The Contributions of Memory and Vocabulary to Non-Verbal Ability Scores in Adolescents with Intellectual Disability

Mungkhetklang, Chantanee; Bavin, Edith L.; Goharpey, Nahal; Parsons, Carl

doi:10.3389/fpsyt.2016.00204

Cited by 7 publications

(6 citation statements)

References 48 publications

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“…Furthermore, children with higher NVIQ and working memory scores showed faster performance in multisensory MRT tasks [ 20 ]. In the current study, NVIQ was also significantly correlated with vocabulary tasks (PPVT and EVT), which is in line with the body of evidence that indicates that receptive and expressive vocabulary tests are highly correlated with performance on the measures of NVIQ in both adults and children [ 32 , 73 , 74 ].…”

Section: Discussionsupporting

confidence: 91%

Visual Motor Reaction Times Predict Receptive and Expressive Language Development in Early School-Age Children

Alhamdan

Murphy

2023

Brain Sciences

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Proficiency of multisensory processing and motor skill are often associated with early cognitive, social, and language development. However, little research exists regarding the relationship between multisensory motor reaction times (MRTs) to auditory, visual and audiovisual stimuli, and classical measures of receptive language and expressive vocabulary development in school-age children. Thus, this study aimed to examine the concurrent development of performance in classical tests of receptive (Peabody Picture Vocabulary Test; abbreviated as PPVT) and expressive vocabulary (Expressive Vocabulary Test; abbreviated as EVT), nonverbal intelligence (NVIQ) (determined with the aid of Raven’s Colored Progressive Matrices; abbreviated as RCPM), speed of visual–verbal processing in the Rapid Automatic Naming (RAN) test, Eye–Hand Co-ordination (EHC) in the SLURP task, and multisensory MRTs, in children (n = 75), aged between 5 and 10 years. Bayesian statistical analysis showed evidence for age group differences in EVT performance, while PPVT was only different for the youngest group of children aged 5–6, supporting different developmental trajectories in vocabulary acquisition. Bayesian correlations revealed evidence for associations between age, NVIQ, and vocabulary measures, with decisive evidence and a higher correlation (r = 0.57 to 0.68) between EVT, MRT tasks, and EHC visuomotor processing. This was further supported by regression analyses indicating that EVT performance was the strongest unique predictor of multisensory MRTs, EHC, and RAN time. Additionally, visual MRTs were found to predict both receptive and expressive vocabulary. The findings of the study have important implications as accessible school-based assessments of the concurrent development of NVIQ, language, and multisensory processing; and hence as rapid and timely measures of developmental and neurodevelopmental status.

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Section: Discussionsupporting

confidence: 91%

Visual Motor Reaction Times Predict Receptive and Expressive Language Development in Early School-Age Children

Alhamdan

Murphy

2023

Brain Sciences

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“…The custom visual digit span task has previously been used with a range of typical and atypical children (e.g. Mungkhetklang et al, 2016 ; Alghamdi et al, 2021 ) and may be considered a more reliable estimate of working memory (than auditory-verbal digit span) in populations with language difficulties ( Olsthoorn et al, 2014 ). Reliability in our sample was moderate to good in both the NT (Forward = 0.70; Backward = 0.82) and AHDN groups (Forward = 0.71; Backward = 0.84).…”

Section: Methodsmentioning

confidence: 99%

The effect of anxiety on working memory and language abilities in elementary schoolchildren with and without Additional Health and Developmental Needs

Pickering

Parsons²

2022

Front. Psychol.

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Although excessive childhood anxiety is recognised as a significant public health, education and socioeconomic concern, the specific effects of such anxiety on language development and working memory, particularly visual working memory, are relatively unknown. Thus, this study aimed to examine parent-reported trait anxiety, parent-reported functional language (daily communication skills) and clinical measures of non-verbal intelligence, receptive and expressive vocabulary, phonological awareness, and visual and auditory-verbal short-term and working memory in elementary schoolchildren. The final sample included 41 children categorised as Additional Health and Developmental Needs (AHDN) due to medical, neurodevelopmental or educational concerns and 41 age- and IQ-matched neurotypical (NT) children, aged 5- to 9-years. Results showed that 26% of all children in our entire sample (AHDN and NT) experienced moderate, sub-clinical anxiety (as reported by parents), and that AHDN children were 10.5 times more likely to experience high anxiety than the NT group (odds ratio). Parents of AHDN children reported lower functional language in their children than parents of NT children. Cognitive testing indicated that the AHDN group also had poorer visual and auditory-verbal working memory than the NT group. Further, High Anxiety children (drawn from both AHDN and NT groups) showed poorer parent-reported functional language skills, and lower visual and auditory-verbal working memory capacities. Our findings are amongst the first to confirm that the presence of high parent-rated trait anxiety is associated with reduced visual working memory in children, which is consistent with biological and theoretical expectations of the impact of anxiety on visually driven, goal-directed attention and working memory. Our results regarding the high prevalence of sub-clinical anxiety in both ADHD and neurotypical children highlight the need for early assessment of anxiety in all schoolchildren, especially those classified as AHDN.

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“…Hence, the current study will also investigate the relationship between children's NVMA and their performance on the A-not-B task. Considering the aforementioned research by Mungkhetklang et al (2016) and Stephens et al (2018), it is hypothesized that NVMA of both children with and without ASD would be associated with their performance on the eyetracking version of the A-not-B task.…”

Section: Rationalementioning

confidence: 99%

“…Besides, while the NVMA is a preferred matching criterion in most studies with autistic pre-schoolers, there is scarcity of research in the ASD field as to whether NVMA is associated with WM performance. One study by Mungkhetklang et al (2016) demonstrated that WM contributed to non-verbal problem solving for school age TD children and children with Intellectual Disability. Moreover, a recent study by Stephens et al (2018) measured NVMA and verbal mental age with Mullen Scales of Early Learning (MSEL) in 6-year-old TD children and found that NVMA was a better predictor of EF that was measured by performancebased tasks.…”

Section: Introductionmentioning

confidence: 99%

Working memory in pre-school children with autism spectrum disorder: An eye-tracking study

Zacharov

Huster²,

Kaale³

2022

Front. Psychol.

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Working memory (WM) was examined in pre-school children with Autism spectrum disorder (ASD) and children with typical development using eye-tracking technology. The children were presented with a digital A-not-B task (with a short and a long waiting condition) where they passively viewed animations of a moving train. Moreover, the current study investigated the relationship between non-verbal mental age (NVMA) and the performance on the task. No group differences were found in the average looking durations between the ASD and typically developing (TD) groups on either the short or long waiting conditions. Although the NVMA of the ASD group was lower than that of the TD group there were no correlations between NVMA and task performance in either group. The results suggest that WM in young children with ASD might not be different from that of TD children. However, the results might be due to ceiling effects of the task and thus needs to be further investigated.

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The Contributions of Memory and Vocabulary to Non-Verbal Ability Scores in Adolescents with Intellectual Disability

Cited by 7 publications

References 48 publications

Visual Motor Reaction Times Predict Receptive and Expressive Language Development in Early School-Age Children

Visual Motor Reaction Times Predict Receptive and Expressive Language Development in Early School-Age Children

The effect of anxiety on working memory and language abilities in elementary schoolchildren with and without Additional Health and Developmental Needs

Working memory in pre-school children with autism spectrum disorder: An eye-tracking study

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