Executive Functions, Time Organization and Quality of Life among Adults with Learning Disabilities

Sharfi, Kineret; Rosenblum, Sara

doi:10.1371/journal.pone.0166939

Cited by 35 publications

(30 citation statements)

References 51 publications

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“…Furthermore, the authors also discussed the role of attention in time judgement, in particular the difficulty for younger children to allocate attentional resources to time, that can explained their poor temporal performances. It should be noted here that time estimation recruited a wide range of cognitive resources, including attentional resources but also other executive resources such as inhibition, switching, and flexibility (Ogden, Wearden, & Montgomery, ; Sharfi & Rosemblum, ). Moreover, recent findings suggested that the attentional and/or executive functions development with age can account for age‐related differences in timing performance (e.g., Baudouin, Isingrini, & Vanneste, ; Hallez & Droit‐Volet, ; Rattat, ).…”

Section: Discussionmentioning

confidence: 97%

Age‐related changes in duration production for familiar actions

Rattat¹,

Tartas

2019

British J of Dev Psycho

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The present study dealt with an aspect of temporal cognition that is rarely discussed in the literature: the ability to estimate the duration of familiar actions. In everyday life, we often have to process both very short durations (e.g., when we are driving), but we also have to deal with actions or events that last for several minutes or even hours (e.g., watching a film). The aim of our study was to examine whether young children aged six and 9 years and adults are able to estimate the time usually taken by various familiar actions to perform using a production task. More precisely, they were successively presented with photographs of familiar actions that usually take more (e.g., blown a balloon up) or less (e.g., blow a candle out) time to perform. As soon as a photograph was presented on the screen, they have to start estimating the time taken to perform the depicted action and press the space bar when they think that this time has elapsed. Results showed that the 6‐year‐olds failed to produce longer durations for the long action category than for the short one, unlike the older children and adults. Moreover, for the short action category, increasingly short durations were produced with age. Only the adults produced different durations for different actions belonging to the same category (i.e., short or long). These results are discussed in relation to the development of an event‐based system of time that can be used to solve duration tasks. What is already known on this subject? Young children understand the relative durations of daily actions. There is not any mapping between duration words and approximate durations in young children. Young children have great difficulty in understanding that the same duration can be shared by different actions. What the present study adds? There is a clear improvement with age in the ability to produce the durations of familiar actions. Children can use the event‐based system of time they develop to successfully perform duration tasks.

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Section: Discussionmentioning

confidence: 97%

Age‐related changes in duration production for familiar actions

Rattat¹,

Tartas

2019

British J of Dev Psycho

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“…scale shows how student use their organization skills in practice or, in other words, how they order or organize their belongings in the environment (room, desk, etc.) 12,16 .…”

Section: Discussionmentioning

confidence: 99%

“…The procedure was to apply the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire 12 .…”

Section: Methodsmentioning

confidence: 99%

“…The executive system makes active and intentional decisions regarding the output of the behavioral, and recruits the components necessary to achieve the goal. As such, executive functions have been defined as those under control or self-regulation, and that organize and guide all cognitive activities, emotional Reponses and behaviors exhibited 9,12 . EF skills among students may be measured using questionnaires filled out by parents and teachers, and scored using standard scales.…”

Section: Introductionmentioning

confidence: 99%

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The opinion of parents and teachers of students with learning disorders regarding executive function skills

2017

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Purpose: to compare the opinion of parents and teachers of students with learning disorders, regarding executive function skills.Methods: a cross-sectional cohort study, involving 39 students, boys and girls, with a multi-disciplinary diagnosis of learning disorders. Participants in the age range 8 to 11 years and 11 months were enrolled in Grades 3 to 5 of Primary Education I. The Behavior Rating Inventory of Executive Function (BRIEF) questionnaire, comprising one questionnaire for the parents and another for the teachers, was applied. The aim was to characterize the behavioral aspects of executive function in the school and home environments.Results: data were statistically analyzed using non-parametric tests and significant differences in the answers provided by parents and teachers in the organization scale were found. By comparing the answers given by parents and teachers, significant differences were seen in the emotional control, planning/organization, material organization and monitoring scales.Conclusion: based on the results of this study, one concludes that there are different perceptions of impaired executive function among parents and teachers of students presented with learning disorders. Parental answers pointed to more difficulties than those provided by the teachers.

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“…These individual-level deficits may also extend the rehearsal time required to automate skills, particularly for complex, multi-step tasks. Finally, the relationship between EF and daily organisation is evident not only in DCD but also in other disorders of learning [35].…”

Section: Recent Experimental Research On Dcd and Its Implications Formentioning

confidence: 96%

Toward a Hybrid Model of Developmental Coordination Disorder

Wilson

Smits-Engelsman

Caeyenberghs

et al. 2017

Curr Dev Disord Rep

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Executive Functions, Time Organization and Quality of Life among Adults with Learning Disabilities

Cited by 35 publications

References 51 publications

Age‐related changes in duration production for familiar actions

Age‐related changes in duration production for familiar actions

The opinion of parents and teachers of students with learning disorders regarding executive function skills

Toward a Hybrid Model of Developmental Coordination Disorder

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