Cognitive development and reading: The relation of reading-specific multiple classification skill to reading comprehension in elementary school children.

Cartwright, Kelly B.

doi:10.1037/0022-0663.94.1.56

Cited by 99 publications

(124 citation statements)

References 23 publications

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“…Indeed, there are only a handful of published studies on listening effort with teen-age or pediatric participants (e.g., Choi et al 2008;Howard et al 2010;Hughes & Galvin 2013;Gustafson et al 2014). Moreover, since children experience significant linguistic and cognitive maturation during their elementary school years (e.g., Cartwright 2002;Piaget & Inhelder 2008), the same behavioural paradigm may yield different patterns of results between children and adults. Given the concerns over the negative impacts of chronic mental fatigue in a mainstream-school environment, listening effort in school-age children is a critical knowledge gap that warrants more research attention.…”

Section: School-age Childrenmentioning

confidence: 99%

Listening Effort Through Depth of Processing in School-Age Children

Hsu

Vanpoucke²,

Wieringen

2017

Ear &Amp; Hearing

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Objectives: A reliable measure of listening effort is crucial for helping children with communication disorders. In this paper, we propose a novel behavioural paradigm designed to measure listening effort in school-age children and present the results of its validation in a group of normal-hearing children. The paradigm consists of a classic word recognition task in quiet and noise coupled to one of three categorization tasks requiring the children to judge either the color of two pictures or the meaning of the presented words. The response time from the categorization tasks is considered the primary indicator of listening effort. Design:The listening effort paradigm was evaluated in a group of 31 normal-hearing children 7 to 12 years of age without any history of language or developmental disorders. Custom software was developed to allow administration of the entire paradigm from a conventional laptop computer. A separate touch screen was used as a response interface to gather response time (RT) data from the children. All verbal responses were judged from an experienced tester in order to produce a word recognition score (WRS) for each condition. The software presented randomized lists of 146 selected Dutch nouns in one of three signal-to-noise ratios (SNR) to examine the potential effect of noise on both WRS and RT. Three distinct categorization tasks were also developed to examine how different depths of semantic processing would affect the two outcome measures of WRS and RT. It was hypothesized that, while listening effort as measured by RT would be affected by both noise level and the depth of semantic processing, WRS performance would be affected by changes in noise level only.Results: There was a significant effect of SNR level on school-age children's WRS: their word recognition performance tended to decrease with increasing background noise level. However, depth of processing did not appear to affect WRS. Moreover, a repeated-measure analysis of variance (rANOVA) fitted to transformed RT data revealed that this measure of listening effort in normal-hearing school-age children was significantly affected by both SNR level and the depth of semantic processing. There was no significant interaction between noise level and the type of categorization task with regard to RT. Conclusion:The patterns of WRS and RT as observed in our data sets provided support for our general hypothesis regarding the effects of background noise and semantic processing level on speech understanding and listening effort. Even though the magnitude of change in listening effort did not differ between the three novel categorization tasks, the exploratory nature of the current study warranted further evaluation of processing depths as a potential listening effort assessment paradigm in both normal-hearing and hearing-impaired populations.

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Section: School-age Childrenmentioning

confidence: 99%

Listening Effort Through Depth of Processing in School-Age Children

Hsu

Vanpoucke²,

Wieringen

2017

Ear &Amp; Hearing

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“…However, more complex cognitive flexibility, such as the ability to repeatedly switch one's thinking during a task or the ability to simultaneously consider multiple rules or dimensions of a task, develops later in childhood (Anderson, 2002;Cartwright, 2012;Cole, Duncan, & Blaye, 2014). Many types of measures have been used to assess cognitive flexibility, including simple card sorting tasks, categorizing of objects, and computerized puzzle tasks, all of which require shifting one's thinking between dimensions of the tasks (Cartwright, 2002;2012;Smidts, Jacobs, & Anderson, 2004).However, there has been little or no research to test whether the measures are assessing similar constructs.…”

Section: Both the National Council Of Teachers Of Mathematics (Nationmentioning

confidence: 99%

“…Similar to patterning, cognitive flexibility is also highly linked to mathematics and reading achievement (Cartwright, 2002;Mayes, Calhoun, Bixler, & Zimmerman, 2009). Cognitive flexibility is especially important for reading such that children must repeatedly switch between the sound and meaning of words while they are reading texts (Cartwright, 2002).…”

Section: Both the National Council Of Teachers Of Mathematics (Nationmentioning

confidence: 99%

The Role of Cognitive Flexibility in Pattern Understanding

Bock

Cartwright²,

González³

et al. 2015

JEHD

Self Cite

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The ability to discover a regularity among an ordered set of units, termed patterning, is a crucial cognitive ability that precedes pre-algebraic mathematics skills and possibly reading. However, there is limited research on the cognitive underpinnings of patterning. There is some suggestion that there is a relation between cognitive flexibility, which is the ability to switch attention between two aspects of a stimulus, and patterning. However, no research has focused on this relation in children during early school years, which is when these skills are developing. The current study examined the relation between patterning, cognitive flexibility, and reading in first-grade children in the expectation that they would be related. Performance on the patterning and the card sorting cognitive flexibility measures were significantly related. However, reading and cognitive flexibility were not significantly related. This study is one of the first to show that cognitive flexibility may be an important underlying component of patterning ability.

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“…This is a brief test in which a child is instructed to say "night" when shown a picture of a sun, and to say "day" when shown a picture on a moon. Cartwright's Multiple Classification Card Sorting Test (MCCST;Cartwright, 2002) was used to test cognitive flexibility. In this test, children are given cards with pictures of objects that can be sorted by color or by the type of object depicted on the card, or by both, so as to form a 2 x 2 matrix.…”

Section: Executive Functionmentioning

confidence: 99%

Empirical Studies of Patterning

Pasnak¹

2017

PSYCH

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Young children have been taught simple sequences of alternating shapes and colors, referred to as "patterning", for the past half century in the hope that their understanding of prealgebra and their mathematics achievement would be improved. The evidence that such patterning instruction actually improves children's academic achievement is scanty. However, recent research shows that instruction on more complex patterns produces advances in both mathematics and reading achievement. Patterning instruction should change accordingly. Further research is needed to assess the cognitive mechanisms involved, which children benefit from such instruction, and the patterns that will produce the greatest gains.

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Cognitive development and reading: The relation of reading-specific multiple classification skill to reading comprehension in elementary school children.

Cited by 99 publications

References 23 publications

Listening Effort Through Depth of Processing in School-Age Children

Listening Effort Through Depth of Processing in School-Age Children

The Role of Cognitive Flexibility in Pattern Understanding

Empirical Studies of Patterning

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