In Search of Matthew Effects in Reading

The concept of Matthew effects in reading development refers to a longitudinally widening gap between high achievers and low achievers. Various statistical approaches have been proposed to examine this idea. However, little attention has been paid to psychometric issues of scaling. Specifically, interval-level data are required to compare performance differences across performance ranges, but only ordinal-level data are available with current literacy measures. To demonstrate the interpretability problems of contrasting growth slopes, we use data from a longitudinal study of literacy development. We explore the possibility of comparing across ages, matched for performance, and we examine the consequences of nonlinear growth, temporal lag estimates, and individual differences in developmental progression. We conclude that, although conceptually appealing, the widening gap prediction is not empirically testable. © 2014, © Hammill Institute on Disabilities 2014

In search of executive impairment in pathological gambling: A neuropsychological study on non-treatment seeking gamblers

Pathological gambling is characterized by a persisting maladaptive and recurrent behavior with severe social and psychological consequences. There is evidence of strong comorbidity with psychiatric manifestations as well as cognitive mainly involving executive functions. This study aimed to investigate impairment in executive functions and working memory, and personality traits in a sample of Greek gamblers. Twenty-four men involved in various gambling activities were recruited from ecological settings as probable pathological gamblers. They were assessed with a comprehensive neuropsychological battery involving several executive tasks, the Zuckerman–Kuhlman Personality Questionnaire, the Hospital Anxiety Depression Scale, and the Difficulties in Emotion Regulation Scale. An age-and education-level matched group of 21 men without history of habitual gambling served as controls. As a group, gamblers displayed significantly lower scores on indices of inhibition, decision making and self-reported emotional awareness, and scored higher on impulsivity/sensation seeking personality traits. Notably, gamblers scored similarly or significantly higher on measures of verbal and visuospatial working memory, cognitive flexibility, processing speed, verbal fluency, and sustained attention. Overall, we argue that gamblers do present with specific cognitive deficits, but there is no evidence for a generalized executive impairment, and further stress the importance of investigating cognitive, personality, and psychiatric aspects of gambling on the basis of an ecologically valid sampling. © Springer Science+Business Media, LLC, part of Springer Nature 2018

The Components of the Simple View of Reading: A Confirmatory Factor Analysis

The simple view of reading admits two components in accounting for individual differences in reading comprehension: a print-dependent component related to decoding and word identification, and a print-independent one related to oral language comprehension. It has been debated whether word or nonword reading is a better index of the print-dependent component and whether vocabulary measures fit within the print-independent component or constitute an additional factor. Here we apply a confirmatory factor analysis on a set of relevant measures from 488 Greek children in Grades 3-5 independently of reading comprehension. The results indicate that word and nonword reading do not constitute distinct factors but covary along the same two dimensions of accuracy and fluency. Oral vocabulary measures group with listening comprehension, resulting in excellent model fits. Strong correlations were observed between the latent factors of the purported print-dependent and print-independent components, consistent with an approach that focuses on the strong relations among semantic, orthographic, and phonological aspects of word representations. © 2012 Copyright Taylor and Francis Group, LLC

The Role of Vocabulary in the Context of the Simple View of Reading

The simple view of reading posits that reading comprehension can be decomposed into a print-specific component (concerning decoding and sight word reading) and a language comprehension component (concerning verbal and metalinguistic skills not related to print). One might properly consider lexical skills, indexed by vocabulary measures, part of the language component; however, vocabulary measures end up taking up substantial amounts of print-dependent reading comprehension variance, presumably because of the interrelations among semantic, orthographic, and phonological specification of lexical entries. In the present study we examined the role of vocabulary in the prediction of reading comprehension by testing alternative formulations within the context of the simple view. We used cross-sectional and (1-year) longitudinal data from 436 children in Grades 3-6 attending regular classrooms. We quantified the proportion of variance accounting for reading comprehension that could be attributed to vocabulary measures. We then tested a latent variable model positing a mediating position for vocabulary against a model with lexically based covariation among the simple view components. We discuss the results in an attempt to bring together the simple view with the lexical quality hypothesis for reading comprehension. © 2013 Copyright Taylor and Francis Group, LLC

The unbridged gap between clinical diagnosis and contemporary research on aphasia: A short discussion on the validity and clinical utility of taxonomic categories

Even if the traditional aphasia classification is continuously questioned by many scholars, it remains widely accepted among clinicians and included in textbooks as the gold standard. The present study aims to investigate the validity and clinical utility of this taxonomy. For this purpose, 65 left-hemisphere stroke patients were assessed and classified with respect to aphasia type based on performance on a Greek adaptation of the Boston Diagnostic Aphasia Examination. MRI and/or CT scans were obtained for each patient and lesions were identified and coded according to location. Results indicate that 26.5% of the aphasic profiles remained unclassified. More importantly, we failed to confirm the traditional lesion-to-syndrome correspondence for 63.5% of patients. Overall, our findings elucidate crucial vulnerabilities of the neo-associationist classification, and further support a deficit-rather than a syndrome-based approach. The issue of unclassifiable patients is also discussed. © 2016 Elsevier Inc

Neural networks involved in mathematical thinking: evidence from linear and non-linear analysis of electroencephalographic activity

Using linear and non-linear methods, electroencephalographic (EEG) signals were measured at various brain regions to provide information regarding patterns of local and coordinated activity during performance of three arithmetic tasks (number comparison, single-digit multiplication, and two-digit multiplication) and two control tasks that did not require arithmetic operations. It was hypothesized that these measures would reveal the engagement of local and increasingly complex cortical networks as a function of task specificity and complexity. Results indicated regionally increased neuronal signalling as a function of task complexity at frontal, temporal and parietal brain regions, although more robust task-related changes in EEG-indices of activation were derived over the left hemisphere. Both linear and non-linear indices of synchronization among EEG signals recorded from over different brain regions were consistent with the notion of more "local" processing for the number comparison task. Conversely, multiplication tasks were associated with a widespread pattern of distant signal synchronizations, which could potentially indicate increased demands for neural networks cooperation during performance of tasks that involve a greater number of cognitive operations

Are memory deficits dependent on the presence of aphasia in left brain damaged patients?

While memory deficits in aphasia have been reported in several studies, it has been suggested that these deficits are not due to the presence of aphasia, but rather to the left hemisphere lesion per se. In order to investigate this hypothesis, we tested 64 aphasic and 15 non-aphasic patients with left brain damage on verbal and visuospatial span tasks. Analyses revealed lower than expected performance on all four primary memory tasks for the aphasic, but not for the non-aphasic group. Moreover, comparison of the three lesion-location groups (posterior, anterior, and global) did not reveal statistically significant differences. The present data show that aphasic patients demonstrate memory deficits, which are not specific to the verbal modality, and contradict the notion that primary memory impairment is not due to the presence of aphasia, but rather to a lesion in the left hemisphere per se. Overall our study suggests that verbal and visuospatial, primary memory deficits in patients with left hemisphere lesions are possibly dependent on the presence of aphasia, but not on lesion location or lesion size. © 2013 Elsevier Ltd

Cognitive and academic abilities associated with symptoms of attention-deficit/hyperactivity disorder: a comparison between subtypes in a Greek non-clinical sample

The study assessed cognitive and academic performance of children demonstrating teacher-rated ADHD-related symptoms (Inattention [IA] and/or Hyperactivity/Impulsivity [H/I]) in a representative sample of, largely untreated, Greek elementary school students (N = 923). A battery of tests assessing short-term memory (STM), sustained attention, executive functions (EFs), reading and math skills were administered. Significant deficits in EFs and STM were restricted to the groups of students displaying inattention symptoms and were only marginally elevated among students showing hyperactivity/impulsivity symptoms alone, in comparison to their non-symptomatic peers. A similar pattern of group differences was observed on tests assessing word- and text-level reading skills. Impaired performance on sustained attention tasks was less evident. Among students who manifested inattention symptoms, those who also showed impaired reading skills presented more severe EFs deficits than typically achieving students. Results demonstrated a close link between EFs, other than inhibition and set-shifting, everyday symptoms of inattention, and achievement in math and word-level reading skills. © 2014 Taylor & Francis

Preserved visuospatial abilities in absence of the right hemisphere: A case of cerebral hemiatrophy with minimal cognitive impairment

Cerebral hemiatrophy is a rare neurological condition, usually resulting in severe and diffuse cognitive impairment. In this paper we present a 69-year old woman with notable congenital hemiatrophy with strikingly preserved cognitive functions. Cognitive assessment indicated that although her executive functions were found impaired, the remaining cognitive domains were relatively unaffected. We argue that this unexpected cognitive profile may be explained by anomalous hemispheric lateralization, driven by neuroplasticity along the developmental course. © 2022 The British Psychological Societ