Lived experiences of everyday memory in adults with dyslexia: A thematic analysis

Dyslexia-related difficulties with memory are well documented under laboratory conditions and via self-report questionnaires. However, the voice of the individual with dyslexia regarding the lived experience of memory across different memory systems and different daily settings is currently lacking. To address this gap in the literature, semi-structured in-depth interviews were conducted with 12 adult female university students with dyslexia. Questions probed different memory systems and experiences across different settings, with interviewees also being asked about their use of technology to support their memory. Two overarching themes were identified in the subsequent thematic analysis. The theme of fallibility of memory had two sub-themes of i) a lack of trust and confidence in memory and ii) factors contributing to memory failure. The second theme, facilitators of memory, also consisted of two sub-themes, relating to i) a preference for traditional tools to support memory and ii) the use of digital tools to support memory: benefits and limitations. The current study gives insights into the rich and complex extended and distributed cognitive systems of adults with dyslexia. The implications of the findings for dyslexia theory, support in educational and work settings, and assistive technology development are considered

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 that 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

Label-checking strategies to adapt behaviour to design

Despite robust quality control procedures, labelling errors on fresh produce are estimated to cost the UK supermarket industry approximately £50million pounds per year in product recalls and wastage. Changing the format of the labels themselves is not a viable option. Instead, the challenge is to change or guide human operatives' behaviour so that label printing errors do not go undetected during quality control procedures. To this end, a simulated label checking task was presented to naïve participants to compare more systematic and strategic methods of label checking. Two conditions in which behaviour was computer-led were compared with a control condition in which checkers adopted their own idiosyncratic checking method. The data indicate that the two computer-led approaches resulted in improved levels of accuracy. Pushing label checkers towards a more systematic approach would appear to be effective in reducing undetected label errors, and could lead potentially to significant financial savings and reduced environmental wastage in the fresh produce industry

Assessment of wound healing: validity, reliability and sensitivity of available instruments

Objectives: If wound assessment instruments are to be used in the periodic assessment of wound healing, they must prove to be valid, reliable and sensitive measures of wound healing. Thus, this systematic literature review aims to examine available wound healing instruments in terms of these parameters. Method: Only instruments able to measure changes in wound healing were included in this review and not those used to predict healing, classify wounds, or measure wound characteristics per se. All wound types were suitable for inclusion. Results: A total of 20 articles were found, evaluating the validity of 10 instruments used to monitor wound healing. No instrument satisfied all criteria required for instrument validation. Instruments used to assess pressure ulcers, notably the Pressure Ulcer Scale for Healing (PUSH) and Pressure Sore Status Tool (PSST), had been validated to the greatest extent, whilst those describing healing in leg ulcers and general or surgical wounds tended to lack comprehensive and quality evaluation. Conclusion: This review identified substantial gaps in the literature with regard to validation of existing wound healing instruments. Future studies are needed to comprehensively validate these instruments

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 an 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 adjustment for children who struggle with reading and mathematics due to WM deficits

Cognitive predictors of accuracy in quality control checking

Labelling errors on fresh produce are estimated to cost the UK supermarket industry £50m per year in product recalls and wastage. Such errors occur despite robust quality control procedures. Given the financial and environmental impact of these errors, it is important to understand whether labelchecking performance can be predicted by individual differences in cognitive abilities. To this end, participants carried out a simulated label-checking task together with a number of measures of information processing speed, attention, short-term/working memory, and mind-wandering. Accuracy of label checking was found to be significantly predicted by three of the measures, with better short-term verbal memory being most strongly associated with performance. Cognitive tests such as these provide a means of identifying how well employees are likely to perform when undertaking such tasks and, if necessary, how they should be supported in that role, possibly forming a screening battery when recruiting new quality control staff. The findings highlight the importance of determining the component processes of cognition which contribute to performance in real-world work environment

Executive functions in adults with developmental dyslexia

Background: Executive functioning (EF) deficits are well recognized in developmental dyslexia, yet the majority of studies have concerned children rather than adults, ignored the subjective experience of the individual with dyslexia (with regard to their own EFs), and have not followed current theoretical perspectives on EFs. Aims and Methods: The current study addressed these shortfalls by administering a self-report measure of EF (BRIEF-A; Roth, Isquith & Gioia, 2005) and experimental tasks to IQ-matched groups of adults with and without dyslexia. The laboratory-based tasks tested the three factors constituting the framework of EF proposed by Miyake et al. (2000). Results: In comparison to the group without dyslexia, the participants with dyslexia self-reported more frequent EF problems in day-to-day life, with these difficulties centering on metacognitive processes (working memory, planning, task monitoring, and organization) rather than on the regulation of emotion and behaviour. The participants with dyslexia showed significant deficits in EF (inhibition, set shifting, and working memory). Conclusions and Implications: The findings indicated that dyslexia-related problems have an impact on the daily experience of adults with the condition. Further, EF difficulties are present in adulthood across a range of laboratory-based measures, and, given the nature of the experimental tasks presented, extend beyond difficulties related solely to phonological processing

Optimal approaches to the quality control checking of product labels

Quality control checkers at fresh produce packaging facilities occasionally fail to detect incorrect information presented on labels. Despite being infrequent, such errors have significant financial and environmental repercussions. To understand why label-checking errors occur, observations and interviews were undertaken at a large packaging facility and followed up with a laboratory-based label-checking task. The observations highlighted the dynamic, complex environment in which label-checking took place, whilst the interviews revealed that operatives had not received formal training in label-checking. On the laboratory-based task, overall error detection accuracy was high but considerable individual differences were found between professional label-checkers. Response times were shorter when participants failed to detect label errors, suggesting incomplete checking or ineffective checking strategies. Furthermore, eye movement recordings indicated that checkers who adopted a systematic approach to checking were more successful in detecting errors. The extent to which a label checker adopted a systematic approach was not found to correlate with the number of years of experience that they had accrued in label-checking. To minimize the chances of label errors going undetected, explicit instruction and training, personnel selection and/or the use of software to guide performance towards a more systematic approach is recommended

An observational study of patient characteristics associated with the mode of admission to acute stroke services in North East, England

Objective Effective provision of urgent stroke care relies upon admission to hospital by emergency ambulance and may involve pre-hospital redirection. The proportion and characteristics of patients who do not arrive by emergency ambulance and their impact on service efficiency is unclear. To assist in the planning of regional stroke services we examined the volume, characteristics and prognosis of patients according to the mode of presentation to local services. Study design and setting A prospective regional database of consecutive acute stroke admissions was conducted in North East, England between 01/09/10-30/09/11. Case ascertainment and transport mode were checked against hospital coding and ambulance dispatch databases. Results Twelve acute stroke units contributed data for a mean of 10.7 months. 2792/3131 (89%) patients received a diagnosis of stroke within 24 hours of admission: 2002 arrivals by emergency ambulance; 538 by private transport or non-emergency ambulance; 252 unknown mode. Emergency ambulance patients were older (76 vs 69 years), more likely to be from institutional care (10% vs 1%) and experiencing total anterior circulation symptoms (27% vs 6%). Thrombolysis treatment was commoner following emergency admission (11% vs 4%). However patients attending without emergency ambulance had lower inpatient mortality (2% vs 18%), a lower rate of institutionalisation (1% vs 6%) and less need for daily carers (7% vs 16%). 149/155 (96%) of highly dependent patients were admitted by emergency ambulance, but none received thrombolysis. Conclusion Presentations of new stroke without emergency ambulance involvement were not unusual but were associated with a better outcome due to younger age, milder neurological impairment and lower levels of pre-stroke dependency. Most patients with a high level of pre-stroke dependency arrived by emergency ambulance but did not receive thrombolysis. It is important to be aware of easily identifiable demographic groups that differ in their potential to gain from different service configurations