Performance perceptive dans l’autisme : du facteur «g» au facteur «p»

La perception est de plus en plus reconnue comme fondamentale à la compréhension du phénotype autistique. La première description de l’autisme, par Kanner en 1947, fait état d’un profil cognitif hétérogène caractérisé par des habiletés exceptionnelles à l’intérieur de domaines spécifiques de la perception (ex., la musique). L’accumulation des observations cliniques sur la présence de particularités perceptives a mené à l’élaboration d’études empiriques permettant d’objectiver des surfonctionnements dans le traitement élémentaire de l’information perceptive dans l’autisme. Parallèlement, des études cognitives suggèrent la présence d’une « intelligence différente » chez les personnes autistes. Celle-ci serait caractérisée par une dissociation entre des performances à différents tests d’intelligence fortement corrélés ensemble chez les personnes typiques. Le potentiel intellectuel des personnes autistes serait sous-estimé lorsque mesuré par l’échelle de Wechsler, plutôt que des mesures d’intelligence fluide comme les Matrices Progressives de Raven. Avec l’appui d’études en imagerie cérébrale, ces résultats suggèrent une relation unique entre la perception et l’intelligence chez cette population clinique. Étant donné l’accumulation de preuves sur 1) la présence d’atypies perceptuelles, 2) le rôle différent de la perception dans l’intelligence et 3) l’importance des comportements répétitifs et intérêts restreints dans le phénotype autistique (DSM-5), le premier volet de cette thèse s’est intéressé à la relation entre les performances perceptives des personnes autistes et celle des personnes ayant un développement typique, au-delà de ce qui est expliqué par l’intelligence. À l’aide de modèles de régression linéaire, les résultats démontrent un profil de covariation spécifique à l’autisme pour les habiletés plurimodales. Contrairement aux personnes ayant un développement typique, ces associations persistent au-delà de ce qui est expliqué par l’intelligence générale ou par l’efficacité générale des systèmes perceptifs. Ce profil de covariation résiduelle propre aux personnes autistes suggère la présence d’un facteur plurimodal spécifique à ce groupe clinique : le facteur « p ». Le deuxième volet de cette thèse s’est intéressé à la prévalence des habiletés exceptionnelles au niveau individuel, la relation les forces perceptives et les talents, ainsi qu’aux facteurs de prédisposition en lien avec le développement d’habiletés exceptionnelles. Les forces perceptives des personnes autistes furent évaluées à l’aide de tâches expérimentales sensibles à la détection de surfonctionnements perceptifs, soit une tâche de discrimination de hauteurs sonores et une version modifiée du sous-test « Blocs » de l’échelle d’intelligence de Wechsler. Les talents furent évalués de manière clinique à l’aide de l’ADI-R (« Autism Diagnostic Interview-Revised »). Les données indiquent que 88.4 % des personnes autistes avec une intelligence dans la normale présentent au moins une habileté exceptionnelle (force perceptive ou talent). Les talents sont rapportés chez 62.5 % des cas et les forces perceptives se retrouvent chez 58 % des cas. La cooccurrence des forces perceptives entre les modalités perceptives est relativement peu fréquente (24 % à 27 %) et la présence d’un talent dans une modalité n’augmente pas les chances de présenter une force perceptive dans une même modalité. Une plus grande intelligence augmente les chances de présenter au moins un talent. En revanche, une intelligence plus faible, mais se situant tout de même dans les limites de la normale, est associée à un profil cognitif plus hétérogène avec des forces perceptives plus fréquentes. En somme, l’intelligence autistique serait caractérisée par un rôle plus important de la perception, indépendamment des surfonctionnements perceptifs. Cette particularité cognitive se manifesterait par la présence d’un facteur plurimodal, « p », spécifique à l’autisme. Théoriquement, le facteur « p » reflèterait des modifications innées (ou « hardwired ») dans l’organisation corticale des microcircuits responsables de l'encodage des dimensions perceptives élémentaires. En revanche, une faible association intermodale entre les forces perceptives suggère que des modifications corticales sont essentielles, mais non suffisantes pour le développement d’habiletés exceptionnelles. Par des processus de plasticité, des modifications corticales auraient des répercussions sur le phénotype autistique en offrant une base plus « fertile » pour le développement d’habiletés exceptionnelles, voire savantes, lorsque la personne autiste serait exposée à des expériences de vie avantageuses. Par ailleurs, les résultats de cette thèse, combinés à la littérature existante sur l’intelligence et l’apprentissage des personnes autistes, nous amènent à réfléchir sur les approches d’évaluation et d’intervention les mieux adaptées au fonctionnement spécifique de cette population clinique.

Individual differences and the role of the L1 in L2 processing: an ERP investigation

This study used ERP (event-related potentials) to examine both the role of the L1 and the role of individual differences in the processing of agreement violations. Theories of L2 acquisition differ with regard to whether or not native-like acquisition of L2 features is possible (Schwartz and Sprouse, 1994, 1996; Tsimpli and Mastropavlou, 2007), and the results of previous ERP studies are inconsistent when it comes to whether or not native-like processing is observed in response to L2 agreement violations (e.g., Sabourin, 2003; Tokowicz and MacWhinney, 2005). Furthermore, studies of learners in early stages of L2 acquisition have found variability in the emergence of native-like responses (e.g., McLaughlin et al., 2010; Tanner et al., 2009), but sources of variability have not been investigated. The current study examines responses to gender and number agreement violations in English-speaking learners of Spanish (n=24). Stimuli targeted agreement in three conditions: subject-verb agreement (el barco flota/*flotan), which is similar in Spanish and English; number agreement on adjectival predicates (la isla rocosa/*rocosas), a context in which agreement is not instantiated in English; and gender agreement on adjectival predicates (la isla rocosa/*rocoso), which is unique to Spanish. Grammaticality judgments and ERP responses were also tested for correlations with aptitude scores on the Modern Languages Aptitude Test (MLAT; Carroll and Sapon, 1959) and the Raven Advanced Progressive Matrices (Raven, 1965). Results are in line with theories that claim native-like processing is acquirable, since learners demonstrated similar ERP responses to a control group of native Spanish-speakers (n=8) with regard to all three agreement types. Additionally, the MLAT (but not the Raven) was significantly correlated with sensitivity to number violations, both in terms of grammaticality judgments and ERP amplitudes, indicating a role for verbal but not nonverbal aptitude in L2 processing.

Status sócio econômico e deficiência intelectual em escolares

Raven's Progressive Matrices were completed by 536 school children. Wechsler's Intelligence Scale for Children was applied to children who performed badly on Raven's Test (percentile 5 or less). Father's occupation and education, items of property and sums of spending money were assessed in all families. Clinical history and physical examination were recorded for deficient children. Mental deficiency was present in 94 children (17.5%); it was more frequent in those from lower socioeconomic classes (90 deficient children in a total of 427); it was more frequent in the peripheral school (69 deficient children) than in the midtown school (relatively less poor children); no significant difference was found in sex distribution among social classes. 67 children had an intelligence quotient between 50 and 69. Undernourishment was severe marked (18 children), moderate (48 children) or absent (26 children). Most children (67) were insufficiently stimulated by their parents.

Escolares com malformação de orelha externa e/ou média: avaliação do desempenho escolar e dos comportamentos sociais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Propriedades Psicométricas da Bateria de Avaliação Frontal numa Amostra de Adultos da População Portuguesa

The Frontal Assessment Batery / A Bateria de Avaliação Frontal (FAB) é um teste neuropsicológico, constituído por seis subtestes, cujo objetivo é avaliar a disfunção executiva global, nomeadamente as funções relacionadas com o lobo frontal, tais como a concetualização, flexibilidade mental, programação motora, sensibilidade à interferência, controlo inibitório e autonomia ambiental frontal. De forma a contribuir para o avanço dos estudos normativos em Portugal, esta dissertação tem como objetivo avaliar as propriedades psicométricas da FAB, numa amostra de adultos da população portuguesa. O protocolo abrangeu a seguinte bateria de testes neuropsicológicos: Bateria de Avaliação Frontal, Figura Complexa de Rey, Matrizes Progressivas de Raven e Teste do Desenho do Relógio. A amostra deste estudo incluiu 376 indivíduos, 155 do sexo masculino e 221 do sexo feminino. Os resultados desta investigação sugerem que a pontuação da FAB é influenciada por algumas variáveis sociodemográficas, designadamente a idade, escolaridade, profissões e região. A análise correlacional mostrou que há apenas uma correlação positiva moderada entre a FAB e as Matrizes Progressivas de Raven. Apesar da consistência interna da FAB ser baixa, existe uma estabilidade temporal moderada. Ao finalizar, consideramos que a FAB reúne os requisitos para se apresentar como uma bateria útil e eficaz, demonstrando um grau razoável de estabilidade temporal, mas fraca consistência interna, sugerindo que a FAB não é indicada para amostra não clínica. / The Frontal Assessment Baterry (FAB) is a neuropsychological test, composed of six subtests, whose aim is to assess the overall executive dysfunction, namely functions related to the frontal lobe, such as conceptualization, mental flexibility, motor programming, sensitivity to interference, inhibitory control and environmental autonomy. In order to contribute to the advancement of normative studies in Portugal, this dissertation aim to evaluate the psychometric properties of the FAB, in an adult sample of the portuguese population. The protocol included the following battery of neuropsychological tests: Frontal Assessment Battery, Complex Figure of Rey, Raven's Progressive Matrices and Clock Drawing Test. The sample this study included 376 individuals, 155 male and 221 female. The results of this investigation suggest that FAB is influenced by some sociodemographic variables, namely age, education, profession and region. The correlational analysis showed that there is only a moderate positive correlation between the FAB and the Raven Progressive Matrices. However, also they found low positive correlations between the FAB and the Complex Figure of Rey, and Clock Drawing Test. Although the FAB has a low internal consistency, there is a moderate temporal stability. Finally, we consider that the FAB gathers the requirements to present itself as a useful and effective battery, demonstrating a reasonable degree of temporal stability, but weaker internal consistency, suggesting that the FAB is not indicate for non-clinical sample.

Propriedades Psicométricas da Figura Complexa de Rey numa Amostra de Adultos da População Portuguesa

A Figura Complexa de Rey-Osterrieth (FCR-O) é um teste de avaliação neuropsicológica realizado em três momentos, que avalia a habilidade visuoespacial, organização percetiva, aptidão visuoespacial construtiva, memória visual, atenção, planificação e função motora. Esta investigação tem como objetivo avaliar as propriedades psicométricas da FCR-O, numa amostra de adultos da população portuguesa. O protocolo de investigação incluiu uma bateria de testes neuropsicológicos: Figura Complexa de Rey (FCR-O), Teste do Desenho do Relógio (TDR), Bateria de Avaliação Frontal (FAB), Rey 15 Item, Matrizes Progressivas de Raven (MPR) e a Escala de Auto-Avaliação da Ansiedade de Zung. A amostra deste estudo abrangeu 453 sujeitos, 192 homens e 261 mulheres, com idades compreendidas entre os 18 e os 90 anos (M = 40,44; DP = 19,78). Os resultados principais deste estudo indicam que a FCR-O é influenciada por diversas variáveis, tais como a idade, sexo, escolaridade, profissão, residência e regiões, apresentando uma validade convergente adequada, com correlações positivas com o TDR, FAB e MPR. A título conclusivo, verificámos que a FCR-O tem caraterísticas psicométricas satisfatórias, especificamente da consistência interna, concordância entre juízes e estabilidade temporal, sugerindo a sua utilização em populações não clínicas. / The Rey–Osterrieth complex figure (ROCF) is a neuropsychological test which was conducted in three phases to assess visuospatial ability, perceptive organization, constructive visuospatial ability, visual memory, attention, planning and motor function. This investigations aims to evaluate the psychometric properties of ROCF, in an adult sample of the Portuguese population. The investigation protocol includes a battery of neuropsychological tests: Complex Figure of Rey, Clock Drawing Test, Frontal Assessment Battery, Rey Item 15, Raven Progressive Matrices and the Zung Self-Rating Anxiety Scale. The sample of this study consisted of 453 subjects, 192 men and 261 women, aged between 18 and 90 years old (M = 40.44, SD = 19.78). The result of this study indicate that the ROCF is influenced by several variables, such as age, sex, education, profession, residence and regions. It also has adequate convergent validity, with positive correlations with TDR, FAB and MPR. In conclusion, we verified that the ROCF is a useful instrument to early detect some neuropsychological deficits. It revealed satisfactory psychometric characteristics, specifically in internal consistency, agreement between judges and temporal stability, suggesting its usage in no clinical populations.

Estudo Preliminar das Propriedades Psicométricas e dos Dados Normativos da Forma Geral das Matrizes Progressivas de Raven numa Amostra da Comunidade

Objetivo: Estudar as propriedades psicométricas e os dados normativos da Forma Geral das Matrizes Progressivas de Raven numa amostra da comunidade da população portuguesa. Método: A amostra é constituída por 697 pessoas (314 homens e 383 mulheres), com idades compreendidas entre os 12 e os 90 anos. Todos os participantes preencheram uma declaração de consentimento informado e uma bateria de testes neuropsicológicos, incluindo a Forma Geral das Matrizes Progressivas de Raven (FG-MPR), Teste de Memória de 15-Item de Rey, Escala de Autoavaliação de Ansiedade de Zung, Bateria de Avaliação Frontal e Figura Complexa de Rey. Resultados: A média na FG-MPR foi de 44,47 (DP = 10,78). Os resultados demonstraram que todas as variáveis sociodemográficas (idade, sexo, escolaridade, profissão, regiões e tipologia de áreas urbanas), exceto o estado civil, apresentaram ter influência significativa nas pontuações da FG-MPR. A confiabilidade e a estabilidade temporal da FG-MPR revelaram-se adequadas. A análise fatorial exploratória e confirmatória mostrou que o modelo para um fator não é adequado. Um modelo a quatro fatores continua a não ser adequado. Conclusão: Os dados do presente estudo sugerem que se trata de um instrumento com potencialidades na sua utilização junto da população portuguesa. / Purpose: To study the psychometric properties and date normative of the Raven’s Standard Progressive Matrices in a Portuguese community sample. Method: The sample consists of 697 people (314 men and 383 women), aged between 12 and 90 years. All participants filled an informed consent form and a battery of neuropsychological tests, which included Raven’s Standard Progressive Matrices (RSPM), Rey 15-Item Memory Test, Zung Self-Rating Anxiety Scale, Frontal Assessment Battery, and Rey Complex Figure Test. Results: The average in RSPM was 44.47 (SD = 10.78). The results showed that all of the sociodemographic variables (age, sex, education, profession, region, and typology of urban areas), with the exception of civil status, showed significant influence on RSPM scores. The reliability and temporal stability of RSPM were adequate. Exploratory and Confirmatory factor analysis showed that the model is not better explained by one factor. A two-factor model was not also suitable. Conclusion: The data from this study suggest that it is an instrument with potential for its use among the Portuguese population.

Competências sócio-emocionais em crianças com dificuldades de aprendizagem : Estudo de caracterização em alunos do 1º ciclo do ensino básico

As dificuldades de aprendizagem são tema de grande relevância no campo da educação, pelas repercussões que têm no desenvolvimento das crianças que as possuem, quer a nível pessoal, familiar, escolar e social. A compreensão das competências sócio-emocionais destas crianças surge como objecto de estudo desta investigação. A amostra é constituída por 74 crianças com dificuldades de aprendizagem do 1° Ciclo do Ensino Básico. Os instrumentos utilizados foram: o Inventário de Quociente Emocional Bar-On: Versão para crianças (EQ-i:YV; versão portuguesa; Candeias et al., 2008), o Teste de Resolução de Problemas lnterpessoais da Inteligência Social para Crianças (PRPI - 6/11; Candeias et al., 2008), o Teste de Competências Sociais para Crianças (PACS - Socialmente em Acção 6/11, Candeias et al., 2008), o Teste de Percepção de Emoções (Franco & Candeias, 2008) e as Matrizes Progressivas Coloridas de Raven (MPCR, Raven, 1965). Estudaram-se as relações entre a inteligência social, inteligência emocional, competência social e variáveis sócio-demográficas como a idade, o nível sócio-económico e a participação social destas crianças. Conclui-se que, quanto mais elevada é a competência emocional destes alunos, menores serão as suas dificuldades em termos de competência social. Estes achados permitem aumentar o conhecimento teórico sobre esta problemática, possibilitando a aplicação prática na intervenção psicológica e psicopedagógica. / ABSTRACT: Learning difficulties are the subject of great relevance in education, the impact they have on the development of children who have, whether for personal, familial, educational and social. Understanding of the socio-emotional skills of these children appears to be the subject of this research study. This study used a sample of 74 children with learning difficulties the first cycle of the cities of Évora and Montemor-o­ Novo. We applied: Emotional Quocient lnventory Bar-On: young version (EQ-i: YV; Candeias et al., 2008); Perception and Recognition Emotions (Franco & Candeias, 2008); Cognitive Test of Social lntelligence for Children (PRPI-6/11; Candeias et al., 2008); Social Competence Test for Children (PACS-6/11; Candeias et al., 2008) and Coloured Progressive Matrices (CPM, Raven, 1965). We studied the relationship between social intelligence, emotional intelligence, social competence and socio-demographic variables such as age, socio-economic and social participation of these children. lt was concluded that, the higher the emotional competence of these students, lower their difficulties in terms of social competence. These findings increase the theoretical knowledge on this issue, enabling the practical application in psychological and pedagogic. This study leaves open some suggestions for future work.

Age, muscle fatigue, and walking endurance in pre-menopausal women

Aging is associated with loss of endurance; however, aging is also associated with decreased fatigue during maximal isometric contractions. The aims of this study were to examine the relationship between age and walking endurance (WE) and maximal isometric fatigue (MIF) and to determine which metabolic/fitness components explain the expected age effects on WE and MIF. Subjects were 96 pre-menopausal women. Oxygen uptake (walking economy) was assessed during a 3-mph walk; aerobic capacity and WE by progressive treadmill test; knee extension strength by isometric contractions, MIF during a 90-s isometric plantar flexion (muscle metabolism measured by 31P MRS). Age was related to increased walking economy (low VO2, r = −0.19, P < 0.03) and muscle metabolic economy (force/ATP, 0.34, P = 0.01), and reduced MIF (−0.26, P < 0.03). However, age was associated with reduced WE (−0.28, P < 0.01). Multiple regression showed that muscle metabolic economy explained the age-related decrease in MIF (partial r for MIF and age −0.13, P = 0.35) whereas walking economy did not explain the age-related decrease in WE (partial r for WE and age −0.25, P < 0.02). Inclusion of VO2max and knee endurance strength accounted for the age-related decreased WE (partial r for WE and age = 0.03, P > 0.80). In premenopausal women, age is related to WE and MIF. In addition, these results support the hypothesis that age-related increases in metabolic economy may decrease MIF. However, decreased muscle strength and oxidative capacity are related to WE.

Influence of high-intensity interval training on adaptations in well-trained cyclists

The purpose of the present study was to examine the influence of 3 different high-intensity interval training regimens on the first and second ventilatory thresholds (VT1 and VT2), anaerobic capacity (ANC), and plasma volume (PV) in well-trained endurance cyclists. Before and after 2 and 4 weeks of training, 38 well-trained cyclists (VO2peak = 64.5 +/- 5.2 ml[middle dot]kg-1[middle dot]min-1) performed (a) a progressive cycle test to measure VO2peak, peak power output (PPO), VT1, and VT2; (b) a time to exhaustion test (Tmax) at their VO2peak power output (Pmax); and (c) a 40-km time-trial (TT40). Subjects were assigned to 1 of 4 training groups (group 1: n = 8, 8 3 60% Tmax at Pmax, 1:2 work-recovery ratio; group 2: n = 9, 8 x 60% Tmax at Pmax, recovery at 65% maximum heart rate; group 3: n = 10, 12 x 30 seconds at 175% PPO, 4.5-minute recovery; control group: n = 11). The TT40 performance, VO2peak, VT1,VT2, and ANC were all significantly increased in groups 1, 2, and 3 (p < 0.05) but not in the control group. However, PV did not change in response to the 4-week training program. Changes in TT40 performance were modestly related to the changes in VO2peak, VT1, VT2, and ANC (r = 0.41, 0.34, 0.42, and 0.40, respectively; all p < 0.05). In conclusion, the improvements in TT40 performance were related to significant increases in VO2peak, VT1,VT2, and ANC but were not accompanied by significant changes in PV. Thus, peripheral adaptations rather than central adaptations are likely responsible for the improved performances witnessed in well-trained endurance athletes following various forms of high-intensity interval training programs.

Interval training program optimization in highly trained endurance cyclists

PURPOSE: The purpose of this study was to examine the influence of three different high-intensity interval training (HIT) regimens on endurance performance in highly trained endurance athletes. METHODS: Before, and after 2 and 4 wk of training, 38 cyclists and triathletes (mean +/- SD; age = 25 +/- 6 yr; mass = 75 +/- 7 kg; VO(2peak) = 64.5 +/- 5.2 mL x kg(-1) min(-1)) performed: 1) a progressive cycle test to measure peak oxygen consumption (VO(2peak)) and peak aerobic power output (PPO), 2) a time to exhaustion test (T(max)) at their VO(2peak) power output (P(max)), as well as 3) a 40-km time-trial (TT(40)). Subjects were matched and assigned to one of four training groups (G(2), N = 8, 8 x 60% T(max) at P(max), 1:2 work:recovery ratio; G(2), N = 9, 8 x 60% T(max) at P(max), recovery at 65% HR(max); G(3), N = 10, 12 x 30 s at 175% PPO, 4.5-min recovery; G(CON), N = 11). In addition to G(1), G(2), and G(3) performing HIT twice per week, all athletes maintained their regular low-intensity training throughout the experimental period. RESULTS: All HIT groups improved TT(40) performance (+4.4 to +5.8%) and PPO (+3.0 to +6.2%) significantly more than G(CON) (-0.9 to +1.1%; P < 0.05). Furthermore, G(1) (+5.4%) and G(2) (+8.1%) improved their VO(2peak) significantly more than G(CON) (+1.0%; P < 0.05). CONCLUSION: The present study has shown that when HIT incorporates P(max) as the interval intensity and 60% of T(max) as the interval duration, already highly trained cyclists can significantly improve their 40-km time trial performance. Moreover, the present data confirm prior research, in that repeated supramaximal HIT can significantly improve 40-km time trial performance.

Gifted students with a reading disability : the impact of lived experience

Gifted students who have a reading disability have learning characteristics that set them apart from their peers. The ability to read impacts upon all areas of the formal curriculum in which print-based texts are common. Therefore, the full intellectual development of gifted students with a reading disability can be repressed because their access to learning opportunities is reduced. When the different learning needs caused by concomitant giftedness and reading disability are not met, it can have serious implications for both academic achievement and the social-emotional wellbeing of these students. In order to develop a deeper understanding of this vulnerable group of students, this study investigated the learning characteristics of gifted students with a reading disability. Furthermore, it investigated how the learning characteristics of these students impact upon their lived experiences. Since achievement and motivation have been shown to be closely linked to self-efficacy, self-efficacy theory underpinned the conceptual framework of the study. The study used a descriptive case study approach to document the lived experiences of gifted students with a reading disability. Nine participants aged between 11 and 18, who were formally identified as gifted with a reading disability, took part in the study. Data sources in the case study database included: cognitive assessments, such as WISC assessments, Stanford Binet 5, or the Raven's Standard Progressive Matrices; the WIAT II reading assessment; the Reader Self-Perception Scale; document reviews; parent and teacher checklists designed to gain information about the students' learning characteristics; and semi-structured interviews with students. The study showed that gifted students with a reading disability display a complex profile of learning strengths and weaknesses. As a result, they face a daily struggle of trying to reconcile the confusion of being able to complete some tasks to a high level, while struggling to read. The study sheds light on the myriad of issues faced by the students at school. It revealed that when the particular learning characteristics and needs of gifted students with a reading disability are recognised and met, these students can experience academic success, and avoid the serious social-emotional complications cited in previous studies. Indeed, rather than suffering from depression, disengagement from learning, and demotivation, these students were described as resilient, independent, determined, goal oriented and motivated to learn and persevere. Notably, the students in the study had developed effective coping strategies for dealing with the daily challenges they faced. These strategies are outlined in the thesis together with the advice students offered for helping other gifted students with a reading disability to succeed. Their advice is significant for all teachers who wish to nurture the potential of those students who face the challenge of being gifted with a reading disability, and for the parents of these students. This research advances knowledge pertaining to the theory of self-efficacy, and self-efficacy in reading specifically, by showing that although gifted students with a reading disability have low self-efficacy, the level is not the same for all aspects of reading. Furthermore, despite low self-efficacy in reading these students remained motivated. The study also enhances existing knowledge in the areas of gifted education and special education because it documents the lived experience of gifted students with a specific learning disability in reading from the students' perspectives. Based on a synthesis of the literature and research findings, an Inclusive Pathway Model is proposed that describes a framework to support gifted students with a reading disability so that they might achieve, and remain socially and emotionally well-adjusted. The study highlights the importance of clear identification protocols (such as the use of a range of assessment sources, discussions with students and parents, and an awareness of the characteristics of gifted students with a reading disability) and support mechanisms for assisting students (for example, differentiated reading instruction and the use of assistive technology).

Brain oscillatory responses, working memory and cognitive developmental stages in 11- and 14-year-old children: an ERD/ERS study

Aim: So far, most of the cognitive neuroscience studies investigating the development of brain activity in childhood have made comparisons between different age groups and ignored the individual stage of cognitive development. Given the wide variation in the rate of cognitive development, this study argues that chronological age alone cannot explain the developmental changes in brain activity. This study demonstrates how Piaget s theory and information on child s individual stage of development can complement the age-related evaluations of brain oscillatory activity. In addition, the relationship between cognitive development and working memory is investigated. Method: A total of 33 children (17 11-year-olds, 16 14-year-olds) participated in this study. The study consisted of behavioural tests and an EEG experiment. Behavioral tests included two Piagetian tasks (the Volume and Density task, the Pendulum task) and Raven s Standard Progressive Matrices task. During EEG experiment, subjects performed a modified version of the Sternberg s memory search paradigm which consisted of an auditorily presented memory set of 4 words and a probe word following these. The EEG data was analyzed using the event-related desynchronization / synchronization (ERD/ERS) method. The Pendulum task was used to assess the cognitive developmental stage of each subject and to form four groups based on age (11- or 14-year-olds) and cognitive developmental stage (concrete or formal operational stage). Group comparisons between these four groups were performed for the EEG data. Results and conclusions: Both age- and cognitive stage-related differences in brain oscillatory activity were found between the four groups. Importantly, age-related changes similar to those reported by previous studies were found also in this study, but these changes were modified by developmental stage. In addition, the results support a strong link between working memory and cognitive development by demonstrating differences in memory task related brain activity and cognitive developmental stages. Based on these findings it is suggested that in the future, comparisons of development of brain activity should not be based only on age but also on the individual cognitive developmental stage.

The role of physical activity and perceived adequacy on cardiorespiratory fitness in children with developmental coordination disorder

Evidence suggests that children with developmental coordination disorder (DCD) have lower levels of cardiorespiratory fitness (CRF) compared to children without the condition. However, these studies were restricted to field-based methods in order to predict V02 peak in the determination of CRF. Such field tests have been criticised for their ability to provide a valid prediction of V02 peak and vulnerability to psychological aspects in children with DCD, such as low perceived adequacy toward physical activity. Moreover, the contribution of physical activity to the variance in V02 peak between the two groups is unknown. The purpose of our study was to determine the mediating role of physical activity and perceived adequacy towards physical activity on V02 peak in children with significant motor impairments. This prospective case-control design involved 122 (age 12-13 years) children with significant motor impairments (n=61) and healthy matched controls (n=61) based on age, gender and school location. Participants had been previously assessed for motor proficiency and classified as a probable DCD (p-DCD) or healthy control using the movement ABC test. V02 peak was measured by a progressive exercise test on a cycle ergometer. Perceived adequacy was measured using a 7 -item subscale from Children's Selfperception of Adequacy and Predilection for Physical Activity scale. Physical activity was monitored for seven days with the Actical® accelerometer. Children with p-DCD had significantly lower V02 peak (48.76±7.2 ml/ffm/min; p:50.05) compared to controls (53.12±8.2 ml/ffm/min), even after correcting for fat free mass. Regression analysis demonstrated that perceived adequacy and physical activity were significant mediators in the relationship between p-DCD and V02 peak. In conclusion, using a stringent laboratory assessment, the results of the current study verify the findings of earlier studies, adding low CRF to the list of health consequences associated with DCD. It seems that when testing for CRF in this population, there is a need to consider the psychological barriers associated with their condition. Moreover, strategies to increase physical activity in children with DCD may result in improvement in their CRF.

Left ventricular structure in children with developmental coordination disorder

Developmental coordination disorder (p-DCD) is a neuro-developmental disorder featuring impairment in developing motor coordination. This study examined left ventricular mass (LVM) in children with p-DCD (n=63) and controls (n=63). LVM was measured using echocardiography. Body composition was determined using BOD POD and peak oxygen uptake (peak V02) was measured by a progressive exercise test. Height, weight and blood pressure were also measured. LVM was not significantly elevated in p-DCD compared to controls. Peak V02 was lower and SBP, BMI, HR, and BF(%) were significantly higher in p-DCD. They also demonstrated elevated stroke volume (SV), cardiac output (CO), end-diastolic volume, and ventricular diameter in diastole. In regression analyses, p-DCD was a significant predictor of SV and CO after accounting for height, FFM, V02FFM, and sex. These differences in children with p-DCD indicate obesity related changes in the left ventricle and may represent early stages of developing hypertrophy of the left ventricle.