Cognitive Dimensions of Learning in Children with Problems in Attention, Learning, and Memory

Autor/inn/en	Holmes, Joni; Guy, Jacalyn; Kievit, Rogier A.; Bryant, Annie; Mareva, Silvana; Gathercole, Susan E.
Titel	Cognitive Dimensions of Learning in Children with Problems in Attention, Learning, and Memory
Quelle	In: Journal of Educational Psychology, 113 (2021) 7, S.1454-1480 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holmes, Joni) ORCID (Kievit, Rogier A.) ORCID (Bryant, Annie) ORCID (Mareva, Silvana) ORCID (Gathercole, Susan E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000644
Schlagwörter	Children; Adolescents; Attention Deficit Hyperactivity Disorder; Learning Problems; Cognitive Ability; Clinical Diagnosis; Comorbidity; Phonological Awareness; Reaction Time; Language Processing; Short Term Memory; Executive Function; Severity (of Disability); Correlation; Mathematics Skills; Reading Skills; Spelling; Intelligence Tests; Achievement Tests; Foreign Countries; United Kingdom (Cambridge); Wechsler Abbreviated Scale of Intelligence; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lernproblem; Denkfähigkeit; Reaktionsvermögen; Sprachverarbeitung; Kurzzeitgedächtnis; Schweregrad; Korrelation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Schreibweise; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; WIAT; Eignungsprüfung; Eignungstest
Abstract	A data-driven, transdiagnostic approach was used to identify the cognitive dimensions linked with learning in a mixed group of 805 children aged 5 to 18 years recognized as having problems in attention, learning, and memory by a health or education practitioner. Assessments included phonological processing; information processing speed; short-term and working memory; executive functions; and attainments in word reading, spelling, and math. Data reduction methods identified 3 dimensions of phonological processing, processing speed, and executive function for the whole sample. This model was comparable for children with and without attention-deficit/hyperactivity disorder (ADHD). The severity of learning difficulties in literacy was linked with phonological processing skills, and in math with executive control. Associations between cognition and learning were similar across younger and older children and individuals with and without ADHD, although stronger links between learning-related problems and both executive skills and processing speed were observed in children with ADHD. These results establish clear domain-specific cognitive pathways to learning that distinguish individuals in the heterogeneous population of children struggling to learn. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01