Mediators of working memory and reading in a sample of children with reading difficulty: The roles of phonemic awareness and rapid automatized naming.

Working memory (WM) has been consistently linked to reading. However, the mechanism(s) linking WM to reading remain unclear. WM may indirectly exert an effect onto reading through mediators such as phonemic awareness (PA) and/or rapid automatized naming (RAN).

Systematic Review of Dispositional Mindfulness and Posttraumatic Stress Disorder Symptomology: A Targeted Examination of Avoidance.

High rates of nonresponse to evidence-based treatment for posttraumatic stress disorder (PTSD) have fueled the search for improved intervention. Evidence suggests that improvements in dispositional mindfulness (i.e.

Test anxiety and reading comprehension: the key role of fluid reasoning.

Background: High test anxiety has been associated with poorer academic performance. Test anxiety may affect academic performance by disrupting cognitive processes required for complex academic tasks, such as reading comprehension.

Objectives And Method: The objective of this cross-sectional study was to clarify the cognitive pathways through which test anxiety may affect reading comprehension performance using archival clinical data of adults (= 94;  = 23.

Does reasoning training improve fluid reasoning and academic achievement for children and adolescents? A systematic review.

Background: Studies of children and adolescents suggest that reasoning training may improve both reasoning and academic achievement, but evidence and systematic evaluation of this research is limited. Accordingly, this paper provides a systematic review of the literature on reasoning training in order to describe current methods and evaluate their efficacy.

Method: A systematic search identified eleven articles-published between 1996 and 2016-that reported findings from thirteen separate studies of reasoning training effects on fluid reasoning (Gf) and academic achievement in children and adolescents.

Fluid reasoning and reading difficulties among children with ADHD.

Children with attention-deficit/hyperactivity disorder (ADHD) commonly experience difficulties in reading and in fluid reasoning (G). According to Cattell's Investment Theory (1987), G is a causal factor in the development of crystallized knowledge (G) and academic skills; therefore, the co-occurrence of reading and G difficulties within ADHD may not be coincidental. In the present study with children with both ADHD and reading difficulties ( = 187; 61% male;  = 9.

Gender Moderates Association Between Emotional-Behavioral Problems and Text Comprehension in Children with Both Reading Difficulties and Adhd.

Evidence suggests that higher order linguistic functioning such as text comprehension is particularly vulnerable to emotional modulation. Gender has been identified as an important moderating variable in emotional expression such that girls tend toward internalizing emotions (e.g.

Stroop interference associated with efficient reading fluency and prelexical orthographic processing.

The Stroop Color-Word Test involves a dynamic interplay between reading and executive functioning that elicits intuitions of word reading automaticity. One such intuition is that strong reading skills (i.e.

Not all distraction is bad: working memory vulnerability to implicit socioemotional distraction correlates with negative symptoms and functional impairment in psychosis.

This study investigated implicit socioemotional modulation of working memory (WM) in the context of symptom severity and functional status in individuals with psychosis (N = 21). A delayed match-to-sample task was modified wherein task-irrelevant facial distracters were presented early and briefly during the rehearsal of pseudoword memoranda that varied incrementally in load size (1, 2, or 3 syllables). Facial distracters displayed happy, sad, or emotionally neutral expressions.

Experimental manipulation of working memory model parameters: an exercise in construct validity.

As parametric cognitive models become more commonly used to measure individual differences, the construct validity of the interpretation of individual model parameters needs to be well established. The validity of the interpretation of 2 parameters of a formal model of the Continuous Recognition Memory Test (CRMT) was investigated in 2 experiments. The 1st study found that manipulating the percentage of trials on the CRMT for which degraded pseudowords were presented altered the model's stimulus encoding parameter but not the working memory displacement parameter.

Linking mathematical modeling with human neuroimaging to segregate verbal working memory maintenance processes from stimulus encoding.

Objective: A fundamental dissociation for most working memory (WM) theories involves the separation of sensory-perceptual encoding of stimulus information from the maintenance of this information. The present paper reports tests of this separability hypothesis for visually presented pseudowords at both mathematical and neuroimaging levels of analysis.

Method: Levels of analysis were linked by two experimental manipulations-visual degradation and pseudoword length variation-that coupled findings from a mathematical modeling study of WM performed in a separate sample to findings from an event-related functional MRI (fMRI) study reported in the present paper.

Cognition-emotion interactions in schizophrenia: emerging evidence on working memory load and implicit facial-affective processing.

Although much is known about working memory (WM) and emotion perception deficits in schizophrenia, little is known of how these deficits interact. We sought to address this gap by conducting a narrative review of relevant literatures and distilling core themes. First, people with schizophrenia have difficulty with high load and during initial phases of WM (e.

Curvilinear relationship between phonological working memory load and social-emotional modulation.

Accumulating evidence suggests that working memory load is an important factor for the interplay between cognitive and facial-affective processing. However, it is unclear how distraction caused by perception of faces interacts with load-related performance. We developed a modified version of the delayed match-to-sample task wherein task-irrelevant facial distracters were presented early in the rehearsal of pseudoword memoranda that varied incrementally in load size (1-syllable, 2-syllables, or 3-syllables).

The role of left occipitotemporal cortex in reading: reconciling stimulus, task, and lexicality effects.

Although the left posterior occipitotemporal sulcus (pOTS) has been called a visual word form area, debate persists over the selectivity of this region for reading relative to general nonorthographic visual object processing. We used high-resolution functional magnetic resonance imaging to study left pOTS responses to combinatorial orthographic and object shape information. Participants performed naming and visual discrimination tasks designed to encourage or suppress phonological encoding.

The neural career of sensory-motor metaphors.

The role of sensory-motor systems in conceptual understanding has been controversial. It has been proposed that many abstract concepts are understood metaphorically through concrete sensory-motor domains such as actions. Using fMRI, we compared neural responses with literal action (Lit; The daughter grasped the flowers), metaphoric action (Met; The public grasped the idea), and abstract (Abs; The public understood the idea) sentences of varying familiarity.

Visuoperceptual-orthographic reading abilities: a confirmatory factor analysis study.

The current study examined the psychometric properties of a hypothetical visuoperceptual-orthographic (VPO) reading construct in a sample of nonimpaired college students (N = 152). Participants were administered a battery of standardized and experimental measures of VPO, including Woodcock-Johnson III (WJ-III) Letter-Word Identification (Woodcock, McGrew, & Mather, 2001), Visual-Naming Speed (word page of the Stroop), Letter-Identification Task, Same/Different Letter Decision Task, Word Matching Task, Homophone Decision Task, Pseudohomophone Decision Task, and Word Jumble Task. The LISREL 8.