Automaticity and executive abilities in developmental dyslexia: A theoretical review

Cognitive difficulties are well documented in developmental dyslexia but they present a challenge to dyslexia theory. In this paper, the Model of the Control of Action is proposed as a theoretical explanation of how and why deficits in both automaticity and executive abilities are apparent in the cognitive profiles of dyslexia and how these deficits might relate to literacy difficulties. This theoretical perspective is used to consider evidence from different cognitive domains. The neuroanatomical underpinnings of automaticity and executive abilities are then discussed in relation to the understanding of dyslexia. Links between reading, writing, and executive function are considered. The reviewed evidence suggests dyslexia theory should consider an interaction between procedural learned behaviour (automaticity) and higher-order (executive) abilities. The capacity to handle environmental interference, develop and engage adaptive strategies accordingly, and plan actions all require interactions between the cerebellum and the prefrontal cortex (PFC). Difficulties in these areas might explain both impairments in the cumulative development of literacy skills in childhood and general task management in everyday life in adulthood. It is suggested that improved measures are required to assess this cerebellar-PFC interaction and to allow early identification of future literacy difficulties, allowing implementation of timely interventions and reasonable adjustments

The off-prescription use of modafinil: an online survey of perceived risks and benefits

Cognitive enhancing drugs are claimed to improve cognitive functions such as learning and attention. However, little is known presently about the characteristics of off-prescription cognitive enhancing drug users or their perceived everyday experience with these drugs. As modafinil is the most commonly used off-prescription cognitive enhancing drug, the current study aimed to provide a detailed profile of modafinil users and their experiences and perceptions of this drug. To this end, an online survey, targeting cognitive enhancing drug users and students, was advertised on forum sites. Information was obtained regarding demographic data, illicit drug use, psychiatric diagnosis and experience of modafinil. Of the 404 respondents, 219 reported taking modafinil. Of these the majority were male, American or British, university educated and currently employed, with a mean age of 27. Overall, modafinil was perceived by users as being safe. Modafinil users reported higher levels of illicit drug use and psychiatric diagnosis than would be expected from population-based data. More frequent reported modafinil use was associated with higher numbers of perceived benefits whilst reported frequency of use was not associated with the number of perceived risks. There was also a tentative link between the reported use of modafinil and the reported presence of psychiatric disorders, largely depression and anxiety. Respondents who had reported a psychiatric diagnosis declared higher subjective benefits of modafinil. This may suggest further beneficial effects of modafinil or it may reflect insufficient medical treatment for psychiatric disorders in some people. Overall, the findings of the current study should be beneficial in informing clinicians and legislative bodies about the modafinil user profile and how modafinil is perceived

Perceived cognitive performance in off-prescription users of modafinil and methylphenidate: an online survey

Introduction Modafinil and methylphenidate are used off-prescription for cognitive enhancement in healthy individuals. Such use is often reported in online surveys, but it is unclear whether drug use for cognitive enhancement is motivated by perceived poor cognitive performance or a desire to improve good cognitive performance. The current study investigated whether off-prescription users of modafinil and methylphenidate differed in their self-perceived cognitive performance from people who do not take these drugs. Method An online survey targeting forum sites assessed self-perceived cognitive function via the Adult Attention Deficit/ Hyperactivity Disorder Self-Report Scale, the Cognitive Failures Questionnaire, and the General Procrastination Scale. Results There were 249 respondents, of whom 43% reported no use of modafinil and methylphenidate (the control group) and 58% reported use of one or both drugs without a prescription for cognitive enhancement. This created an independent samples design with three groups. On both the Adult Attention Deficit/ Hyperactivity Disorder Self-Report Scale and General Procrastination Scale, modafinil and methylphenidate users reported higher scores than the control group, indicating higher levels of perceived inattention and procrastination. Scores on the Cognitive Failures Questionnaire indicated that modafinil and methylphenidate users rated themselves as having fewer cognitive failures than controls. Conclusion These findings suggest that at least some reported off-prescription users of modafinil and methylphenidate may be seeking to reduce the impact of self-perceived poorer performance, particularly in forms of cognition that are likely to impact on self-directed or self-motivated work

Gyrotron experiments employing a field emission array cathode

The design and operation of a field emission array (FEA) cathode and the subsequent demonstration of the first FEA gyrotron are presented. Up to 10 mA from 30 000 tips was achieved reproducibly from each of ten chips in a gyrotron environment, namely, a vacuum 1 x 10(-8) mbar, -50 kV potential with multiple chip operation, The design parameters of the FEA gun were similar to those of a magnetron injection gun with an achievable electron beam current of 50-100 mA and measured power 720 W cw. Coherent microwave radiation was detected in both TE(02) at 30.1 GHz and TE(03) at 43.6 GHz, with a starting current of 1 mA

The impact of developmental dyslexia on workplace cognition: evidence from a virtual reality environment

The cognitive difficulties associated with dyslexia persist into adulthood but insights into their impact in employment settings are lacking. A virtual office environment was used to assess two areas of cognition frequently called upon in the workplace, executive function and prospective memory. Eight adults with dyslexia and 27 adults without dyslexia were tested on a virtual office task. They read a scenario describing their new role in an office and were given tasks to complete. The group with dyslexia performed worse overall. On the individual performance measures, the group with dyslexia scored lower on the selective-thinking and planning measures of executive function and also performed worse on two of the three prospective memory measures, namely event-based and time-based prospective memory. The findings indicate how dyslexia can affect workplace cognition, identifying areas in which support might be needed and highlighting areas of relative strength which might be harnessed

The impact of developmental dyslexia on workplace cognition: Evidence from a virtual reality environment

The cognitive difficulties associated with dyslexia persist into adulthood but insights into their impact in employment settings are lacking. A virtual office environment was used to assess two areas of cognition frequently called upon in the workplace, executive function and prospective memory. Eight adults with dyslexia and 27 adults without dyslexia were tested on a virtual office task. They read a scenario describing their new role in an office and were given tasks to complete. The group with dyslexia performed worse overall. On the individual performance measures, the group with dyslexia scored lower on the selective-thinking and planning measures of executive function and also performed worse on two of the three prospective memory measures, namely event-based and time-based prospective memory. The findings indicate how dyslexia can affect workplace cognition, identifying areas in which support might be needed and highlighting areas of relative strength which might be harnessed

Working memory and high-level cognition in children: An analysis of timing and accuracy in complex span tasks

This study examined working memory (WM) using complex span tasks (CSTs) to improve theoretical understanding of the relationship between WM and high-level cognition (HLC) in children. Ninety-two children aged between seven and eight years were tested on three computer-paced CSTs and measures of non-verbal reasoning, reading and mathematics. Processing times in the CSTs were restricted based on individually titrated processing speeds, and performance was compared to participant-led tasks with no time restrictions. Storage, processing accuracy, and both processing and recall times within the CSTs were used as performance indices to understand the effects of time restrictions at a granular level. Restricting processing times did not impair storage, challenging models that argue for a role of maintenance in WM. A task-switching account best explained the effect of time restrictions on performance indices and their inter-relationships. Principal component analysis showed that a single factor with all performance indices from just one CST (Counting span) was the best predictor of HLC. Storage in both the participant-led and computer-paced versions of this task explained unique and shared variance in HLC. However, the latter accounted for more variance in HLC when contributions from processing time were included in the model. Processing time in this condition also explained variance above and beyond storage. This suggests that faster processing is important to keep information active in WM; however, this is only evident when time restrictions are placed on the task and important when WM performance is applied in broader contexts that rely on this resource

Children’s Verbal, Visual and Spatial Processing and Storage Abilities: An Analysis of Verbal Comprehension, Reading, Counting and Mathematics

The importance of working memory (WM) in reading and mathematics performance has been widely studied, with recent research examining the components of WM (i.e., storage and processing) and their roles in these educational outcomes. However, the differing relationships between these abilities and the foundational skills involved in the development of reading and mathematics have received less attention. Additionally, the separation of verbal, visual and spatial storage and processing and subsequent links with foundational skills and downstream reading and mathematics has not been widely examined. The current study investigated the separate contributions of processing and storage from verbal, visual and spatial tasks to reading and mathematics, whilst considering influences on the underlying skills of verbal comprehension and counting, respectively. Ninety-two children aged 7- to 8-years were assessed. It was found that verbal comprehension (with some caveats) was predicted by verbal storage and reading was predicted by verbal and spatial storage. Counting was predicted by visual processing and storage, whilst mathematics was related to verbal and spatial storage. We argue that resources for tasks relying on external representations of stimuli related mainly to storage, and were largely verbal and spatial in nature. When a task required internal representation, there was a draw on visual processing and storage abilities. Findings suggest a possible meaningful separability of types of processing. Further investigation of this could lead to the development of an enhanced WM model, which might better inform interventions and reasonable adjustments for children who struggle with reading and mathematics due to WM deficits

Mental time travel ability and the mental reinstatement of context for crime witnesses.

Mental time travel ability marks how well the phenomenological aspects of events are mentally re-experienced during recall. The Cognitive Interview (CI) elicits eyewitness information. One of its techniques, Mental Reinstatement of Context (MRC), asks eyewitnesses to reinstate the incident's context mentally before recall. Fifty-six participants watched a simulated crime video. Self-report measures were then taken to estimate general mental time travel ability. Participants were questioned subsequently about the video. Eyewitness performance under MRC was compared with the CI's Report Everything (RE) technique, wherein eyewitnesses recall everything they can but with no invitation to mentally reinstate the context. There was no effect of interview condition on accuracy of recall; however, general mental time travel ability was positively associated with the amount of correct and incorrect information produced under MRC, but not RE, conditions. This is the first empirical demonstration that MRC instructions engage the mental time travel capacities they purport to

What are the attributes of good pharmacy faculty (lecturers)? An international comparison of the views of pharmacy undergraduate students from universities in Australia and Wales, UK

This study aimed to investigate what La Trobe pharmacy students (Australia) considered to be the attributes of a good lecturer (faculty member) and to compare the findings to pharmacy undergraduates at Cardiff University, Wales, UK. A 22 item questionnaire, developed at Cardiff, was administered to students at La Trobe University. Data were analysed using descriptive statistics, and Mann-Whitney U Test or Kruskal-Wallis Test were used to compare groups. Ethics approval was obtained. Pharmacy students believed good lecturers (faculty) provided clear instruction and assessment criteria, were enthusiastic, inspired students to do their best, motivated students to learn, were accessible for support and started the teaching sessions on time. They also provided timely feedback and illustrated the relevance of material to pharmacy. Australian and UK pharmacy undergraduates in this study shared the same opinions on most aspects of the positive attributes of faculty (lecturers)