Living the first years in a pandemic: children's linguistic development and related factors in and out of the COVID-19 lockdowns.

This retrospective study provides insights on linguistic development in exceptional circumstances assessing 378 children (between 2;6 and 3;6) who lived their first years during the COVID-19 pandemic and comparing it with normative data collected before this period ( Cadime et al., 2021). It investigates the extent to which linguistic development was modulated by a complex set of factors, including sex, maternal education, book reading, language-promoting practices, COVID-19 infection, parental stress and sleeping problems, considering three periods (during lockdowns, out of lockdowns and at present).

Executive Functioning in Different Types of Reading Disabilities.

Students with reading disabilities form a heterogeneous group: some struggle with accurate and fast reading (dysfluent readers), others with comprehension (poor comprehenders), and some face challenges in both areas (poor readers). Research has indicated a link between executive functioning skills and reading performance; yet, further studies are necessary to fully understand the executive profiles in various types of reading disabilities. The goal of this study was to examine differences in executive functioning among three types of reading disabilities, comparing their performance with that of children without difficulties in either skill (typical readers).

Task Demands and Sentence Reading Comprehension among Healthy Older Adults: The Complementary Roles of Cognitive Reserve and Working Memory.

Ageing entails different functional brain changes. Education, reading experience, and leisure activities, among others, might contribute to the maintenance of cognitive performance among older adults and are conceptualised as proxies for cognitive reserve. However, ageing also conveys a depletion of working memory capacity, which adversely impacts language comprehension.

Preserved semantic categorical organization in mild cognitive impairment: A network analysis of verbal fluency.

The decline in semantic verbal fluency as we age may originate from both semantic memory degradation and executive function deficits. We investigated to what extent semantic memory is organized into categories in older adults with mild cognitive impairment (n = 81) and healthy controls (n = 83). We obtained the semantic networks automatically from the probability of co-occurrence of words in a verbal fluency test and characterized them with graph-theory tools.

Efficacy of Cognitive Training in Older Adults with and without Subjective Cognitive Decline Is Associated with Inhibition Efficiency and Working Memory Span, Not with Cognitive Reserve.

The present study explores the role of cognitive reserve, executive functions, and working memory (WM) span, as factors that might explain training outcomes in cognitive status. Eighty-one older adults voluntarily participated in the study, classified either as older adults with subjective cognitive decline or cognitively intact. Each participant underwent a neuropsychological assessment that was conducted both at baseline (entailing cognitive reserve, executive functions, WM span and depressive symptomatology measures, as well as the Mini-Mental State Exam regarding initial cognitive status), and then 6 months later, once each participant had completed the training program (Mini-Mental State Exam at the endpoint).

Morpho-syntactic reading comprehension in children with early and late cochlear implants.

This study explores morpho-syntactic reading comprehension in 19 Spanish children who received a cochlear implant (CI) before 24 months of age (early CI [e-CI]) and 19 Spanish children who received a CI after 24 months (late CI [l-CI]). They all were in primary school and were compared to a hearing control (HC) group of 19 children. Tests of perceptual reasoning, working memory, receptive vocabulary, and morpho-syntactic comprehension were used in the assessment.

Canonical word order and interference-based integration costs during sentence comprehension: the case of Spanish subject- and object-relative clauses.

Object-relative clauses are generally harder to process than subject-relative clauses. Increased processing costs for object-relatives have been attributed either to working memory demands for the establishment of long-distance dependencies or to difficulties processing unexpected, noncanonical structures. The current study uses self-paced reading to contrast the impact of both kinds of factors in Spanish object-relative clauses, manipulating the interposition of the subject of the relative clause between object and verb.

[Grammatical comprehension in older adults, both normal and with cognitive impairment: a comparative study based on discriminant and multidimensional scaling techniques].

Memory and language tests are usually used to differentiate healthy elderly individuals and individuals with cognitive impairment (CI). In the latter case, there are usually no tests to assess grammatical comprehension. The aim of this paper is to explore the differences in grammatical comprehension between healthy older adults and older adults with CI, identifying the sentences that best discriminate these groups, as well as the underlying dimensions that are most relevant to the individuals.