Development of EEG alpha and theta oscillations in the maintenance stage of working memory.

Several studies have shown developmental changes in EEG oscillations during working memory tasks. Although the load-modulated theta and alpha activities in adults are well-documented, the findings are inconsistent if children possess the adult-like brain oscillations that are similarly modulated by memory load. The present study compares children's and adults' true theta and alpha EEG oscillations, separated from aperiodic components, in the maintenance stage of working memory.

Impacts of cognitive flexibility on central word identification: evidence from poor comprehenders' discourse comprehension of first graders with ADHD.

Cognitive flexibility (CF) is an executive function component related to the ability to flexibly shift amongst multiple incompatible perspectives or descriptions of an object task. However, whether CF enhances the narrative discourse comprehension of students with attention-deficit hyperactivity disorder (ADHD) during surface semantic meaning identification remains unclear. This study aimed to examine the impacts of CF on central word (CW) identification amongst primary school students with ADHD and reading comprehension difficulties (i.

Dialogic reading with attention-deficit-hyperactivity disorder (ADHD) kindergarteners: Does reading with parents or siblings enhance their language development?

Dialogic reading (DR) is an interactive reading approach that enhances the language development of children. This study aims to extend DR to the shared reading context involving children with attention-deficit-hyperactivity disorder (ADHD) and their older siblings and to examine the effects of DR with parents/siblings on the language development of Chinese children with ADHD. This study included 850 Chinese kindergarteners with ADHD and their parents/older siblings.

Behavioral and neurophysiological aspects of working memory impairment in children with dyslexia.

The present study aimed to identify behavioral and neurophysiological correlates of dyslexia which could potentially predict reading difficulty. One hundred and three Chinese children with and without dyslexia (Grade 2 or 3, 7- to 11-year-old) completed both verbal and visual working memory (n-back) tasks with concurrent EEG recording. Data of 74 children with sufficient usable EEG data are reported here.

Development and Validation of the Youth Career Development Competency Scale: A Study Based on Hong Kong Youth.

The challenging labor market conditions concomitant with economic globalization and advanced technology have made youth career development competency (YCDC)-young people's ability to navigate transitions through education into productive and meaningful employment-especially important. The present study aims to develop a holistic instrument to measure YCDC in Hong Kong, which has rarely been investigated in past studies. The sample consisted of 682 youths aged 15-29 years (387 male, mean age = 19.

Mediating Effects of Emotional Support Reception and Provision on the Relationship between Group Interaction and Psychological Well-Being: A Study of Young Patients.

While it is well-established that mutual aid groups are effective in the psychological rehabilitation of vulnerable individuals, few studies have thoroughly investigated the dynamic mechanism of how psychological well-being improves through mutual aid groups of young patients with chronic health conditions. In connection with several existing theories (i.e.

Children With Chinese Dyslexia Acquiring English Literacy: Interaction Between Cognitive Subtypes of Dyslexia and Orthographies.

This study investigated the impact of Chinese dyslexia subtypes on English literacy skills (i.e., reading fluency and dictation) in Hong Kong children.

Remediation of a phonological representation deficit in Chinese children with dyslexia: A comparison between metalinguistic training and working memory training.

A form-preparation task in the language production field was adopted to examine output phonological representations in Chinese dyslexia and their susceptibility to training. Forty-one Chinese children with dyslexia (7-11 years old) and 36 chronological age controls completed this task. The controls demonstrated a marginally significant syllable facilitation effect (d = -0.

Developmental Changes in the Relationship Between Character Reading Ability and Orthographic Awareness in Chinese.

The present study examined developmental changes, over a 6-year period, in the relationship between character reading ability and orthographic awareness in Chinese from the first year of kindergarten to the third year of primary school in two separate samples: the kindergarten sample of 96 children was assessed three times in the first, second, and third years of kindergarten (K1, K2, K3) with 12-month intervals. The primary school sample of 204 children was assessed four times in the first and second semesters of grade 1 (P1-S1; P1-S2), first semester of grade 2 (P2-S1) and grade 3 (P3-S1), with the first three waves at 6-month intervals and the final wave at 12-month interval. Cross-lagged path analysis showed three developmental stages of the relationship between Chinese character reading and orthographic awareness.

Genomewide scan for linkage reveals evidence of several susceptibility loci for alopecia areata.

Alopecia areata (AA) is a genetically determined, immune-mediated disorder of the hair follicle that affects 1%-2% of the U.S. population.

Dominant and recessive deafness caused by mutations of a novel gene, TMC1, required for cochlear hair-cell function.

Positional cloning of hereditary deafness genes is a direct approach to identify molecules and mechanisms underlying auditory function. Here we report a locus for dominant deafness, DFNA36, which maps to human chromosome 9q13-21 in a region overlapping the DFNB7/B11 locus for recessive deafness. We identified eight mutations in a new gene, transmembrane cochlear-expressed gene 1 (TMC1), in a DFNA36 family and eleven DFNB7/B11 families.