Coloured Progressive Matrices Research Articles

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.

Neurodevelopmental outcomes in children after prenatal marijuana exposure.

The effect of prenatal marijuana exposure (PME) on child neurodevelopment remains poorly understood. Prior studies have demonstrated inconsistent results. This study evaluated the association between PME and neuropsychological test scores in late childhood and early adulthood, accounting for a wide range of parental characteristics. This study evaluated participants from the Raine Study, a cohort of 2868 children born between 1989 and 1992. Children whose mothers provided information on marijuana use during pregnancy were included. The primary outcome was the Clinical Evaluation of Language Fundamentals (CELF) at age 10. Secondary outcomes included the Peabody Picture Vocabulary Test (PPVT), Child Behaviour Checklist (CBCL), McCarron Assessment of Neuromuscular Development (MAND), Coloured Progressive Matrices (CPM), Symbol Digit Modality Test (SDMT) and Autism Spectrum Quotient (AQ) scores. Exposed and unexposed children were matched by propensity score using optimal full matching. Missing covariate data were imputed using multiple imputation. Inverse probability of censoring weighting (IPCW) was used to adjust for missing outcome data. Linear regression within matched sets, adjusted by IPCW, evaluated score differences between exposed and unexposed children. As a secondary analysis, modified Poisson regression, adjusted by match weights and IPCW, evaluated the risk of clinical deficit in each outcome following PME. Of the 2804 children in this cohort, 285 (10.2%) had PME. After optimal full matching and IPCW, exposed children scored similarly on CELF Total (-0.33 points, 95% confidence interval [CI] -4.71, 4.05), Receptive (+0.65 points, 95% CI -4.08, 5.38) or Expressive (-0.53 points, 95% CI -5.07, 4.02). PME was not associated with secondary outcomes or risks of clinical deficit in any neuropsychological assessments. After adjusting for sociodemographic and clinical covariates, PME was not associated with worse neuropsychological test scores at age 10 or autistic traits at 19-20.

The eighteen months’ follow‐up, second version, after the intervention using a rehabilitation program of physical and cognitive rec‐Xercise (REPCREC) for the elderly with mild cognitive impairment (MCI)

AbstractBackgroundTo prevent or slow down the age‐related cognitive decline is an important issue. Therefore we have conducted intervention study with our rehabilitation program of physical and cognitive Rec‐Xercise (REPCREC) for the elderly with MCI.MethodSeventy‐six cases, out of seventy‐nine enrolled individuals, have undergone our evaluation and intervention program (REPCREC). The subjects have been divided into four groups; group A the cognitive REPCREC, group B physical REPCREC, group C both cognitive and physical REPCREC and group D control. The design of this study is a non‐randomized controlled trial. Intervention groups have received the each session once per week up to twelve times. Before and after the intervention, and 3‐, 6‐, 12‐ & 18‐months after the intervention, we have evaluated the following items: physical function, GDS, POMS2, neuropsychological tests [MMSE, RBMT, TMT, Ravenʼs Colored Progressive Matrices(RCPM), Rey‐Osterrieth Complex Figure Test(ROCF), story retention, coding and Miyake’s paired verbal associate learning test(MPVALT)]. A one‐day booster program has been provided at the time of evaluation. For statistical analysis, Fisher’s exact test and Kruscal‐Wallis test for the baseline data, and linear mixed model(LMM) analysis have been performed.ResultThe median age is 79, median MMSE scare is 27.5, and the numbers of each group are A18, B24, C27, and D7 cases. At the baseline, no difference between groups except POMS‐F (p = 0.026). LMM analysis revealed the significant differences: 1) before REPCREC; RCPM of group A (p = 0.013), story retention delayed (p = 0.001) of group A (p = 0.011)▪C (p = 0.037), story retention immediate (p = 0.022), MPVALT (non‐related) (p = 0.048) and ROCF (recall) (p = 0.006), 2) after REPCREC; coding (p = 0.011) of group A (p = 0.049)▪C (p = 0.032) and ROCF(recall) (p = 0.018), 3) 3 months after REPCREC; TMTB (p = 0.031) of group A (p = 0.032) and story retention delayed of group A (p = 0.011).ConclusionThe program REPCREC showed the better effects after REPCREC on non‐verbal intelligence, visuospatial abilities, memory, attention, planning, working memory etc. [RCPM, ROCF (recall), MPVALT] in especially the cognitive REPCREC (group A). And group A showed the significant improvement in TMTB and story retention delayed, even three months after REPCREC. That may indicate the prolonged efficacy of the REPCREP in shift of attention and coherent memory for MCI

The Relative Strengths of Relationships Between Fine Motor Skills, Working Memory, Processing Speed and Fluid Intelligence in Early Elementary School Children.

The goal in the present paper was to examine the combined and relative impact of fine motor ability, auditory working memory, and processing speed on fluid intelligence in a sample of early elementary school students. Our participant sample was 145 children (Mage = 9.1years, SD = 1.1; 80 boys, 65 girls). We used the Raven's Colored Progressive Matrices Test as a measure of fluid intelligence and five other measures to represent the three predictor variables: the Grooved Pegboard Test as a measure of fine motor skills, Digit Span Forwards and Digit Span Backwards tests as measures of working memory, and Rapid Automatized Naming and Letter-Digit Substitution tasks as measures of processing speed. Regression analyses indicated that only two of these measures had a statistically significant association with the fluid intelligence test scores, namely, scores on the Grooved Pegboard (fine motor skills) and Digit Span Backwards (working memory) tests, with these two measures explaining 35% of the variance in the fluid intelligence test scores. Thus, fine motor skills and working memory were correlated with fluid intelligence in early elementary-grade students. Until the directions of these relationships are better understood, we might assume that interventions aiming to increase young children's fluid intelligence, or at least their intelligence scores, might partly target working memory and fine motor skills.

Cognitive flexibility and academic performance of children in care and children from a community sample: the contrasting mediator effect of task persistence

ABSTRACT Objective This study investigated the role of cognitive flexibility and temperament as predictors of academic performance, in children in care and children from a community sample, longitudinally. Also, it examined the mediating role of child’s temperament in the relationship between cognitive flexibility and academic performance, as well as between-group differences. Method Participants were 46 children in care and 48 children from a community sample, aged 6 to 10 years. Cognitive flexibility, temperament, and academic performance were assessed with the Raven’s Colored Progressive Matrices set B (RCPM-B), the Portuguese version of School-Age Temperament Inventory (SATI), and the competence academic scale (CAS) of the Portuguese version of the Social Skills Rating System – Teacher Form (SSRS-T), respectively. Results Cognitive flexibility was a significant predictor of academic performance only for children in care. In both groups, negative reactivity and task persistence predicted academic performance, and children’s task persistence mediated the relationship between cognitive flexibility and academic performance. However, a between group difference was observed in this mediation: in addition to the mediation effect observed in both groups, a direct effect was also found in the in-care group. Conclusions These findings highlight the importance of promoting cognitive and task persistence competencies in normative and at-risk populations.

Effects of Nordic walking in Alzheimer’s disease: A single-blind randomized controlled clinical trial

Non-pharmacological approaches, including exercise programs, have been proposed to improve cognitive function and behavioral symptoms, such as depression, agitation, or aggression, in the management of patients with Alzheimer's disease (AD). Indeed, physical inactivity is one of the main modifiable risk factors in patients with AD, as well as in the development of cardiovascular diseases and related pathologies.Although Nordic Walking (NW), a particular type of aerobic exercise, is known to benefit the health of aging populations, there is little evidence that patients with AD may benefit from this non-pharmacological treatment. In this context, we performed a pilot study in 30 patients with mild/moderate AD to evaluate whether NW influences different cognitive domains, including executive functions, visual-spatial abilities, and verbal episodic memory. To this aim, 15 patients (Control group, CG) underwent reality orientation therapy, music therapy, motor, proprioceptive and postural rehabilitation, and 15 patients (experimental group, EG) in addition to the activities performed by the CG also had the NW with a frequency of twice a week. Neuropsychological assessments and evaluations of daily activities and quality of life were performed at baseline and after 24 weeks. Twenty-two patients, including 13 in the CG and nine in the EG completed the activity program after 24 weeks. The EG showed a significant improvement in the Frontal Assessment Battery, Rey's auditory Verbal Learning Test Delayed Recall, Raven's Colored Progressive Matrices, and completion time for the Stroop Word-Color Interference test, compared to the CG. NW was able to improve cognitive domains like visual-spatial reasoning abilities, verbal episodic memory, selective attention, and processing speed in AD patients. These results, if confirmed by further studies with a larger number of patients and a longer training period, may prospect NW as a safe and likely useful strategy to slow down cognitive impairment in mild/moderate AD.

Bilingualism and intelligence in children exposed to poverty environments: A Raven's error pattern analysis using a generalized propensity score method

The main objective of this study is to compare the quantitative (correct answers) and qualitative (error types) performance of children belonging to different linguistic groups on a non-verbal reasoning test, Raven's Colored Progressive Matrices Test, after being matched based on level of exposure to poverty, certain individual characteristics and test performance. The sample is representative for Mexico at a population level and consists of children aged 5 to 12 (n = 4644), of which 671 are bilingual in Spanish and an indigenous language, 3970 are monolingual in Spanish and 78 are monolingual in an indigenous language. The results show significant quantitative differences with a lower overall performance in the Raven's test by bilingual children as compared to their monolingual (Spanish only) peers, but no qualitative differences when analyzing their error types. When considering each linguistic group individually, the relative frequency of three error types (Repetition, Wrong Principle, and Incomplete Correlate) is similar in children aged 5 to 8 and in those aged 9 to 12. However, considering the two age cohorts, the results reveal how the intragroup differences in each linguistic group, are only statistically significant in the case of Difference errors, in the group of monolingual children in Spanish.In addition to practical use that may be potentially derived from this empirical evidence, these results may also be encouraging from a methodological point of view. They demonstrate how the method used, in addition to permitting greater comparison between the experimental groups of a representative sample at a population level, does not present high sensitivity, either for the model used to estimate the Generalized Propensity Score method, or for the specific estimator used.

Cognition and learning difficulties in a representative sample of school-aged children with cerebral palsy

BackgroundNearly half of all children with CP experience intellectual impairment, with impacts on academic achievement. AimsTo assess cognitive and academic functioning for primary-school aged children with CP Methods and proceduresThis population-based cohort study assessed 93 participants (male n = 62; mean = 9 years 9 months, SD 1 y 1.8 months) on measures of fluid and crystallised intelligence (Raven’s Coloured Progressive Matrices, Peabody Picture Vocabulary Test) and academic achievement (Wechsler Individual Achievement Test). Analyses included t-tests, Pearson’s chi-square and regression. Outcomes and results41 (44.1%) children met criteria consistent with intellectual developmental disorder. Academic skills were significantly below population means on word reading (M= 85.4, SD = 19.3), t(66) = −6.2, p < .001; spelling (M=83.3, SD=19.7) t(65) = −6.87, p < .001; and numerical operations (M=72.9, SD=21.7) Z = 66.0, p < .001. Cognitive ability was associated with GMFCS level (χ² (1, N = 93) = 16.15, p < .001) and diagnosis of epilepsy (χ² (2, N = 93) = 11.51 p = .003). Crystallised and fluid intelligence together accounted for 65% of the variance in word reading, 56% in spelling and 52% in numerical operations. ImplicationsMany children with CP experience academic challenges. Screening is recommended for all children with CP and full psychoeducational assessment undertaken when children with CP experience academic difficulties.

Cognitive abilities and creativity: The role of working memory and visual processing

Recent studies have revealed the importance of cognitive abilities in creative thinking. However, most research addressed adults and only a few studies have examined the ways these correlations are manifested among young children. The present study explores the role of various cognitive abilities in creativity among school children. Measures of creativity, visual-spatial working memory (VSWM), verbal short-term memory (STM), working memory (WM), and visual processing (VP) were administered to 331 students in Grades 4 and 5. Cluster analysis was used to group students' creativity levels. A multivariate analysis of variance (MANOVA) was conducted to test differences in cognitive abilities across the three clusters. Group differences between high and moderate level creativity students and low creativity students were found regarding VP abilities in the following tests: VSWM, visual discrimination (VD), and Raven's Colored Progressive Matrices (RCPM). Group differences between high creativity students and low creativity students were also found on verbal STM and WM. Additionally, structural equation modeling (SEM) analysis revealed that VP can significantly account for unique variances associated with creativity, while verbal STM and WM are not significantly related to creativity. These findings enlighten the cognitive processes underlying creativity in young children.

Error analysis of Raven's Coloured Progressive Matrices in children and adolescents with cerebral palsy.

Analysis of the errors in the Raven's Coloured Progressive Matrices (RCPM) has been previously performed for children with intellectual disabilities but has not been investigated for those with cerebral palsy (CP). This study aimed to investigate whether the types and positions of errors made by individuals with CP differed from those made by typically developing (TD) controls. Forty-five participants with CP aged 4-18years and 30 TD children aged 3-9years underwent RCPM testing. We first compared the RCPM performance and error characteristics between the groups and then examined the association between RCPM and the severity of CP and receptive vocabulary in the CP group. The results showed that while mean total scores in the two groups were comparable, the types and positions of errors made by individuals with CP differed from those of TD controls. The development of non-verbal intelligence in children with CP increased with age; when controlling for age, non-verbal intelligence was significantly correlated with all three functional levels of CP severity and receptive vocabulary. This study provides valuable insights into the problem-solving strategies employed by children with CP.

School Feeding to Improve Cognitive Performance in Disadvantaged Children: A 3-Arm Parallel Controlled Trial in Northwest Pakistan.

Malnutrition is associated with reduced learning aptitude and growth during childhood. We examined the impact of providing two school lunch variants, a standard school meal (school feeding, n = 70), or the standard meal with additional micronutrients (school feeding + micronutrient powder (MNP), n = 70), in children attending two schools in northwest Pakistan. A third local government school, where no lunch was provided (no school feeding, n = 70), served as the control. The primary outcome, cognitive function, was assessed using the Raven's Coloured Progressive Matrices (RCPM) test, alongside haemoglobin, at three-time points: T1 (baseline, before the initiation of the school lunch programme), T2 and T3 (5 and 12 months, respectively, after the introduction of the school lunch). Data were analysed using linear mixed-effects models to contrast between trial groups, the changes from T1 to T2 and T3. Adjusted for T1 and other co-variates, improvements in the RCPM scores were significantly greater in the school feeding group at T2 (b = 1.61, (95% CI = 0.71-2.52), t = 3.52, p = 0.001) and T3 (b = 1.28, (95% CI = 0.22-2.35), t = 2.38, p = 0.019) compared with no school feeding. In addition, at T2 (b = 1.63, (95% CI = -0.10-3.37), t = 1.86, p = 0.065), there were no significant differences between school feeding + MNP and no school feeding groups. However, improvements in the RCPM scores were significantly greater in the school feeding + MNP group at T3 (b = 2.35, (95% CI = 0.51-4.20), t = 2.53, p = 0.013) compared with no school feeding. The findings indicate an improvement in cognitive performance in children who received a school meal with and without MNP, over a 12-month period. Currently there is no operational school feeding programme at the national or provincial level in Pakistan. Our findings, therefore, highlight the need for school feeding programmes to improve learning opportunities for children from underprivileged communities.

Efeito da Ansiedade Matemática de Pais e Professores em Escolares

Abstract The aim of the study was to demonstrate a relationship between the math anxiety (MA) of parents and teachers and the MA of children and the effects on the children’s performance in arithmetic. 286 children aged between 7 and 10 years and their parents and mathematics teachers participated in the study. The instruments used were: Math Anxiety Questionnaire; School Performance Test - Arithmetic subtest; Mathematical Anxiety Scale; and Raven’s Colored Progressive Matrices. The results showed that advanced age of the teacher was a predictor of high levels of MA, which influenced the children’s performance in arithmetic. Low parental education was associated with high MA, however, there were no correlations between parents’ and children’s MA. A significant difference was found between the MA mean scores for girls and boys, with the girls presenting higher levels of MA.

Neuropsychological Assessment in the Distinction Between Biomarker Defined Frontal-Variant of Alzheimer's Disease and Behavioral-Variant of Frontotemporal Dementia.

Frontal-variant of Alzheimer's disease (fvAD) was purposed for patients with AD pathology that, despite the typical amnestic presentation, show early and progressive deterioration of behavior and executive functions, closely resembling the behavioral-variant of frontotemporal dementia (bvFTD). This leads to a challenging differential diagnosis where neuropsychological evaluation and in vivo pathological evidence are essential. To evaluate the contribution of a comprehensive neuropsychological assessment (NP) battery in distinguishing between fvAD-dementia and bvFTD supported by cerebrospinal fluid (CSF) biomarkers. We included 40 patients with a baseline NP profile with prominent early executive and/or behavioral dysfunction, who meet both diagnosis of bvFTD and fvAD-dementia, according to international criteria. All patients underwent comprehensive NP assessment and CSF-AD biomarker evaluation. Neuropsychological domains as well as clinical and sociodemographic features, and APOE genotype were compared between groups. 21 patients (52.5%) met the biological criteria for AD (decreased Aβ42 together with increased T-tau or P-tau in CSF) and were therefore classified as fvAD (mean age was 64.57, with 47.6% female). There were no differences between groups regarding age/age-at-onset, gender, or educational level. Regarding neuropsychological profile, performances in language and memory functions were equivalent in both groups. Significant differences were found in visuo-constructional abilities (p = 0.004), Trail Making Test A (p < 0.001), and Raven's Colored Progressive Matrices (p = 0.019), with fvAD patients showing worst performances. In patients with an early prominent frontal profile, a higher impairment in attention and visuo-spatial functions, signaling additional right hemisphere fronto-parietal dysfunction, point towards a diagnosis of fvAD-dementia and may be useful in clinical practice.

Association between Intelligence Quotient Dental Anxiety and Oral Health-related Quality of Life in Children: A Cross-sectional Study.

Determining the intelligence quotient (IQ) grades of children help in managing dental anxiety (DA) and maintaining the good oral health-related quality of life (OHRQoL). To assess the association between IQ, DA, and OHRQoL in children aged 10-11 years. This cross-sectional study was carried out among 202 children aged 10-11 years in the Southern part of Tamil Nadu, India. The IQ level, DA, and OHRQoL were measured using Raven's Coloured Progressive Matrices (RCPM), Children's Fear Survey Schedule-Dental Subscale (CFSS-DS), and Child Oral Health Impact Profile Short Form (COHIP-SF) 19, respectively. Chi-squared test and Spearman rank order correlation test were used for analysis. The results revealed a significant negative correlation (p < 0.05; r = -0.239) between IQ and OHRQoL. DA was negatively correlated with IQ (r = -0.093) and OHRQoL (r = -0.065), but it was not statistically significant. The gender-based comparison revealed no significant difference in the distribution of girls and boys within different grades of IQ levels (p = 0.74), DA (p = 0.29), and OHRQoL (p = 0.85). Children with higher IQ showed low OHRQoL scores. DA was negatively correlated with IQ and OHRQoL. Asokan S, PR GP, Mathiazhagan T, et al. Association between Intelligence Quotient Dental Anxiety and Oral Health-related Quality of Life in Children: A Cross-sectional Study. Int J Clin Pediatr Dent 2022;15(6):745-749.