Verbal Task Research Articles

Towards theoretically understanding how long-term memory semantics can support working memory performance.

Working memory is the system that supports the temporary storage and processing of information. It is generally agreed that working memory is a mental workspace, with a combination of resources operating together to maintain information in mind for potential use in thought and action. Theories typically acknowledge the contributions of long-term memory to this system. One particular aspect of long-term memory, namely semantic long-term memory, can effectively supplement or "boost" working memory performance. This may be a relatively automatic process via the semantic properties of the stimuli or more active via strategy development and implementation. However, the precise mechanisms require greater theoretical understanding. In this review of the literature, we critically discuss theoretical models of working memory and their proposed links with long-term memory. We also explore empirical research that contributes to our understanding of the ways in which semantics can support performance of both verbal and visuospatial working memory tasks, with a view to potential intervention development. This includes the possibility of training people with lower performance (e.g., older adults) to use semantics during working memory tasks. We conclude that semantics may offer an opportunity to maximise working memory performance. However, to realise this potential, more research is needed, particularly in the visuospatial domain.

Processing demands modulate the activities and functional connectivity patterns of the posterior (VWFA-1) and anterior (VWFA-2) VWFA

Previous studies have shown that the visual word form area (VWFA) has structural and intrinsic functional connectivity with both language and attention networks. Nevertheless, it is still unclear how the functional connectivity pattern of the VWFA is regulated by processing demands induced by experimental tasks, and whether processing demands differentially regulate the posterior (VWFA-1) and anterior (VWFA-2) subregions of the VWFA. To address these questions, the present study adopted two tasks varying in processing demands (i.e., verbal and non-verbal tasks), and used generalized psychophysiological interaction (gPPI) and dynamic causal modeling (DCM) analyses to explore the task-dependent functional connectivity patterns of the two subregions of the VWFA. Activation analysis revealed that the VWFA-2 showed higher activation for the verbal task than the non-verbal task, while there were no activation differences in the VWFA-1 after controlling for the stimulus driven effects. Functional and effective connectivity analyses revealed that, for both VWFA-1 and VWFA-2, the verbal task enhanced connections from VWFAs to the ventral language regions (e.g., the left orbital frontal cortex), while the non-verbal task enhanced connections from VWFAs to the dorsal visuospatial regions (e.g., the left intraparietal sulcus). Results of the present study indicate that processing demands induced by tasks modulate both the local activity and functional connectivity patterns of the VWFA, providing new insights for understanding its domain-general function.

Musical and verbal memory dissociation in a patient with autoimmune encephalitis

Music is emotionally arousing and activates different brain areas. Musicians with encephalitis spare musical memory. However, no prior studies have used delayed verbal and musical memory tasks in a patient with thalamic damage. The aim of the present study is to analyse a possible dissociation between verbal and musical memory in a patient with autoimmune encephalitis, who was an amateur musician. JC is a 67- years-old amateur musician with autoimmune encephalitis. He and 8 participants (musicians and non-musicians) were assessed through musical (novel excerpt recognition) and verbal memory tasks (word learning, recall and recognition), including a delayed memory task, a week later. The results showed JC had spared musical memory and impaired verbal memory, and a significant dissociation between them. The dissociation found could be due to the musical training brain plasticity. These findings support the idea of music stimuli as therapeutic tools for these patients.

A special contribution from spatial ability to math word problem solving: Evidence from structural equation modelling and network analysis

There is a growing body of research into the factors contributing to math word problem solving. However, these studies usually use limited number of potential predictors (precluding assessing of their contribution in comparison with other factors or “g” general intelligence) and some predictors (such as analogical and hypothetical reasoning) are largely omitted. Thus, the aim of the current study was to explore contributions of different types of reasoning to math word problem solving and whether these contributions have added value compared with each other and general cognitive ability. Chinese schoolchildren in Grades 3 (N = 199; Mage = 102.4 months), 4 (N = 162; Mage = 114.6), 5 (N = 174; Mage = 126.1) and 6 (N = 180; Mage = 138.6) completed 8 tasks tapping into spatial, mechanical, verbal, mathematic, hypothetical and analogical reasoning. Our data showed that when 6 general cognitive factors load onto General cognitive ability factor in a Structural Equation Model (SEM), only spatial visualization has additional contribution to Word problem solving factor. Gaussian Graphical models (GGMs) showed that 2 verbal tasks and spatial visualization showed stable (present in at least 3 out of 4 grades) contributions to both word problem solving tasks. Analogical reasoning showed contribution to Process of word problem solving only. To sum up, both SEM and GGMs converged on the importance of spatial ability for mathematical word problems solving. Our results call for verbal and spatial ability to be routinely assessed and targeted by educational interventions within maths curriculum.

Working memory related functional connectivity in adult ADHD and its amenability to training: A randomized controlled trial

BackgroundWorking memory (WM) deficits are among the most prominent cognitive impairments in attention deficit hyperactivity disorder (ADHD). While functional connectivity is a prevailing approach in brain imaging of ADHD, alterations in WM-related functional brain networks and their malleability by cognitive training are not well known. We examined whole-brain functional connectivity differences between adults with and without ADHD during n-back WM tasks and rest at pretest, as well as the effects of WM training on functional and structural brain connectivity in the ADHD group. MethodsForty-two adults with ADHD and 36 neurotypical controls performed visuospatial and verbal n-back tasks during functional magnetic resonance imaging (fMRI). In addition, seven-minute resting state fMRI data and diffusion-weighted MR images were collected from all participants. The adults with ADHD continued into a 5-week randomized controlled WM training trial (experimental group training on a dual n-back task, n = 21; active control group training on Bejeweled II video game, n = 21), followed by a posttraining MRI. Brain connectivity was examined with Network-Based Statistic. ResultsAt the pretest, adults with ADHD had decreased functional connectivity compared with the neurotypical controls during both n-back tasks in networks encompassing fronto-parietal, temporal, occipital, cerebellar, and subcortical brain regions. Furthermore, WM-related connectivity in widespread networks was associated with performance accuracy in a continuous performance test. Regarding resting state connectivity, no group differences or associations with task performance were observed. WM training did not modulate functional or structural connectivity compared with the active controls. ConclusionOur results indicate large-scale abnormalities in functional brain networks underlying deficits in verbal and visuospatial WM commonly faced in ADHD. Training-induced plasticity in these networks may be limited

Language, Theory of Mind and Cognitive skills in Arabic-speaking children with and without autism: Evidence from network and cluster analyses

IntroductionAutism spectrum disorder (ASD) is characterized by impairments in social interactions, social communication, and repetitive and stereotyped patterns of behavior. Previous studies have reported mixed findings regarding the links between language (i.e., phonology, morphosyntax, lexicon and pragmatics), theory of mind (ToM), executive functions (EFs), and central coherence measures in children with ASD. MethodsA total of 163 Palestinian-Arabic-speaking children aged 4-11 participated: 76 with ASD and 87 with typical language development (TLD). The children`s phonological, morphosyntactic, lexical, and pragmatic skills and verbal and non-verbal ToM abilities were evaluated. Additionally, cognitive assessments included non-verbal IQ, EF, and central coherence processing. ResultsGroup-level results showed that children with ASD scored lower than their TLD peers in all measures. Network analysis revealed robust interconnections between language, ToM, and cognitive skills in both groups. In autistic children, language was a central node, with pragmatics prevailing over morphosyntax and lexicon, while age was central in the TLD group. Cluster analysis identified four language clusters within the ASD group, demonstrating dissociations between language domains: (1) high performance across all domains, (2) moderate performance in phonology and morphosyntax with low pragmatic abilities, (3) moderate performance in phonology and lexicon with low morphosyntax and pragmatics, and (4) moderate phonology and lexicon with extremely poor morphosyntax and pragmatics. Autistic children with enhanced language abilities performed better in verbal and non-verbal ToM and EF tasks. ConclusionsOur findings underscore the variability in language, ToM, and cognitive profiles of autistic children, showing dissociation within and between different domains in some autistic children. These results offer insights for applied interventions.

Verbal and visual short-term memory predict performance in a multiplication production task: Evidence from a Malaysian sample.

Arithmetic requires the use of multiple cognitive processes, such as short-term memory (STM). However, findings on the association between STM and simple multiplication solving are mixed, potentially due to large interindividual differences in multiplication proficiency within and between samples. The present study aims to explore further the relationship between visual and verbal STM and simple multiplication solving with a large Malaysian sample (N = 230). Adults (age = 17-42) completed an online production-based multiplication-solving task, STM measures (verbal and visuospatial STM tasks), and a demographic survey. A mixed-model analysis found that verbal STM and visual STM predict multiplication performance, with lower span participants having longer reaction times during multiplication solving. Interestingly, we also observed the relationship between verbal STM and multiplication was moderated by interference, the impact of verbal STM was stronger in high-interference problems, while the visual STM-multiplication relation was moderated by problem size, high visual span participants took more advantage of their visual STM when presented with large size problems. Thus, our findings show that both verbal and visual STM in interaction with problem properties predict simple multiplication solving in adults. Hypotheses on the concrete mechanisms involved in these relationships are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Intellectual Differences Between Boys and Girls, 35 Years of Evolution in France from WISC-R to WISC-V

The French adaptation of the Wechsler Intelligence Scale of Children, 5th edition (WISC-V) was an opportunity to examine if some common representations of gender differences in intellectual abilities are supported by empirical evidence. The WISC-V standardization sample provided data on a wide range of cognitive tests in a large sample of 6- to 16-year-old children representative of the French population. This sample included 517 boys and 532 girls. The WISC-V data were compared to those of the French standardization samples of three previous versions of the WISC (WISC-R, WISC-III, and WISC-IV). These four standardization samples span a 35-year period. The data analysis of the WISC-V standardization sample and the three previous versions of this intelligence scale showed that the performance gaps on intellectual tests between girls and boys have gradually narrowed over time. Almost no gender differences were observed in the WISC-V standardization sample, not only in IQ but also in key facets of intelligence. Data do not support the stereotype that girls are better at verbal tasks and boys are better at visuospatial tasks. However, some statistically significant differences remain, but the magnitude was generally small with no practical implications. The only important difference is in favor of girls and concerns performance on processing speed tasks that require visual discrimination, attentional control, and writing.

Executive functions and theory of mind development in preschoolers: Insights from NIRS data

Numerous studies have highlighted the importance of executive functions (EFs) in the development of Theory of Mind (ToM) in preschoolers. However, research focusing on young children at the neural level has been limited. This study examined the relationship between EFs and ToM in twenty-nine healthy Japanese preschoolers aged 5–7 years, focusing on neural responses during EF and ToM tasks using near-infrared spectroscopy (NIRS) to monitor prefrontal cortex (PFC) activity. The study utilized EF tasks and the Sally-Anne scenario to assess false- and true-belief understanding, aiming to provide a comprehensive analysis of ToM capabilities. Results indicated that despite advanced EF capabilities and a ceiling effect across all EF tasks, there were no significant correlations between EF performance or verbal ability and ToM task performance. NIRS data revealed no PFC activation during the Stroop task. However, activation was observed in the left and right lateral PFC in the control false belief condition, the left lateral PFC in the false belief condition, and across all PFC regions in the true belief condition during ToM tasks. Significant relationships were found between behavioral performance in ToM tasks and neural activity in key brain regions. The study also identified a complex relationship between false and true belief reasoning, suggesting a nuanced developmental trajectory for ToM. These findings underscore the crucial role of early childhood in the development of ToM and the complex interplay between cognitive functions and neural efficiency in understanding others' mental states.

Differences in Mathematical and Verbal Achievement Between Girls and Boys: The Heuristic Potential of the Structural Typing Approach in Large‐Scale Studies

ABSTRACTThe results of total testing from the years 2015–2022 on the mathematical and verbal achievement of Lithuanian pupils (N ≈ 250,000) are presented. These are the standardised tests from grades 4 to 12. The K‐Means method has discovered six types of achievement. The highest achievement type is dominated by girls (61.1%) who perform well on both mathematical and verbal tasks. The lowest achievement type is dominated by boys (57.4%) who solve both mathematical and verbal tasks extremely poorly. Each of these types makes up 1/5 of the population, and the gap between the means of their groups is about 2.5 standard deviations. The remaining four types of achievement are in the 20th to 80th percentile and make up about 60% of the population. Differences in means within the same type between mathematic and verbal achievement average 0.85 standard deviations or span one quartile. Gender differences are clearly visible in this subgroup: boys solve mathematical tasks better and verbal tasks worse; girls solve verbal tasks better and mathematical tasks worse. Big data may form a mixed distribution. It is appropriate to first discover the basic types of achievement and only then look for gender‐specific differences. Such a type‐building approach is heuristically superior to the conventional approach of working only with the mixed dataset.

Dynamic patterns of functional connectivity in the human brain underlie individual memory formation

Remembering our everyday experiences involves dynamically coordinating information distributed across different brain regions. Investigating how momentary fluctuations in connectivity in the brain are relevant for episodic memory formation, however, has been challenging. Here we leverage the high temporal precision of intracranial EEG to examine sub-second changes in functional connectivity in the human brain as 20 participants perform a paired associates verbal memory task. We first identify potential functional connections by selecting electrode pairs across the neocortex that exhibit strong correlations with a consistent time delay across random recording segments. We then find that successful memory formation during the task involves dynamic sub-second changes in functional connectivity that are specific to each word pair. These patterns of dynamic changes are reinstated when participants successfully retrieve the word pairs from memory. Therefore, our data provide direct evidence that specific patterns of dynamic changes in human brain connectivity are associated with successful memory formation.

Bridging big data in the ENIGMA consortium to combine non-equivalent cognitive measures

Investigators in neuroscience have turned to Big Data to address replication and reliability issues by increasing sample size. These efforts unveil new questions about how to integrate data across distinct sources and instruments. The goal of this study was to link scores across common auditory verbal learning tasks (AVLTs). This international secondary analysis aggregated multisite raw data for AVLTs across 53 studies totaling 10,505 individuals. Using the ComBat-GAM algorithm, we isolated and removed the component of memory scores associated with site effects while preserving instrumental effects. After adjustment, a continuous item response theory model used multiple memory items of varying difficulty to estimate each individual’s latent verbal learning ability on a single scale. Equivalent raw scores across AVLTs were then found by linking individuals through the ability scale. Harmonization reduced total cross-site score variance by 37% while preserving meaningful memory effects. Age had the largest impact on scores overall (− 11.4%), while race/ethnicity variable was not significant (p > 0.05). The resulting tools were validated on dually administered tests. The conversion tool is available online so researchers and clinicians can convert memory scores across instruments. This work demonstrates that global harmonization initiatives can address reproducibility challenges across the behavioral sciences.

Verbal and Spatial Working Memory Capacity in Blind Adults and the Possible Influence of Age at Blindness Onset: A Systematic Review and Meta-analysis.

The loss of a sense, such as vision, forces individuals to adapt to their environment and its demands in a variety of ways. In the case of blindness, significant neurofunctional and cognitive changes have been documented. However, there is no clear consensus on the differences in performance between adult blind participants and sighted controls in cognitive processes such as working memory (WM). Two variables are important, including the cognitive task used to measure working memory and the age at which vision loss occurs. This review is aimed at exploring potential disparities in verbal and spatial WM performance between blind and sighted adults, as well as understanding how these differences may be influenced by the age of vision loss. A systematic search across PsycArticles, PsycInfo, Medline, and Web of Science databases identified 21 pertinent studies. The studies were categorized, and effect sizes were calculated through meta-analysis, distinguishing between verbal (auditory simple forward and backward span, complex span, and n-back) and visuospatial WM tasks (adapted Corsi-block and simple storage tasks, imagery tasks, and complex storage tasks). Visual sensory loss induces adaptations affecting WM function in blind participants. In the verbal domain, improved phonological processing and/or serial item position encoding might facilitate WM retrieval. In contrast, in spatial WM, an over-reliance on serial processing may hinder strategic grouping in blind individuals. This review highlights the need to further explore the role of age at the time of vision loss. Although evidence suggests that adaptations to serial processing may be more pronounced in early development, particularly in comparison to those who become blind in adulthood, the available data are limited. The study calls for further research to deepen our understanding of cognitive adaptations and their temporal dynamics in response to vision loss.

Color–emotion associations by speakers of Spanish and Mandarin in verbal and visual tasks: a comparison

Abstract This study aims to determine if there are differences in color–emotion association between monolingual speakers of Spanish and Mandarin, depending on how colors are presented (verbally or visually). We tested two groups of 25 speakers of these two languages in two different tasks using the Geneva Emotion Wheel, which encompasses 20 types of emotions. In Task 1, 13 colors were presented to participants as color terms in their native language, whereas in Task 2 the same colors were presented as color patches from the Munsell chart. Participants were then asked to associate color terms or color patches to the set of emotion concepts (and intensities of emotion) in the Geneva Emotion Wheel. Overall, differences between languages were not significant, regarding either the type of emotion or individual dimensions of emotion (valence, arousal or power), although significant differences were observed for specific colors. Also, Spanish speakers tended to attribute higher intensity values and higher numbers of emotion values to colors. At the same time, speakers of both languages reacted similarly to color presentation, with color terms being associated with the same emotions as color patches, but eliciting stronger reactions with respect to intensity and the number of emotion values. Finally, we found less variability in color–emotion associations within the Spanish-speaking group. Overall, our study points to a mixed pattern of universality and culture-specificity regarding how colors are used for conveying emotions by people.

The effects of multitalker babble noise on children's cognitive performance

Classroom noise, particularly irrelevant speech or background babble noise, can have detrimental effects on academic tasks and learning more generally. Researchers have proposed two alternative explanations of the interference of babble noise on non-auditory academic tasks, such as reading or math: i) Babble noise may generate interference on these tasks due to the automatic access of speech sounds (babbling) to phonological short-term memory; or ii) by capturing children's attention, thereby diverting general attentional resources from the task. To test these hypotheses, we asked 3rd to 5th graders to perform two visual attention and two verbal working memory tasks (digit span and reading span) in both quiet and noisy conditions. Multitalker babble noise was administered through headphones at 65dB. The results revealed significant noise effects only in the most complex verbal working memory task (reading span). Interestingly, a significant difference between conditions was also observed in one of the visual attention tasks, where higher scores were, however, achieved in the presence of noise. These preliminary findings will be discussed in light of the current literature.

Lexical retrieval difficulties in post-COVID-19 syndrome: Insights from verbal fluency and naming tasks.

Although considerable research has been conducted on post-COVID-19 syndrome (PCS), cognitive symptoms, particularly those related to language, are still not well understood. To provide a detailed quantitative and qualitative analysis of language performance in PCS patients using a comprehensive set of semantic and verbal production tasks. The study involved 195 PCS patients aged 26-64 years and 50 healthy controls aged 25-61 years. Participants were assessed using two semantic tasks, three naming tasks and four types of verbal fluency tasks, designed to evaluate different aspects of language processing. PCS patients demonstrated significantly poorer performance compared with controls across all verbal fluency tasks. This was evident in both the total number of words generated and their types, with patients tending to choose more easily accessible words. In naming tasks, the pattern of errors was similar in both groups, although patients showed a higher number of non-responses and made more errors, reflecting difficulties in word retrieval. The analysis highlighted the impact of factors such as stimulus availability, educational level and cognitive reserve on performance. Notably, younger patients performed worse than older, a paradoxical trend also observed in previous research. These findings reveal significant word retrieval difficulties in PCS patients, suggesting that cognitive impairment related to language may be more pronounced than previously understood. The results underscore the need for a thorough evaluation of language functions in PCS patients and the development of more targeted and individualized language rehabilitation strategies to address these specific challenges. What is already known on the subject Studies on the cognitive characteristics of CPS have focused mainly on broad-spectrum neuropsychological assessments covering all cognitive functions. However, there are very few studies analysing oral production with specific lexical and semantic system tasks. Furthermore, no work has specifically included tasks assessing semantic processing or conducted qualitative analyses of the psycholinguistic variables affecting performance. Such analyses could undoubtedly help clarify the nature of the language impairments in patients with PCS. What this paper adds to the existing knowledge This study explores in depth the evaluation and analysis of the oral production of patients with PCS using several lexical and semantic tasks. In addition, psycholinguistic variables are analysed that could undoubtedly help clarify the nature of the language impairments in patients with PCS. What are the potential or actual clinical implications of this work? The study allows the identification of specific lexical-semantic deficits in the spoken language in patients with this PCS. A more detailed assessment of the oral language of these patients, keeping in mind the psycholinguistic variables that may affect the performance, will facilitate the design of more efficient and individualized rehabilitation programmes.

Effects of Locus Coeruleus Activation on n-Back Performance and Frontoparietal Activity.

Previous studies have linked working memory capacity to restricted hemodynamic responses within critical nodes of the frontoparietal network. Emerging evidence suggests a potential role of the locus coeruleus (LC) in modulating activation of key regions essential for working memory function. This study investigated this hypothesis by examining changes in BOLD signal within the LC and cortex during a parametrically designed verbal working memory task (n-back). fMRI revealed load-dependent task activation, with maximum activation of presumed LC neurons positively correlating with working memory capacity. Furthermore, increased hemodynamic responses in the superior parietal lobes and dorsolateral pFC corresponded with the magnitude of LC activation near working memory capacity limits. An exploratory functional connectivity analysis suggests improvements in working memory performance rely on negative functional connectivity between the LC and cortical regions not primarily involved in task completion. On the basis of previous evidence, this association may represent inhibitory input from cortical regions, enabling phasic bursts of activity from LC neurons, thereby facilitating enhanced cortical activation. This result may also indicate noradrenergic suppression of cortical regions that are not crucial for task completion, leading to enhanced network efficiency. These findings suggest a mechanism by which the LC may improve verbal working memory performance by facilitating enhanced activation in regions critical for visual working memory capacity and active maintenance, potentially enhancing network efficiency.

Brain activity during working memory in patients with autoimmune Addison’s disease

Autoimmune Addison’s disease (AAD) is treated with daily oral hormone replacements for cortisol and aldosterone. The current treatment is sub-optimal, and frequently results in supra- and infra-physiological cortisol levels that might negatively affect the brain and cognitive functioning. It is currently unclear if the brains of these patients need to be better protected. The present study investigates brain function during working memory in young adults with AAD compared to healthy controls. All participants (56 AAD (33 females), 62 controls (39 females), 19–43 years), underwent MRI brain scanning while performing a visuo-spatial and verbal working memory task. No main group differences in accuracy, reaction time or brain activity during the tasks were found. These findings suggest that patients perform equal to controls, and achieve similar levels of brain activity during working memory. However, variations in the patient population may have confounded this outcome. Controlled studies on larger cohorts are therefore needed to confirm these findings and test if having AAD affects the brain on the long term.

EFL Parents' Empowerment: Using Supplementary Videos for Engaging EFL Parents with Their Children in Meaningful Speaking Tasks at Home

The traditional EFL classroom is no longer enough to provide sufficient possibilities for EFL learners' verbal engagement, which has become one of the most challenging for EFL teachers inside classroom settings. This study aims to extend EFL children's oral interactions outside classroom settings by providing their parents with bilingual explainer videos and video materials designed for this purpose. The study uses interviews, pretests, and posttests as tools for data collection, and participants of the control and experimental groups were taught the same content via the traditional method. However, the supplementary videos (explainer videos & video materials) were only used to be shown to the parents of the experimental group's participants. Data analysis revealed that the experimental group’s participants whose parents employed the supplementary videos outperformed much better than the control group's participants whose parents just depended on the students’ books. Hence, bilingual explainer videos and material videos are useful tools for helping EFL parents extend speaking practices with their children at home. The children's spoken performance in several areas of the language has improved dramatically. The participants progress from nodding their heads to delivering two complex phrases. Thus, it suggests designing supplementary videos to serve as a guide for EFL parents to engage in verbal interactive tasks with their children at home.

B - 8 Preemie-Pediatric Left Middle Cerebral Arterial Cerebrovascular Accident and Comorbid Focal Left Central Epilepsy: a Case Study

Abstract Objective Literature regarding neurocognitive functioning in pediatric middle cerebral arterial (MCA) is limited. The aim of this study was to enhance the field’s knowledge and understanding of the presentation and impact of preemie-pediatric left MCA in utero with comorbid left-brain epilepsy in overall neurocognitive and behavioral functioning. Method The subject is a 12-year-old left-handed male with history of previously described events. The purpose of this evaluation was to determine current levels of neurocognitive and behavioral functioning as it relates to his medical history, treatment planning, and prognosis. Data collection was part of a pre-surgical consult to reduce epileptic activity. Results Results suggest overall cognitive functioning fell within the average range. However, relative difficulties in areas of attention and executive functioning were indicated. While all other domains were grossly intact, his profile indicates strengths in visual compared to verbal memory. Interestingly, the patient performed better on verbal tasks after a delay both with and without cuing. This suggests the presentation of a unique trait of pediatric epilepsy in that due to slowed processing speed as seen on the WISC, this patient is likely to remember more information over time. His academic achievements also fell within age-expectations. Conclusions This study impresses the importance of prompt neuropsychological evaluation in providing insight to the patient’s impairments and contribute to adaptive neurocognitive functioning moving forward. While idiopathic, this case demonstrates the need for continued research in pediatric-infantile infarct and provides the opportunity to improve the field’s understanding of the interpretation of similar cases.