Raven's Matrices Research Articles

The FRA Corpus from the DISease and AGEing Project

The FRA corpus, from the DISAGE project (University of Naples Federico II), is an Italian speech corpus of elderly people with and without neurodegenerative pathologies. The project's main aim is to provide an Italian tool useful to observe language in pathological aging. Therefore, the project enrolled 20 patients diagnosed with Alzheimer's Disease (AD), 20 individuals suffering from Mild Cognitive Impairment (MCI), and 20 Healthy Controls (HC) balanced with respect to sex, age, and education. Participants underwent neuro-psychological testing (MMSE; Raven's Matrices) and only mild AD and amnestic MCI were recruited. The speech corpus is semi-spontaneous and dialogic: speech samples were collected via a three-stage interview designed to encourage the production of descriptive, conversational and narrative speech. Currently, 18 out of the 60 recordings collected have been manually and orthographically transcribed. Data is available on request.

Exploring crystallized and fluid intelligence in down syndrome using graph theory

This cross-sectional study examined the cognitive performance of crystallized intelligence (Gc) and fluid intelligence (Gf) in 340 individuals, comparing adults (aged 22-45) to adolescents (aged 16-21) in two groups of etiologies. Down syndrome (DS) and non-specific intellectual disability (NSID). The aim was to estimate whether their cognitive performance reflected accelerated, stable, or continuous trajectories. Participants were assessed using the Vocabulary, Similarities, Block Design, and Raven Matrix tests. ANOVA analysis indicated that adults exhibited higher scores than adolescents on three of the crystallized and fluid intelligence tests, with similar trends observed in the Raven Matrix test, thus supporting the Compensation Age Theory. Participants with NSID exhibited higher scores in Vocabulary than participants with DS. Participants with DS exhibited higher scores in Block Design and Raven than participants with NSID. There was no difference between the groups in Similarities, suggesting that the verbal ability of individuals with DS is not so impaired relative to participants with NSID. Graph analysis demonstrated divergent Gc-Gf networks between the two groups of etiologies. The DS etiology revealed more coherent connections between crystallized and fluid intelligence, especially in adulthood, compared to the diffuse and absent connections seen in adults with NSID. Thus, the relative strength in Similarities and the more coherent Gc-Gf interconnections in the DS etiology suggested a more coherent and not-so-impaired profile in a clear diagnostic etiology such as DS, especially in adulthood, compared to unclear genetic etiologies such as NSID. The findings hold educational implications for adults with ID with and without Down syndrome at least until their 40’s as a time for growth and development, perhaps serving as a protective factor against possible cognitive decline in the future.

Gardening and cognitive ageing: Longitudinal findings from the Lothian Birth Cohort of 1921

Identifying modifiable lifestyle behaviours that facilitate healthy cognitive ageing is of major public interest for the prevention of cognitive decline and dementia. Gardening is associated with numerous health benefits, yet few studies have explored the significance of gardening activity in relation to cognitive ageing. Here, longitudinal cognitive data from 467 older adults (aged 79 ± 0.6) of the LBC1921 study were used to examine associations of self-reported gardening at age 79 with lifetime cognitive change (age 11 to 79), and cognitive level (age 79) and slope across later life (age 79 to 90). Cognitive function was assessed at age 11 and 79 using the Moray House Test (MHT), and a battery of psychometric tests assessed cognitive function at ages 79, 83, 87 and 90 (MHT, Raven's Matrices, Verbal Fluency, Logical Memory). Models controlled for individual-level socio-demographic, lifestyle and health covariates including overall physical activity. Higher frequency of gardening was significantly associated with greater lifetime cognitive gain from age 11 to 79 on the MHT (std β = 0.112 P = 0.024), higher general cognitive ability (g) level at age 79 (std β = 0.145, P = 0.001), and higher test-specific scores on the MHT (std β = 0.153, P = 0.001) and Raven's Matrices (std β = 0.102, P = 0.040). Gardening was not associated with subsequent cognitive slopes from age 79 to 90. Overall, these findings suggest that engaging in gardening activities may contribute modestly to healthy cognitive functioning up to the eighth decade of life. Although physical activity was higher in gardeners, it did not explain the gardening and cognitive function relationship.

Development of reasoning performance in Raven's matrices is grounded in the development of effective strategy use.

Performance in reasoning tasks such as Raven's matrices experiences a dramatic increase over cognitive development, but the mechanisms responsible for this increase are unknown. Many cognitive processes are involved in a matrix task and could potentially change with age; strategy use appears to be a good candidate, as it typically improves over development and has a large impact on reasoning performance in adults. The present study tested the role of effective strategy use in Raven's standard progressive matrices in groups of 6-, 8-, 10-, 12-, 14-, 16-, and 18-year-olds (total N = 474). Strategy use was assessed with behavioral measures of gaze patterns in Raven's matrices. We also measured working memory capacity (WMC), a good predictor of strategy use in adults, using a battery of complex spans. The results showed that the effective strategy of constructive matching substantially increased with age, along with performance. Strategy use mediated over half the effect of age on reasoning performance. Older participants were also better at adapting strategy use to difficulty of the problems. Effective strategy use was beneficial to the same extent for participants of all ages. Age-related improvements in strategy use occurred in tandem with improvements in WMC, but did not appear to be primarily driven by them. Overall, our results indicate that strategy use is a critical underpinning of reasoning performance in children as well as in adults, and that theories of cognitive development of reasoning have to consider the central role of strategy use. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Interrogative Suggestibility and Ability to Give Resistant Responses in Children with Mild Intellectual Disabilities and Borderline Intellectual Functioning

Children with intellectual disabilities can be victims of crimes but are generally deemed less reliable in the forensic context than children without disabilities. Their deficits may cause inaccurate recall, greater memory errors, and greater suggestive vulnerability. The aim of the present study is to verify the effects of intellectual abilities on recall tasks, levels of suggestibility, vulnerability to negative social pressure, and Resistant Behavioural Responses (RBR). The study involved 120 children aged 7–16 years who were administered the GSS2 (1997) and Raven Matrices. Forty children had a diagnosis of mild intellectual disability (MID), 40 had borderline intellectual functioning (BIF), and 40 were typically developing peers. Children with MID and BIF showed more errors in distortions, inventions, and confabulations at the recall task and higher levels of suggestibility.Low IQs reduced the ability of source monitoring and led to less resistant responses to misleading questions. IQ affected resistant responses both at the first and second suggestive interview, reducing both source monitoring capabilities and the ability to manage social pressure. Age may impact the ability to provide resistant responses but only in the first suggestive interview (Yield 1), which depends more on the maturity of cognitive processes involved in interrogative suggestibility.

Neurocognitive and mental health outcomes in children with tungiasis: a cross-sectional study in rural Kenya and Uganda

BackgroundTungiasis, a neglected tropical parasitosis, disproportionately affects children. Few empirical studies have reported neurocognitive and mental health outcomes of children with ectoparasitic skin diseases like tungiasis. Pathophysiology of tungiasis suggests it could detrimentally affect cognition and behaviour. This study pioneered the investigation of neurocognitive and mental health outcomes in children with tungiasis.MethodsThis was a multi-site cross-sectional study including 454 quasi-randomly sampled school-children aged 8–14 from 48 randomly selected schools in two counties in Kenya and a district in Uganda. The participants were stratified into infected and uninfected based on the presence of tungiasis. The infected were further classified into mild and severe infection groups based on the intensity of the infection. Adapted, validated, and standardized measures of cognition and mental health such as Raven Matrices and Child Behaviour Checklist were used to collect data. Statistical tests including a multilevel, generalized mixed-effects linear models with family link set to identity were used to compare the scores of uninfected and infected children and to identify other potential risk factors for neurocognitive and behavioural outcomes.ResultsWhen adjusted for covariates, mild infection was associated with lower scores in literacy [adjusted β(aβ) = − 8.9; 95% confidence interval (CI) − 17.2, − 0.6], language (aβ = − 1.7; 95% CI − 3.2, − 0.3), cognitive flexibility (aβ = − 6.1; 95% CI − 10.4, − 1.7) and working memory (aβ = − 0.3; 95% CI − 0.6, − 0.1). Severe infection was associated with lower scores in literacy (aβ = − 11.0; 95% CI − 19.3, − 2.8), response inhibition, (aβ = − 2.2; 95% CI − 4.2, − 0.2), fine motor control (aβ = − 0.7; 95% CI − 1.1, − 0.4) and numeracy (aβ = − 3; 95% CI − 5.5, − 0.4).ConclusionsThis study provides first evidence that tungiasis is associated with poor neurocognitive functioning in children. Since tungiasis is a chronic disease with frequent reinfections, such negative effects may potentially impair their development and life achievements.Graphical abstract

Responses to Raven matrices: Governed by visual complexity and centrality.

Raven matrices are widely considered a pure test of cognitive abilities. Previous research has examined the extent to which cognitive strategies are predictive of the number of correct responses to Raven items. This study examined whether response times can be explained directly from the centrality and visual complexity of the matrix cells (edge density and perceived complexity). A total of 159 participants completed a 12-item version of the Raven Advanced Progressive Matrices. In addition to item number (an index of item difficulty), the findings demonstrated a positive correlation between the visual complexity of Raven items and both the mean response time and the number of fixations on the matrix (a strong correlate of response time). Moreover, more centrally placed cells as well as more complex cells received more fixations. It is concluded that response times on Raven matrices are impacted by low-level stimulus attributes, namely, visual complexity and eccentricity.

DIFICULDADE EM ARITMÉTICA EM CRIANÇAS COM ALTA INTELIGÊNCIA: EFEITO DA ANSIEDADE MATEMÁTICA?

ABSTRACT Mathematical anxiety (MA) is a set of beliefs, physical and emotional symptoms that some people experience when dealing with mathematical problems. The study aimed to investigate the effect of MA on the arithmetic performance of children with high intelligence. Fifty-two children with lower performance on the STP arithmetic subtest and classification “above average” or “intellectually superior” in the Raven Matrices participated in the study. The results showed a strong correlation between intelligence and arithmetic EDT (r = 0.82; p < 0.000); and moderate correlations between arithmetic DET and MAQ (r = 0.32; p = 0.02) and MAQ-B (r = 0.35; p = 0.01). Multiple linear regression analysis showed an 8% prediction of the MAQ-A subscale and 11% of the MAQ-B as predictors of arithmetic performance. Mathematical anxiety interferes with arithmetic performance, even in children with higher than expected fluid intelligence, suggesting an important effect of emotional mechanisms.

Cognitive and psychomotor performance of Polish and Ukrainian drivers

Introduction. Recent years have seen a dynamic increase in people from eastern countries employed in Polish road transport.
 The aim of the study was to compare the cognitive and psychomotor performance of Polish and Ukrainian drivers.
 
 Material and Methods. The results of 336 male truck drivers aged between 22 and 64 years were analysed. There were 174 respondents in the Polish sample (M = 38.6 years; SD = 10.3) and 162 respondents in the Ukrainian sample (M = 36.8 years; SD = 8.3). The level of intellectual performance was assessed using the Raven's Matrix Test (TMS) and the Precision of Movement and Quick Thinking (PIM) Index. Psychomotor performance was verified using computer tests belonging to the SDP System.
 
 Results. Ukrainian drivers, compared to Polish drivers, were characterised by analogous results in terms of cognitive processes and psychomotor performance. The mean scores of the Raven's test, PIM index and also coordination tests were comparable in both groups. A strong positive correlation was found between TMS and PIM.
 
 Conclusions. 1. Drivers from Ukraine and Poland have similar intellectual and psychomotor abilities. 2. The PIM index correlates strongly positively with TMS and can be a reliable tool in intelligence screening. 3. The presented methods of the SDP System are not culturally loaded. Standardised scales addressed to the Polish driver population should be used to assess these areas in Ukrainian subjects.

A Reflection on Teaching Practices in Middle Schools in Disadvantaged Areas - With a Focus on the Level of the Cohort Compared to That of the Single Class

This article addresses the question of the adaptation in a teacher's pedagogical practices of sixth-grade pupils in priority education zones. This research approach, within the framework of a research intervention program, sought to verify the correlation between pupils’ cognitive, language skills, and their ability to benefit from different philosophical teaching practices. Two types of measures are deployed in relation to sixth-grade pupils. Two standardized tests (language: linguistic/comprehension - EVAC and ECL-2 tests - measure of global fluid intelligence - Raven's matrix test) evaluate the scores. This assessment is cross-referenced with the measurement of the pupils’ academic skills in language and mathematics assigned by teachers. Our results are based on a full sample of 124 pupils in seven classes, sometimes reduced to 90 pupils by removing pupils from linguistic minorities. The results indicate, by comparing two samples, significant differences in the levels of the pupils in priority education zones compared to standard scores: a minimum gap of 20 percentiles is noted for each subtest, which implies a form of delay in the academic performance of the pupils in priority education zones. Compared to the general average of French sixth-grade pupils, a lack of lexical skills is particularly apparent, indicating a form of abandonment. A differentiation is apparent between the different classes tested. Therefore, the scale of the class or schooling context must therefore be distinguished and studied separately. We discuss the desirability of identifying more precise pupil profiles, to enable teachers to move beyond an overly global view of the class.

Effect of age, cerebral infarcts, vasculopathy and haemoglobin on cognitive function, in Tanzanian children with sickle cell anaemia.

Developmental difficulties in many cognitive domains are common in children with sickle cell anaemia (SCA). Children with stroke are most affected but delayed or atypical cognitive function has been reported in children with SCA and silent infarcts (SCI), vasculopathy, and normal brain MRI. However, very few studies of cognition have been conducted in Africa, a continent with 75% of the SCA burden. We therefore investigated cognitive profiles in Tanzanian children with SCA and examined the impact of age, SCI, vasculopathy, and haemoglobin concentration (Hb). Children aged 6-16 years with and without SCA were eligible for this cross-sectional study. Cognitive assessment was performed using Raven's Matrices, assessing fluid, non-verbal intelligence and subtests from the Wechsler Intelligence Scales for Children (WISC-IV), assessing processing speed (PS), perceptual reasoning (PR), and working memory (WM) as these tests are less culture-bound. Magnetic resonance imaging (MRI) and angiography (MRA) were also completed to assess the presence of SCI and vasculopathy. Hb was collected in both SCA children and their non-SCA siblings. Seventy-three children with SCA and 71 healthy siblings (Meanages 11.9, SD=2.8 and 11.1, SD=2.9 years respectively) were recruited. Compared with healthy siblings, children with SCA had lower PS (Meandiff 7.35 points; p=.002). Older children had higher performance scores on all tests in relation to their ages. Lowest cognitive scores were observed on the PS subtest, where patients with SCI (SCI+) had lowest mean values as compared to children with no SCI (SCI-) and healthy siblings (i.e., SCI+<SCI-<healthy siblings, p=.028). On post-hoc analysis the difference was between SCI+ and healthy siblings SCI+<non-SCA siblings (p=.015); there was no difference between SCI+ and SCI- patient groups. PS was significantly lower in SCA patients with no vasculopathy as compared to healthy siblings. The mean difference from healthy siblings was -8.352 and -0.752 points for VASC- and VASC+respectively (p=.004). There was a significant positive effect of Hb on PSI (p=.001) in both patients and controls and a trend level significant positive effect of Hb on PR (p=.050) and WM (p=.051). In this Tanzanian study, cognitive performance was reduced in children with SCA with or without SCI on MRI or vasculopathy. Cognitive performance improved with increasing age. Lower Hb was associated with lower cognitive performance in both patients with SCA and their non-SCA siblings. SCI and vasculopathy do not appear to have an impact on cognitive function.

The Contribution of Executive Functions, Visual Processing and Reading Skills to the Performance in the Colored Raven Progressive Matrices Test: A Predictive Study among First-to-Fourth Grade Arabic-Speaking Children

In this study, the objective was to assess the extent to which EFs and visual processing, especially visual attention, contribute to children’s performance in the Colored Progressive Matrices of Raven (CPM), a test generally used between 5 - 11 years. For this purpose, we tested children from first grade to fourth grade in a battery that included the different sub-domains of EFs and visual processing tests. We hypothesized that links will be found between the performance in CPM, executive functions performance and visual/attentional processes. In addition, we hypothesized that EFs, in particular, working memory (WM) and shifting/updating, will explain variance in the performance in the CPM. At the same time, on the basis of findings showing a link between reading skills and performance in the RAVEN, we collected reading accuracy and fluency measures to assess the extent to which EFs and visual processing explain variance in the performance of RAVEN beyond reading accuracy. At the behavioral level, we found a grade effect in almost all the measures collected. Also, we found significant but still weak correlations between the performance in the CPM and almost all EFs, VP and reading measures (accuracy and fluency). The highest and most significant correlations were found between the CPM and Color Trail test (part B), which measures mental flexibility and shifting (r = .35) with reading accuracy (r = .38). Regression models conducted separately to assess the contribution of VP, EFs and reading showed first that VP explained 16% of the variance in the CPM, but only the Color Trail (Part A) was a significant predictor of the Raven’s scores. EFs explained 18% of the variance in the performance in the CPM, with Color Trail (Part B) measuring shifting being the strongest and significant predictor and then the Digit Span. Finally, a step-wise regression model showed that reading accuracy alone explained 15% of the variance in CPM, and with EFs and VP, additional 6% were provided (total 21%) by the Color Trail B. In spite of its limitations (the size of the sample groups), this study points to several new and important areas of inquiry for future research. For one, we noticed that not only does general ability correlate with reading, but reading, as a complex skill that includes many sub-skills, correlates with performance in non-verbal tests such as the CPM. In this regard, one can ask whether or not the school system should consider taking general ability and high-order thinking skills such as strategies and making connections into account as part of the pre-reading curriculum at early ages?

Finding the Correlation between High Intelligence and Narcissism Personality in College Students

In this modern world, the ascertainment and resultant effect of major personality traits are given considerable interest and study by various psychological departments and research institutes and everyone from the world is contributing towards raising mental health awareness. Intelligence and narcissism are such qualities and traits that completely depend upon an individual and the study focuses on high intelligence and narcissist personality among college students. Narcissism reflects the self-love of an individual and high intelligence it sounds negative, exceptions are a prosocial narcissist. Thus, it aims to analyze whether there is a correlation between these two variables. The sample size consisted of 50 students, who belong to a science background and fall under 18-21 age group from Maharaja Sayajirao University, Vadodara, Gujarat. The study was conducted using two standardized tests, Raven Matrices (Burke, Raven's Progressive Matrices (1938): More on norms, reliability, and validity) and Narcissism Personality Inventory (Raskin & Terry, 1988). The results indicate an insignificant correlation between intelligence and narcissism.

Correlation between hand functioning, cognition and quality of life of CP children: 2-year prospective randomized study

IntroductionFor treatment of CP patients multidisciplinary approach is often promoted. But it is not cost-efficient to involve all medical staff and variety of diagnostic/intervention tools for every patient.ObjectivesHaving knowledge on pivotal manifestations of CP and what are they related to would ease multidirectional approach in practice. It will shorten a search of pathologies only to those related to main manifestations related to quality of life.Methods611 children aged 2 to 18 years (mean age–6y5m) with CP(G80.0-G80.9): examined by 3 independent doctors. 56%males, 44%females. Randomized blinded assessment. Fine hand function assessed by “9-hole peg”,“Box and Blocks” tests, dynamometry. Intellectual functioning assessment was done using Raven Matrices. Quality of Life(QoL) assessment according to Caregiver Priorities and Child Health Index of Life with Disabilities (CPCHILD). The intraclass correlation coefficient(ICC) was used for finding out discrepancies between observers. Inferencial statistics including 95%CI and P-value.ResultsICC coefficient between observers was highly reliable–0.93(95%CI:0.89–0.95). The mean QoL score for children GMFCS levels I and II was 58.5(SD 16.6), for GMFCS III, IV and V children–22.4(SD13.4). QoL was more related to fine hand functioning(r=0,344) than to cognition(r=0,295). There was a strong correlation bond between fine hand functioning and cognition (r=0,663). In case fine hand function improved positive changes in cognition were observed in 74% of subjects(p&lt;0,05). Correlation between grasp power and IQ was weak(r=0,184). Grasp power improvement was slightly related to QoL(r=0,102).ConclusionsFine hand functioning improves QoL even more that cognition.So training of fine motor skills should be given a priority in case of limited rehabilitation resources.DisclosureNo significant relationships.

Условия эффективности подсказок в решении проблемных задач художественного и научного содержания

The study analyzes the problem of the influence of prompts on the achievement of creative problem solution and conditions under which it is effective. The relevance of the topic is determined by the context of the determinants and factors that define success of solving creative problems. From the standpoint of the problem situations theory, we revealed conditions for positive influence of direct and indirect prompts in solving problems of different content. Various characteristics of the subject of thinking are considered as conditions: from the perspective of the intellectual sphere, it is general intelligence and depth of analysis, while from the perspective of motivational sphere, it is manifestation of situational cognitive need, from the perspective of personality sphere, these are characteristics associated with the task content. The purpose is to study conditions for effectiveness of prompts in solving problem situations of different content. We propose the hypotheses stating that conditions for effectiveness of prompts are: manifestation of interest in solving challenging problems of any content; intellectual characteristics when solving scientific problems; personal characteristics when solving artistic problems. The sample consisted of 39 people: 27 students of the 1st and 2nd year of the Faculty of Psychology from Moscow State University and 12 specialists in the problem field. It also involved representatives of other professional fields, who carried out expert assessment of the effectiveness of prompts. The participants of the study solved 8 challenging problems of scientific and artistic content with prompts, 216 solution protocols were analysed. We used the following techniques: “Progressive matrices of Raven” and “Complex analogies” for diagnostics of intellectual features; the technique of self-actualization of personality for personality sphere diagnostics; subjective scaling for diagnostics of the assessment of interest manifestation. It is shown that subjective conditions for the effectiveness of the prompt are different depending on the content of the problem and on its difficulty for the subject. For most problematic situations of scientific content, a direct prompt turns out to be significant, and the condition for its effectiveness is the manifestation of the subject’s interest in the solution. For difficult problematic situations of artistic content, the depth of analysis, general intelligence and personal characteristics of the subject, which are associated with understanding the content of the problem, are the conditions for the effectiveness of indirect prompts.

Post-Surgery Cognitive Dysfunction Diagnostics in Children

Neuropsychological tests can be used to diagnose post-surgery cognitive dysfunction in children. These tests are characterized by attractiveness, accessibility and short duration. Burdon Attention Test, Raven's matrices, various modifications of words memory tests meet all these requirements. Comprehensive assessment of cognitive functions (including MMSE scale and batteries of computer tests) seems to be optimal.

The Effects of Mindful Movement Intervention on Academic and Cognitive Abilities Among Kindergarten Children

Evidence suggests that acting mindfully, that is, by stressing the purpose of the action and monitoring its current state, may benefit health, wellbeing, and academic achievements. We sought to investigate the underlying motor abilities affected by mindful-movement (MM) intervention, and which mediate its effect on academic achievement among kindergarteners. To this end, 160 children aged 3–6 years participated for 145 days, which included pre- and post-intervention tests of verbal and non-verbal intelligence, namely language, mathematics, and Raven matrices. The three conditions consisted of MM (integrating movement in academic learning), MS (movement-for-its-own-sake; promoting movement without promoting awareness), and control (regular academic environment activities). Results indicated that, compared to MS and controls, MM improved verbal and non-verbal intelligence. The effect on verbal intelligence was mediated through static balance performance, whereas the effect on non-verbal intelligence was mediated by dynamic balance performance. Possible mechanisms accounting for these mediation effects are discussed.

Characteristics of academic adaptation and cognitive functions of students with disabilities

The correlation of the characteristics of academic adaptation and cognitive functions of students with disabilities will make it possible to develop the best strategies in implementing the principle of equal educational opportunities in higher educational institutions for all students. The purpose of this study is to analyze the relationship between the characteristics of academic adaptation and the cognitive functions of students with disabilities and without health restrictions. It is assumed that there is a specificity of cognitive functions and academic adaptation of students with HIA and without restrictions that contribute to academic adaptation and academic success. The study involved 419 students, including 32 (7.8%) students with disabilities. The following methods and techniques were used. The components of academic adaptation were measured using the academic adaptation scale (Shamionov R.M., Grigoriev M.V., Grinina E.S., Sozonnik A.V.). Methods included in the Practice-Moscow State University system were used to evaluate cognitive functions. To study the features of student thinking, the test "Complex analogies" was used, which allows you to identify verbal abilities (thinking by analogy). The assessment of the ability to concentrate and switch attention was carried out using the test "Red-black tables" (F.D. Gorbov). Assessment of students' logical thinking was performed using the Quantitative Relationships test. To evaluate the formal logical abilities and abilities for cognitive learning of students, the Standard Progressive Raven Matrices technique was used. Socio-demographic indicators were measured using the developed questionnaire. As a result of the study, the similarity of indicators of personal, emotional-evaluation, cognitive and motivational components of academic adaptation was established. The severity of psychophysiological (t=3.25; p&lt;0.01) and communicative (t=2.05; p&lt;0.05) components is lower in students with disabilities. Significant differences have been established in the main indicators of attention switching. Lower indicators of attention switching (t=2.82; p&lt;0.02), low pace (t=2.39; p&lt;0.03), accuracy (t=2.27; p&lt;0.04) and productivity (t=2.63; p&lt;0.02) were identified. The relationship between the characteristics of academic adaptation and cognitive functions is predominantly reduced not to the function itself, but to the general performance, time spent on solving certain problems. The higher success of studies at the university of those who have the ability to understand abstraction and complex logical (r=0.219; p&lt;0.01) connections has been confirmed. Conclusions were drawn on the need to create conditions for the implementation of the principle of equal opportunities in the process of teaching students with disabilities in terms of individualizing the educational trajectory, creating conditions for improving communicative competence and mechanisms of psychophysiological self-regulation.

Digital natives and dual task: Handling it but not immune against cognitive-locomotor interferences.

Digital natives developed in an electronic dual tasking world. This paper addresses two questions. Do digital natives respond differently under a cognitive load realized during a locomotor task in a dual-tasking paradigm and how does this address the concept of safety? We investigate the interplay between cognitive (talking and solving Raven’s matrices) and locomotor (walking on a treadmill) tasks in a sample of 17 graduate level participants. The costs of dual-tasking on gait were assessed by studying changes in stride interval time and its variability at long-range. A safety index was designed and computed from total relative change between the variability indices in the single walking and dual-task conditions. As expected, results indicate high Raven’s scores with gait changes found between the dual task conditions compared to the single walking task. Greater changes are observed in the talking condition compared to solving Raven’s matrices, resulting in high safety index values observed in 5 participants. We conclude that, although digital natives are efficient in performing the dual tasks when they are not emotional-based, modification of gait are observable. Due to the variation within participants and the observation of high safety index values in several of them, individuals that responded poorly to low cognitive loads should be encouraged to not perform dual task when executing a primate task of safety to themselves or others.

How Individuals With Down Syndrome Process Faces and Words Conveying Emotions? Evidence From a Priming Paradigm.

Emotion recognition from facial expressions and words conveying emotions is considered crucial for the development of interpersonal relations (Pochon and Declercq, 2013). Although Down syndrome (DS) has received growing attention in the last two decades, emotional development has remained underexplored, perhaps because of the stereotype of high sociability in persons with DS. Yet recently, there is some literature that is suggesting the existence of specific deficits in emotion recognition in DS. The current study aimed to expand our knowledge on how individuals with DS process emotion expressions from faces and words by adopting a powerful methodological paradigm, namely priming. The purpose is to analyse to what extent emotion recognition in DS can occur through different processes than in typical development. Individuals with DS (N = 20) were matched to a control group (N = 20) on vocabulary knowledge (PPTV) and non-verbal ability (Raven’s matrices). Subsequently a priming paradigm was adopted: stimuli were photos of faces with different facial expressions (happy, sad, neutral) and three words (happy, sad, neutral). On a computer screen the first item (face or word) was presented for a very short time (prime) and afterward a stimulus (face or word) appeared (target). Participants had to recognize whether the target was an emotion (sad/happy) or not (neutral). Four prime-target pairs were presented (face-word; word-face; word-word; face-word) in two conditions: congruent (same emotion prime/target) and incongruent (different emotion prime/target). The results failed to show evidence for differential processing during emotion recognition between the two groups matched for verbal and non-verbal abilities. Both groups showed a typical priming effect: In the incongruent condition, slower reaction times were recorded, in particular when the target to be recognized is the face, providing evidence that the stimuli were indeed processed. Overall, the data of the current work seem to support the idea of similar developmental trajectories in individuals with DS and TD of the same verbal and non-verbal level, at least as far as the processing of simple visual and linguistic stimuli conveying basic emotions is concerned. Results are interpreted in relation to recent finding on emotion recognition from faces and words in DS.