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Direct linkEberhard-Moscicka, Aleksandra K.; Jost, Lea B.; Raith, Margit; Maurer, Urs – Developmental Science, 2015
During reading acquisition children learn to recognize orthographic stimuli and link them to phonology and semantics. The present study investigated neurocognitive processes of learning to read after one year of schooling. We aimed to elucidate the cognitive processes underlying neural tuning for print that has been shown to play an important role…
Descriptors: Beginning Reading, Phonological Awareness, Semantics, Neurological Organization
Hale, James B.; Reddy, Linda A.; Semrud-Clikeman, Margaret; Hain, Lisa A.; Whitaker, James; Morley, Jessica; Lawrence, Kyle; Smith, Alex; Jones, Nicole – Journal of Learning Disabilities, 2011
Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to "indirect" informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes "direct" neuropsychological or academic assessment data to determine treatment…
Descriptors: Academic Achievement, Attention Deficit Hyperactivity Disorder, Rating Scales, Short Term Memory
Noble, Kimberly G.; McCandliss, Bruce D.; Farah, Martha J. – Developmental Science, 2007
Socioeconomic status (SES) is associated with childhood cognitive achievement. In previous research we found that this association shows neural specificity; specifically we found that groups of low and middle SES children differed disproportionately in perisylvian/language and prefrontal/executive abilities relative to other neurocognitive…
Descriptors: Short Term Memory, Cognitive Processes, Cognitive Ability, Neurological Organization
