between cognitive and emotion regulation skills and academic performance, by comparing institutionalized and noninstitutionalized Portuguese children. The sample comprised 94 participants (46 institutionalized (22 boys) and 48 noninstitutionalized (23 boys) children), aged between 6 and 10 years, matched for age and sex. We used Raven's Colored Progressive Matrices (RCPM) to measure cognitive abilities. Emotional regulation and negative lability were assessed using the Emotion Regulation Questionnaire (ERC). Academic performance was assessed with the Competence Academic Scale (CAS) of the Portuguese version of the Social Skills Rating System-Teacher Form (SSRS-T). Institutionalized children exhibited poorer academic performance than their noninstitutionalized counterparts (effect size, η2 = 0.174). Cognitive ability (β = 0.28) and negative lability (β = -0.28) were significant predictors of academic performance. In addition to institutionalization, cognitive ability, and the challenges of managing negative emotions may contribute to the observed differences in academic performance. Interventions aimed at fostering cognitive and emotional competencies may play a protective role for institutionalized children facing academic and social difficulties.

Patterns of neurobehavioral functioning in school-aged survivors of neonatal jaundice and hypoxic-ischemic encephalopathy in Kilifi, Kenya: A cross-sectional study

Background: Studies in high-income countries have reported that school-aged children who survive neonatal jaundice (NNJ) and hypoxic-ischemic encephalopathy (HIE) develop long-term neurocognitive problems. However, less is known about the patterns of functioning in school-aged survivors of NNJ and HIE in sub-Saharan Africa. This study examined patterns of functioning in school-aged children who survived NNJ and HIE in Kilifi, Kenya. Methods: This is a cross-sectional study that included 107 survivors of NNJ/HIE (64 with NNJ, 43 with HIE), aged 6-12 years, admitted to Kilifi County Hospital on the Kenyan Coast. The Gross Motor Function Classification System (GMFCS), Adapted Communication Profile, Raven’s Coloured Progressive Matrices (RCPM) and an epilepsy screening tool were used to assess gross motor function, communication function, intellectual functioning, and epilepsy, respectively. Results: Most of the survivors of NNJ (95.2%) and HIE (95.3%) had no impairments in gross motor functioning. A small percentage of the children in the NNJ and HIE groups had profound problems in their communication (4.7% and 4.7%); expressive communication function (4.7% and 4.7%); social functions (3.1% and 2.3%); receptive communication (4.7% and 2.3%); and communicative effectiveness (4.7% and 2.3%). Cognitive impairment was reported in 10.9% and 11.9% for NNJ and HIE survivors, respectively. Active epilepsy was detected in 1.6% of survivors of NNJ and 2.3% of survivors of HIE. A subgroup of severe NNJ and HIE survivors without co-occurring conditions had the worst intellectual and active epilepsy outcomes. All children had normal hearing and visual functioning except one participant who presented with mild visual acuity problems. Conclusions: Most school-aged children who survive with NNJ and HIE have normal motor and communication function; however, one in ten are likely to present with lowered intellectual functioning compared to the normative sample.

Magnetic resonance imaging and neuropsychological findings for predicting of cognitive deterioration in memory clinic patients.

The severity of cerebral small vessel disease (SVD) on magnetic resonance imaging (MRI) has been assessed using hypertensive arteriopathy SVD and cerebral amyloid angiopathy (CAA)-SVD scores. In addition, we reported the modified CAA-SVD score including cortical microinfarcts and posterior dominant white matter hyperintensity. Each SVD score has been associated with cognitive function, but the longitudinal changes remain unclear. Therefore, this study prospectively examined the prognostic value of each SVD score, imaging findings of cerebral SVD, and neuropsychological assessment. This study included 29 patients diagnosed with mild cognitive impairment or mild dementia at memory clinic in our hospital, who underwent clinical dementia rating (CDR) and brain MRI (3D-fluid attenuated inversion recovery, 3D-double inversion recovery, and susceptibility-weighted imaging) at baseline and 1 year later. Each SVD score and neuropsychological tests including the Mini-Mental State Examination, Japanese Raven's Colored Progressive Matrices, Trail Making Test -A/-B, and the Rivermead Behavioral Memory Test were evaluated at baseline and 1 year later. Twenty patients had unchanged CDR (group A), while nine patients had worsened CDR (group B) after 1 year. At baseline, there was no significant difference in each SVD score; after 1 year, group B had significantly increased CAA-SVD and modified CAA-SVD scores. Group B also showed a significantly higher number of lobar microbleeds than group A at baseline. Furthermore, group B had significantly longer Japanese Raven's Colored Progressive Matrices and Trail Making test-A times at baseline. After 1 year, group B had significantly lower Mini-Mental State Examination, Japanese Raven's Colored Progressive Matrices, and Rivermead Behavioral Memory Test scores and significantly fewer word fluency (letters). Patients with worsened CDR 1 year after had a higher number of lobar microbleeds and prolonged psychomotor speed at baseline. These findings may become predictors of cognitive deterioration in patients who visit memory clinics.

Online physical exercise program with music improves working memory.

The spread of coronavirus disease (COVID-19) has limited the implementation of face-to-face non-pharmacological treatment for the prevention of dementia. As a result, online non-pharmacological treatment has become increasingly important. In this study, we used an online conferencing system to implement an online version of a physical exercise program with music, and examined its effect on cognitive function. The participants were 114 healthy older adults [63 men and 51 women; mean age of 70.7 years (standard deviation = 4.6)]. Seventy-five participants were allocated to the physical exercise with music group (60 min, once a week, total 20 sessions), while the remaining 39 participants were assigned to the control group, and only underwent the examinations. In the physical exercise with music group, we performed neuropsychological examinations and brain tests both before and after the exercise program. Neuropsychological tests included the Mini-Mental State Examination, Raven's Colored Progressive Matrices (RCPM), the Rivermead Behavioral Memory Test, graphic imitation, word fluency (WF) (animal names and initial sounds), and the Trail Making Test-A/B. As an assessment of brain function, we developed an online examination of subtle cognitive decline, including tests of number and word memory, spatial grasp, the N-back task, and change inference. In the N-back task, the physical exercise with music group improved significantly relative to the control group (p = 0.008). The present findings suggest that the online version of the physical exercise with music program improved working memory, which mainly involves the frontal lobe.

Visual Motor Reaction Times Predict Receptive and Expressive Language Development in Early School-Age Children.

Proficiency of multisensory processing and motor skill are often associated with early cognitive, social, and language development. However, little research exists regarding the relationship between multisensory motor reaction times (MRTs) to auditory, visual and audiovisual stimuli, and classical measures of receptive language and expressive vocabulary development in school-age children. Thus, this study aimed to examine the concurrent development of performance in classical tests of receptive (Peabody Picture Vocabulary Test; abbreviated as PPVT) and expressive vocabulary (Expressive Vocabulary Test; abbreviated as EVT), nonverbal intelligence (NVIQ) (determined with the aid of Raven's Colored Progressive Matrices; abbreviated as RCPM), speed of visual-verbal processing in the Rapid Automatic Naming (RAN) test, Eye-Hand Co-ordination (EHC) in the SLURP task, and multisensory MRTs, in children (n = 75), aged between 5 and 10 years. Bayesian statistical analysis showed evidence for age group differences in EVT performance, while PPVT was only different for the youngest group of children aged 5-6, supporting different developmental trajectories in vocabulary acquisition. Bayesian correlations revealed evidence for associations between age, NVIQ, and vocabulary measures, with decisive evidence and a higher correlation (r = 0.57 to 0.68) between EVT, MRT tasks, and EHC visuomotor processing. This was further supported by regression analyses indicating that EVT performance was the strongest unique predictor of multisensory MRTs, EHC, and RAN time. Additionally, visual MRTs were found to predict both receptive and expressive vocabulary. The findings of the study have important implications as accessible school-based assessments of the concurrent development of NVIQ, language, and multisensory processing; and hence as rapid and timely measures of developmental and neurodevelopmental status.

The Effectiveness of a Counseling Program Based on the Cognitive Load Theory in Developing Logical Thinking for Kindergarten Children

The current research aimed at developing logical thinking for kindergarten children, through the use of a counseling program based on the cognitive load theory, and to identify the continuity of the effectiveness of the program after the end of the application and during the follow-up evaluation. To achieve this goal, the research sample consisted of (60) children at early childhood stage, and they were divided into two groups (i.e. experimental – control group), with equivalence in the experimental group in variables of age, intelligence and logical thinking. The following tools were used: Raven's Colored progressive matrices test of intelligence (prepared, modified and rationed by Ali, 2016), Logical Thinking Scale for Kindergarten Children (Prepared by the author), and a Counseling Program Based on the Cognitive Load Theory to Develop Logical Thinking for Kindergarten Children (Prepared by the author). It were found statistically significant differences between the mean scores of the experimental group members in the pre- and post-measurements on the logical thinking scale for children in favor of the post-measurement after the application of the program, and there were also statistically significant differences between the mean scores of the experimental and control group in the logical thinking scale for children in favor of the experimental group, while no statistically significant differences were found between the mean scores of the experimental group members in the post and follow-up measurements on the logical thinking scale.