Publications by authors named "Lianne English"
The current study investigated factors thought to contribute to facial emotion processing. Female university students (N = 126) completed self-report measures of childhood emotional maltreatment, anxiety symptoms, attachment anxiety and avoidance, and trait mindfulness before completing a facial emotion recognition task, where they viewed sequences of faces that incorporated progressively more emotional content until they were able to correctly identify the emotion. They completed the task under low and high cognitive load conditions to distinguish between relatively effortful versus automatic processing abilities.
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- Longitudinal studies examine neurodevelopmental disorders diagnosed at birth, focusing on learning difficulties that emerge later, particularly in children with spina bifida myelomeningocele (SBM) who struggle with math but excel in reading.
- Cognitive abilities assessed at ages 36 and 60 months were found to impact math and reading outcomes at ages 8.5 and 9.5, with visual-spatial working memory and phonological awareness acting as mediators for math skills, while phonological awareness alone influenced reading fluency and comprehension.
- The results contribute to understanding the cognitive factors behind math and reading development and highlight both shared and unique aspects of these skills in children with SBM compared to their typically developing peers.
Spina bifida meningomyelocele (SBM) is a neurodevelopmental disorder associated with intact word decoding and deficient text and discourse comprehension. This study investigated the ability to adjust reading in accordance with specified reading goals in 79 children and adolescents with SBM (9-19 years of age) and 39 controls (8-17 years of age). Both groups demonstrated slower reading times and enhanced comprehension when reading to study or to come up with a title than when reading for specific information or for entertainment.
View Article and Find Full Text PDFSpina bifida (SB) is a neural tube defect diagnosed before or at birth that is associated with a high incidence of math disability often without co-occurring difficulties in reading. SB provides an interesting population within which to examine the development of mathematical abilities and disability across the lifespan and in relation to the deficits in visual-spatial processing that are also associated with the disorder. An overview of math and its cognitive correlates in preschoolers, school-age children and adults with SB is presented including the findings from a longitudinal study linking early executive functions in infancy to the development of later preschool and school age math skills.
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