Lower Verbal Ability Research Articles

Memory-related brain potentials for visual objects in early AD show impairment and compensatory mechanisms.

Impaired episodic memory is the primary feature of early Alzheimer's disease (AD), but not all memories are equally affected. Patients with AD and amnestic Mild Cognitive Impairment (aMCI) remember pictures better than words, to a greater extent than healthy elderly. We investigated neural mechanisms for visual object recognition in 30 patients (14AD, 16 aMCI) and 36 cognitively unimpaired healthy (19 in the "preclinical" stage of AD). Event-related brain potentials (ERPs) were recorded while participants performed a visual object recognition task. Hippocampal occupancy (integrity), amyloid (florbetapir) PET, and neuropsychological measures of verbal & visual memory, executive function were also collected. A right-frontal ERP recognition effect (500-700ms post-stimulus) was seen in cognitively unimpaired participants only, and significantly correlated with memory and executive function abilities. A later right-posterior negative ERP effect (700-900ms) correlated with visual memory abilities across participants with low verbal memory ability, and may reflect a compensatory mechanism. A correlation of this retrieval-related negativity with right hippocampal occupancy (r = 0.55), implicates the hippocampus in the engagement of compensatory perceptual retrieval mechanisms. Our results suggest that early AD patients are impaired in goal-directed retrieval processing, but may engage compensatory perceptual mechanisms which rely on hippocampal function.

Detecting criminal intent in social interactions: The influence of autism and theory of mind.

Defense attorneys sometimes suggest that social-cognitive difficulties render autistic individuals vulnerable to involvement in crime, often arguing that theory of mind (ToM) difficulties that undermine inferences about others' intentions underpin this vulnerability. We examined autistic adults' ability to respond adaptively to criminal intent during interactions and whether difficulties were associated with poor ToM. Compared with nonautistic adults, autistic adults were expected to be less likely to respond adaptively to another's criminal intent and less likely to do so early in interactions, with poorer performance associated with ToM difficulties. We developed the Suspicious Activity Paradigm, in which autistic (n = 102) and nonautistic (n = 95) adults listened (as if participating in an interaction) to audio scenarios in which cues suggesting their impending involvement in a crime gradually emerged. At periodic intervals, they were required to indicate how they would react toward the other person's behavior, with response coding reflecting detection of, and adaptive responding to, suspicious activity. We observed similar patterns of suspicion and adaptive responses in autistic and nonautistic adults as the scenarios progressed. Regardless of diagnostic status, pronounced ToM difficulties and low verbal ability were independently associated with a lower likelihood of reporting suspicion and responding adaptively. Our results do not support the perspective that autistic adults are uniquely vulnerable to crime involvement due to an inability to recognize and respond adaptively to suspicious behavior. The potential for heightened criminal vulnerability was associated with significant ToM difficulties (and verbal ability) regardless of autism diagnostic status, although such difficulties were more prevalent in the autistic sample. The finding that pronounced ToM difficulties may heighten criminal vulnerability for both autistic and nonautistic individuals challenges the validity of a generalized "autism" legal defense based on assumed rather than measured ToM difficulties. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

General ability and specific cognitive functions are lower in children with epilepsy after perinatal ischemic stroke

IntroductionEpilepsy develops in one third of children after perinatal stroke. Both epilepsy and stroke may be risk factors for impaired cognitive abilities. How the development of epilepsy is related to the cognitive profile of children with perinatal stroke is still unclear. The aim of the study was to evaluate general and specific cognitive functions in children with epilepsy and children without epilepsy after perinatal ischemic stroke.MethodsThe study group consisted of 51 children with perinatal ischemic stroke confirmed by magnetic resonance imaging: 27 (53%) children with arterial ischemic stroke and 24 (47%) with periventricular venous infarction. Magnetic resonance imaging and electroencephalography were performed in all patients after the neonatal period. Epilepsy was diagnosed if the child had at least two unprovoked seizures occurring >24 h apart or one unprovoked seizure with a high recurrence risk. Cognitive assessments were performed using the Kaufman Assessment Battery for Children, Second Edition, at the age of ≥7 years. General ability (Fluid Crystallized Index, Mental Processing Index, Non-verbal Index) and specific cognitive functions (sequential processing, simultaneous processing, learning, planning, knowledge) were evaluated.ResultsAt the median age of 19.3 years (interquartile range 14.0–22) at the time of follow-up for epilepsy, 14 (27.5%) patients had developed epilepsy, and 37 (72.5%) patients were without epilepsy. All general cognitive ability scores were lower in children with epilepsy compared to children without epilepsy. Among specific cognitive functions, simultaneous processing, planning, and knowledge were lower in children with epilepsy compared to children without epilepsy: simultaneous processing mean [78.5, 95% CI: [69.8, 87.2], vs. 96.9, 95% CI [90, 103.9], p = 0.0018]; planning mean [82.5, 95% CI: [73, 92], vs. 96.2, 95% CI: [88.7, 103.6], p = 0.026]; knowledge median (25th, 75th percentile): 80.5 (75, 87) vs. 92 (84, 108), p = 0.023.ConclusionChildren with epilepsy after perinatal ischemic stroke have lower general cognitive abilities compared to children without epilepsy. The profile of the subscales indicates lower verbal abilities and executive functions in children with epilepsy. Children with post-stroke epilepsy need targeted cognitive monitoring for early aimed rehabilitation and for establishing an adapted learning environment.

STUDENTS’ MATHEMATICAL REPRESENTATION ABILITY IN SOLVING PISA PROBLEM

This study aims at describing students’ mathematical representation ability in solving PISA problem. Qualitative research was used in this study. Participants of the research were 28 students of IX A at junior high school 01 North Bengkulu. Data collected through representation ability skill test, questionnaire and interview. Data analysis revealed that students were able to solve PISA problems but still face some difficulties in presenting mathematical representations related to the solutions of PISA problem. Many students are able to solve the PISA questions having been given with the correct calculations and reasonable logic. Unfortunately, they have a low verbal representation ability. It is showed when students face difficulty writing down what is on their minds precisely. Furthermore, very few students solve the problem using symbol representation. In addition, very few students are able to present visual representations correctly. Most of the graphs made by students are still imprecise or totally incorrect.

The creative interplay between hand gestures, convergent thinking, and mental imagery.

Using hand gestures benefits children's divergent thinking and enhances verbal improvisation in adults. In the present study, we asked whether gestures were also associated with convergent thinking by activating individuals' verbal lexicon and maintaining their visuospatial imagery. We tested young adults on verbal and visual convergent thinking, controlling for their mental imagery skills. Results showed that gestures and mental imagery skills play a role in verbal but not visual convergent thinking. Regardless of whether gestures were spontaneous or encouraged, we found a negative association between overall gesture frequency and verbal convergent thinking or individuals with low mental imagery, and a positive association for individuals with high mental imagery. Representational gestures benefited verbal convergent thinking for everyone except those who had low mental imagery and no experience with the task. Performing beat gestures hampered verbal convergent thinking in people with lower mental imagery capacity and helped those who had high mental imagery and previous experience with the task. We also found that gesturing can benefit people with lower verbal abilities on verbal convergent thinking, however, high spatial imagery abilities were required for gestures to boost verbal convergent thinking. The current study adds a new dimension to both the embodied creativity literature and the kaleidoscope of individual differences in gesture research.

A latent profile analysis of COVID-19 conspiracy beliefs: Associations with thinking styles, mistrust, socio-political control, need for closure and verbal intelligence

Throughout the COVID-19 pandemic, attention has been drawn to conspiracy theories. To date, research has largely examined commonalities in conspiracy theory belief, however it is important to identify where there may be notable differences. The aim of the present research was first to distinguish between typologies of COVID-19 conspiracy belief and explore demographic, social cognitive factors associated with these beliefs. Secondly, we aimed to examine the effects of such beliefs on adherence to government health guidelines.Participants (N = 319) rated well known COVID-19 conspiracy theories, completing measures of thinking style, socio-political control, mistrust, verbal intelligence, need for closure and demographic information. Participants also rated the extent to which they followed government health guidelines.Latent profile analysis suggests three profiles of COVID-19 conspiracy beliefs with low, moderate, and high COVID conspiracy belief profiles and successively stronger endorsement on all but one of the COVID-19 conspiracy theories.Those holding stronger COVID-19 conspiracy theory beliefs are more likely to reason emotively, feel less socio-political control, mistrust others, have lower verbal ability and adhere less to COVID-19 guidelines. The social and health implications of these findings are discussed.

Diagnosis and Treatment of Childhood Apraxia of Speech Among Children With Autism: Narrative Review and Clinical Recommendations.

Treatment for children with autism spectrum disorder (ASD) and low verbal ability is a largely neglected area of study. Existing research focuses on language abilities; however, a subset of children with ASD also has speech sound disorders (SSDs). The purpose of this tutorial is to provide clinicians with evidence-based recommendations to guide speech assessment and treatment among children with ASD, low verbal ability, and suspected childhood apraxia of speech (CAS). Multifaceted search procedures were used to identify studies that have assessed or treated speech sound production among children with ASD. A narrative review and synthesis of the literature is followed by practical clinical recommendations based on best available evidence. It is critically important to consider all possible hindrances to the development of functional communication ability for children with ASD. Speech sound production has been identified as a key predictor of expressive language outcomes, yet there are very few studies that address assessment and treatment of SSDs among children with ASD. Less is known about the presentation of CAS among children with ASD and low verbal ability. More research is needed to determine whether existing speech assessment and treatment methods are appropriate for children with ASD, if modifications are needed, or if new methods should be designed.

Visual vignettes for cross-national research

ABSTRACT Textual vignettes are a widely popular research tool, but they assume literacy and reading comprehension skills that limit their utility for both research with disadvantaged populations and cross-national research. We describe a new visual vignette approach, based on approaches used in studying populations with lower verbal ability, that avoids the issues raised by live actors while also reducing reliance on written language typical to textual vignettes. We examine the effectiveness of our new visual vignette using a survey experiment in which respondents were exposed to either a visual vignette, or a textual vignette, depicting the same interaction. We found that our visual vignette produced similar results when compared to traditional textual vignettes, confirming their utility. Additionally, we report on a pilot data collection using a cross-national sample, in which English literacy cannot be assumed. Our results indicate that our new method should improve research options both with low literacy populations and foreign language speakers.

Students’ Verbal Representation Abilities in Solving Geometry Problems

The research aims to identify the verbal representation ability of students in solving geometry problems. This method uses descriptive qualitative. The subjects of this study were 10 students of 8th grade at Islamic Junior High School 2 Sragen. The data were obtained through a test of mathematical representation abilities and interviews. The validity of the data in this study uses the triangulation method. This data analysis shows that 20% of students have high verbal representation ability, 30% of students have medium verbal representation ability, and 50% of students have low verbal representation ability. The results show that most students have low verbal representation ability. Students are still having trouble writing steps to solve problems using words. It is because students are not accustomed to communicating their ideas with written or verbal words.

Associations between mental health competence and indicators of physical health and cognitive development in eleven year olds: findings from the UK Millennium Cohort Study

BackgroundPositive mental health may support healthy development in childhood, although few studies have investigated this at a population level. We aimed to construct a measure of mental health competence (MHC), a skills-based assessment of positive mental health, using existing survey items in a representative sample of UK children, and to investigate its overlap with mental health difficulties (MHD), socio-demographic patterning, and relationships with physical health and cognitive development.MethodsWe analysed the UK Millennium Cohort Study (MCS) when children were aged 11 years. Maternal (n = 12,082) and teacher (n = 6739) reports of prosocial behaviours (PS) and learning skills (LS) were entered into latent class models to create MHC measures. Using descriptive statistics, we examined relationships between MHC and MHD, and the socio-demographic patterning of MHC. Associations between MHC and physical health and cognitive development were examined with relative risk ratios [RRR] (from multinomial models): BMI status (healthy weight, overweight, obesity); unintentional injuries since age 7 (none, 1, 2+); asthma symptoms (none, 1, 2+); and tertiles of test scores for verbal ability, spatial working memory and risk-taking. Models were adjusted for potential confounding.ResultsFour MHC classes were identified [percentages for maternal and teacher reports, respectively]: high MHC (high PS, high LS) [37%; 39%], high-moderate MHC (high PS, moderate LS) [36%; 26%]; moderate MHC (moderate PS, moderate LS) [19%; 19%]; low MHC (moderate PS, low LS) [8%; 16%]. Higher MHC was less common in socially disadvantaged children. While MHC and MHD were associated, there was sufficient separation to indicate that MHC captures more than the absence of MHD. Compared to children with high MHC, those in other MHC classes tended to have poorer physical health and cognitive development, particularly those with low MHC or high-moderate MHC. For example, children with maternal-report Low MHC were more likely to have experienced 2+ unintentional injuries (RRR: 1.5 [1.1–2.1]) and to have lower verbal ability scores (RRR: 2.5 [1.9–3.2]). Patterns of results were similar for maternal- and teacher-report MHC.ConclusionMHC is not simply the inverse of MHD, and high MHC is associated with better physical health and cognitive development. Findings suggest that interventions to improve MHC may support healthy development, although they require replication.

Effect of Infant Iron Deficiency on Children's Verbal Abilities: The Roles of Child Affect and Parent Unresponsiveness.

Infants who are iron-deficient anemic seek and receive less stimulation from their caregivers, predisposing such children to be functionally isolated. To test the sequence whereby iron deficiency in infancy contributes to children's disengagement from the environment, which reduces parent stimulation which, in turn, contributes to children's poor verbal skills. Chilean children (N = 875, 54% male) were studied, 45% of whom were iron deficient or iron-deficient anemic in infancy. We used structural equation modeling to test the sequence outlined above and to examine the effect of infant iron status on children's verbal performance at ages 5 and 10years including the roles of child and parent intermediate variables. Severity of iron deficiency in infancy was associated with higher levels of children's dull affect and social reticence at 5years (β = .10, B = .26, SE = .12, p < .05), and these behaviors were associated with parent unresponsiveness (β = .29, B = .13, SE = .03, p < .001), which related to children's lower verbal abilities at age 5 (β = -.29, B = -2.33, SE = .47, p < .001) and age 10 (β = -.22, B = -3.04, SE = .75, p < .001). An alternate model where poor iron status related directly to children's verbal ability was tested but not supported. Findings support functional isolation processes resulting from a nutritional deficiency, with iron-deficient anemic infants showing affective and behavioral tendencies that limit developmentally stimulating caregiving which, in turn, hinder children's verbal abilities.

Attitudes Toward Presidential Candidates in the 2012 and 2016 American Elections: Cognitive Ability and Support for Trump

Using data from the American National Election Studies, we investigated the relationship between cognitive ability and attitudes toward and actual voting for presidential candidates in the 2012 and 2016 U.S. presidential elections (i.e., Romney, Obama, Trump, and Clinton). Isolating this relationship from competing relationships, results showed that verbal ability was a significant negative predictor of support and voting for Trump (but not Romney) and a positive predictor of support and voting for Obama and Clinton. By comparing within and across the election years, our analyses revealed the nature of support for Trump, including that support for Trump was better predicted by lower verbal ability than education or income. In general, these results suggest that the 2016 U.S. presidential election had less to do with party affiliation, income, or education and more to do with basic cognitive ability.

KEMAMPUAN REPRESENTASI MATEMATIK PADA MATERI SEGI EMPAT SISWA SMP KELAS VII

This study aims to determine the ability of mathematical representation of the level of basic ability of students in the rectangular material. The research method used is descriptive. The subject of the research is VII grade SMPN in Karawang. The results of the data analysis showed that the students' upper ability level with the percentage of 83%, had high visual representation ability, medium symbol representation ability, medium verbal representation ability. Students with a middle-level skill level of 72%, have medium visual representation, medium symbol representation ability, and low verbal representation ability. Students with lower base ability level with 50% percentage, medium moderate representation ability, low symbol representation ability, very low verbal representation ability.

Executive, language, or both? An examination of the construct validity of verbal fluency measures

ABSTRACTThe purpose of the present study was to evaluate whether phonemic and semantic verbal fluency were more related to aspects of language processing than executive functioning (EF). An exploratory factor analysis was performed on a college-aged sample of 320 healthy participants using principle axis factoring and promax rotation on nine measures of EF. The first three factors, labeled: working memory, fluid reasoning, and shifting/updating, were extracted and used as latent executive variables. Participants were also split into low, medium, and high phonemic and semantic verbal fluency ability groups. Phonemic and semantic fluency correlated similarly across all three extracted EF factors and word knowledge. Using one-way analysis of variance (ANOVAs), there was a main effect for both phonemic and semantic verbal fluency groups and all outcome variables (i.e., the EF factors and word knowledge). Tukey HSD post hoc analyses showed that those in the low verbal fluency ability groups had significantly lower scores across all outcome measures compared to the high verbal fluency ability groups. Across all analyses, semantic fluency had stronger relations with the EF factors, signifying a large executive component involved in the task. Both phonemic and semantic fluency were similarly related to multiple dimensions of EF and word knowledge and should be considered executive language tasks.

Outdoor and indoor air quality and cognitive ability in young children

BackgroundThis study examined outdoor and indoor air quality at ages 9 months and 3 years and their association with cognitive ability at age 3 in England and Wales. MethodData from 8198 Millennium Cohort Study children were analysed using multilevel regression. Outdoor air quality was assessed with mean annual estimates of nitrogen dioxide (NO2) levels within a standard small area (ward). Indoor air quality was measured with parent-reports of damp or condensation in the home and exposure to secondhand smoke in the home. Cognitive ability was assessed with the British Ability Scales Naming Vocabulary subscale and the Bracken School Readiness Assessment. ResultsIn adjusted models, consistent exposure to high levels of NO2 at age 9 months and age 3 years was associated with lower verbal ability at age 3 years. Damp/condensation and secondhand smoke in the home at either age or at both ages were correlated with lower school readiness at age 3 years. Exposures to damp/condensation at age 3 years or at both ages and secondhand smoke at either age or at both ages were associated with lower verbal ability at age 3 years. ConclusionYoung children's exposures to indoor damp or condensation and secondhand smoke are likely to be detrimental for their cognitive outcomes. However, there do not appear to be any short-term effects of NO2.

Cognitive Counseling Behavioral with Modeling The Figure of Dharmawangsa to Increase Verbal

This research aims to know the influence of behavioral counselingModeling techniquesDharmawangsa figure to improve verbal through lesson study on grade XII HIGH SCHOOL Language Lab Undiksha.This type of research is Research experiment pseudo ("Quasi alphabets experiment"). The population of this research was a HIGH SCHOOL Language class XII students of the laboratory Undiksha. Sampling techniques using a purposive sampling so that the retrieved 6 students who have low verbal ability as a group of 6 persons and more experiments as a control group. The Data collected with verbal ability tests of verbal ability.Methods of analysisthe test used wasthe t-test.Results of the study indicate that there is the influence of cognitive behavioral counseling with techniques of modeling the figure against the verbal ability of Dharmawangsa through lesson study.

Evaluating the quality of peer interactions in children and adolescents with autism with the Penn Interactive Peer Play Scale (PIPPS)

BackgroundA core difficulty for individuals with autism is making friends and successfully engaging and interacting with peers. The majority of measures to assess peer interactions are observations in a school setting or self-report. The present study examined the convergent validity of using a teacher rating scale, the Penn Interactive Peer Play Scale (PIPPS), for collecting information about the quality of peer interactions at school.MethodsTeachers completed the PIPPS for 107 children with ASD when the child was 9 and 13 years of age. Clinicians completed diagnostic and cognitive assessments and caregivers completed the Autism Diagnostic Interview-Revised (ADI-R) when the child was 9.ResultsParent report of reciprocal friendships from the ADI-R was associated with teacher report about how socially connected the child was at school on the PIPPS, indicating strong convergence between teachers and parents. Children with more severe restricted and repetitive behaviors and lower verbal abilities were less connected with peers. Children with access to typical peers had more connections with peers compared to those who were in a special education classroom.ConclusionsThe findings suggest that teacher ratings from the PIPPS can accurately capture the quality of peer interactions in children and adolescents with ASD and may be useful for clinicians and researchers to evaluate peer engagement in the classroom.

Autism and Bilingualism: A Qualitative Interview Study of Parents' Perspectives and Experiences.

Research into how bilingual parents of children with autism spectrum disorder (ASD) make choices about their children's language environment is scarce. This study aimed to explore this issue, focusing on understanding how bilingual parents of children with ASD may make different language exposure choices compared with bilingual parents of children without ASD. Semistructured qualitative interviews were conducted with 17 bilingual parents with a child with ASD and 18 bilingual parents with a typically developing (TD) child. Thematic analysis revealed that, in contrast to parents of TD children, parents with a child with ASD expressed concerns that a bilingual environment would cause confusion for their child and exacerbate language delays. This was particularly common for parents of children with lower verbal ability. Parents also identified potential benefits of bilingualism, particularly in terms of maintaining a close and affectionate bond with their child. Parents of children with ASD have concerns about bilingualism not present for parents of TD children, and these concerns are greater for parents of children with lower verbal ability. Future research in this area should take into account factors such as parent-child bonds as well as communication and language development.

Predictors and Moderators of Spontaneous Pretend Play in Children with and without Autism Spectrum Disorder.

Although pretend play has long been linked to children’s normative cognitive development, inconsistent findings call for greater rigor in examining this relation (Lillard et al., 2013). Spontaneous pretend play is often impacted in atypical development, notably in autism spectrum disorder (ASD). Since ASD traits exist along a continuum in the general population, investigating how pretend play varies across the range of ASD symptoms by indexing variations in ASD traits in both typically developing and ASD populations may provide insight into how ASD symptoms may influence the relation between pretend play and associated processes in cognitive development. This study used rigorous observational methods to assess spontaneous pretend play. Specifically, 5-min free-play sessions with two discrete toy sets were double-coded by blinded coders (coder assignment counterbalanced). Key facets of pretense development [attribution of pretend properties (APP), object substitution (OS), imaginary objects] were examined. These facets of pretend play production were then analyzed in relation to ASD symptoms, as well as plausible, long-theorized correlates [theory of mind (ToM), verbal ability, familiarity, and interest in specific toys]. Forty children (Mage = 6;5, SDage = 1.45; 29 males), six of whom met the threshold for ASD diagnosis via parent-reported ASD symptoms, participated in play sessions and completed measures of verbal IQ and ToM. Besides the measure of child ASD symptoms, parents completed a survey of their child’s interest in and familiarity with the play session toys. Overall, greater ToM predicted more APP, and more interest in the toys presented predicted more OS. In terms of overall pretend play production, two results were counterintuitive. First, among children with more ASD symptoms, verbal ability marginally negatively predicted pretend play production. Second, among children with fewer ASD symptoms, ToM negatively predicted pretend play production. Further probing revealed that the negative effect of ASD symptoms on pretend play was simultaneously moderated by both variables: low ToM and high verbal ability both related to less pretend play production among children with more ASD symptoms. Implications for assessment and subsequent treatment for pretend ability among children with varying degrees of ASD symptoms, as well as for future research, are discussed.

The Intergenerational Consequences of Parental Health Limitations

AbstractScholars have theorized interrelationships between family members' health and well‐being. Though prior research demonstrates associations between parents' and children's health, less is known about the relationship between parental health limitations and children's behavioral and academic outcomes. This article uses data from the Fragile Families and Child Well being Study (N = 3,273) to estimate the relationship between parental health limitations and four aspects of children's well‐being. Findings reveal that mothers' health limitations, especially when they occur in middle childhood or chronically, are independently associated with greater internalizing and externalizing behaviors, lower verbal ability, and worse overall health at age 9. Fathers' health limitations are not associated with children's well‐being. Fathers exert influence in other ways, as the relationship between mothers' chronic health limitations and children's internalizing behaviors is concentrated among children not residing with their fathers. These findings support the development of policies and interventions aimed at families.