| 1. |
- Andersson, Ulf, et al.
(författare)
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Working memory deficit in children with mathematical difficulties : A general or specific deficit?
- 2007
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Ingår i: Journal of experimental child psychology (Print). - : Elsevier BV. - 0022-0965 .- 1096-0457. ; 96:3, s. 197-228
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Tidskriftsartikel (refereegranskat)abstract
- This study examined whether children with mathematical difficulties (MDs) or comorbid mathematical and reading difficulties have a working memory deficit and whether the hypothesized working memory deficit includes the whole working memory system or only specific components. In the study, 31 10-year-olds with MDs and 37 10-year-olds with both mathematical and reading difficulties were compared with 47 age-matched and 50 younger controls (9-year-olds) on a number of working memory tasks. Compared with the age-matched controls, both groups of children with MDs performed worse on tasks tapping the central executive (e.g., visual matrix span) and the phonological loop (e.g., word span). More important, the MD group performed worse than the younger controls on the counting span task, whereas the group with comorbid mathematical and reading difficulties performed worse on the counting span task and the visual matrix span task. These findings provide support for the assumption that children with MDs have a working memory deficit. More specifically, children with MDs have a central executive deficit connected to concurrent processing and storage of numerical and visual information. © 2006 Elsevier Inc. All rights reserved.
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| 2. |
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| 3. |
- Brännström, Jonas, et al.
(författare)
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Listening effort and fatigue in native and non-native primary school children
- 2021
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Ingår i: Journal of Experimental Child Psychology. - : Elsevier BV. - 0022-0965 .- 1096-0457. ; 210
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Tidskriftsartikel (refereegranskat)abstract
- Background noise makes listening effortful and may lead to fatigue. This may compromise classroom learning, especially for children with a non-native background. In the current study, we used pupillometry to investigate listening effort and fatigue during listening comprehension under typical (0 dB signal-to-noise ratio [SNR]) and favorable (+10 dB SNR) listening conditions in 63 Swedish primary school children (7–9 years of age) performing a narrative speech–picture verification task. Our sample comprised both native (n = 25) and non-native (n = 38) speakers of Swedish. Results revealed greater pupil dilation, indicating more listening effort, in the typical listening condition compared with the favorable listening condition, and it was primarily the non-native speakers who contributed to this effect (and who also had lower performance accuracy than the native speakers). Furthermore, the native speakers had greater pupil dilation during successful trials, whereas the non-native speakers showed greatest pupil dilation during unsuccessful trials, especially in the typical listening condition. This set of results indicates that whereas native speakers can apply listening effort to good effect, non-native speakers may have reached their effort ceiling, resulting in poorer listening comprehension. Finally, we found that baseline pupil size decreased over trials, which potentially indicates more listening-related fatigue, and this effect was greater in the typical listening condition compared with the favorable listening condition. Collectively, these results provide novel insight into the underlying dynamics of listening effort, fatigue, and listening comprehension in typical classroom conditions compared with favorable classroom conditions, and they demonstrate for the first time how sensitive this interplay is to language experience.
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| 4. |
- Christopher, Micaela, et al.
(författare)
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The genetic and environmental etiologies of individual differences in early reading growth in Australia, the United States and Scandinavia
- 2013
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Ingår i: Journal of experimental child psychology (Print). - : Elsevier. - 0022-0965 .- 1096-0457. ; 115:3, s. 453-467
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Tidskriftsartikel (refereegranskat)abstract
- This first cross-country twin study of individual differences in reading growth from post-kindergarten to post-second grade analyzed data from 487 twin pairs from the United States, 267 twin pairs from Australia, and 280 twin pairs from Scandinavia. Data from two reading measures were fit to biometric latent growth models. Individual differences for the reading measures at post-kindergarten in the United States and Australia were due primarily to genetic influences and to both genetic and shared environmental influences in Scandinavia. In contrast, individual differences in growth generally had large genetic influences in all countries. These results suggest that genetic influences are largely responsible for individual differences in early reading development. In addition, the timing of the start of formal literacy instruction may affect the etiology of individual differences in early reading development but have only limited influence on the etiology of individual differences in growth.
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| 5. |
- Elsner, Claudia, et al.
(författare)
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Infants' online perception of give-and-take interactions
- 2014
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Ingår i: Journal of experimental child psychology (Print). - Elsevier : Elsevier BV. - 0022-0965 .- 1096-0457. ; 126, s. 280-294
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Tidskriftsartikel (refereegranskat)abstract
- This research investigated infants’ online perception of give-me gestures during observation of a social interaction. In the first experiment, goal-directed eye movements of 12-month-olds were recorded as they observed a give-and-take interaction in which an object is passed from one individual to another. Infants’ gaze shifts from the passing hand to the receiving hand were significantly faster when the receiving hand formed a give-me gesture relative to when it was presented as an inverted hand shape. Experiment 2 revealed that infants’ goal-directed gaze shifts were not based on different affordances of the two receiving hands. Two additional control experiments further demonstrated that differences in infants’ online gaze behavior were not mediated by an attentional preference for the give-me gesture. Together, our findings provide evidence that properties of social action goals influence infants’ online gaze during action observation. The current studies demonstrate that infants have expectations about well-formed object transfer actions between social agents. We suggest that 12-month-olds are sensitive to social goals within the context of give-and-take interactions while observing from a third-party perspective.
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| 6. |
- Elwér, Åsa, et al.
(författare)
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Longitudinal stability and predictors of poor oral comprehenders and poor decoders
- 2013
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Ingår i: Journal of experimental child psychology (Print). - : Elsevier. - 0022-0965 .- 1096-0457. ; 115:3, s. 497-516
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Tidskriftsartikel (refereegranskat)abstract
- Two groups of fourth-grade children were selected from a population sample (N = 926) to be either poor oral comprehenders (poor oral comprehension but normal word decoding) or poor decoders (poor decoding but normal oral comprehension). By examining both groups in the same study with varied cognitive and literacy predictors, and examining them both retrospectively and prospectively, we could assess how distinctive and stable the predictors of each deficit are. Predictors were assessed retrospectively at preschool and at the end of kindergarten, Grade 1, and Grade 2. Group effects were significant at all test occasions, including those for preschool vocabulary (worse in poor oral comprehenders) and rapid automatized naming (RAN) (worse in poor decoders). Preschool RAN and vocabulary prospectively predicted Grade 4 group membership (77–79% correct classification) within the selected samples. Reselection in preschool of “at-risk” poor decoder and poor oral comprehender subgroups based on these variables led to significant but relatively weak prediction of subtype membership at Grade 4. Implications of the predictive stability of our results for identification and intervention of these important subgroups are discussed.
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| 7. |
- Fawcett, Christine, et al.
(författare)
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Infants' use of movement synchrony to infer social affiliation in others
- 2017
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Ingår i: Journal of experimental child psychology (Print). - : Elsevier BV. - 0022-0965 .- 1096-0457. ; 160, s. 127-136
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Tidskriftsartikel (refereegranskat)abstract
- Infants socially engage with others and observe others' social interactions from early in life. One characteristic found to be important for signaling and establishing affiliative social relationships is physical coordination and synchronization of movements. This study investigated whether synchrony in others' movements signals affiliation to 12- and 15-month-old infants. The infants were shown a scene in which two characters moved either synchronously or non-synchronously with a third character in the center. Next, the center character made an affiliation declaration and subsequently approached and cuddled one of the two characters. Using measures of gaze, we gauged infants' inferences about whom the center character would affiliate with before the cuddling took place. We found that 15-month-olds, but not 12-month-olds, inferred that the center character would affiliate with the previously synchronous character, suggesting that they can make inferences about others' affiliation based on movement synchrony. The findings are discussed in terms of their relevance to the infants' personal preferences and the potential importance of first-person experience in the development of social cognition.
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| 10. |
- Forman, Helen, 1958-, et al.
(författare)
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Time keeping and working memory development in early adolescence : A 4-year follow-up
- 2011
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Ingår i: Journal of experimental child psychology (Print). - : Elsevier. - 0022-0965 .- 1096-0457. ; 108:1, s. 170-179
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Tidskriftsartikel (refereegranskat)abstract
- In this longitudinal study, we examined time keeping in relation to working memory (WM) development. School-aged children completed two tasks of WM updating and a time monitoring task in which they indicated the passing of time every 5min while watching a film. Children completed these tasks first when they were 8 to 12years old and then 4years later when they were 12 to 16years old. Time keeping in early adolescence showed a different pattern of outcome measures than 4years earlier, with reduced clock checking and increased timing error. However, relative changes in WM development moderated these adverse effects. Adolescents with greater relative gains in WM development were better calibrated than participants with less developing WM functions. We discuss these findings in relation to individual and developmental differences in executive control functions and socioemotionally driven reward seeking.
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