ArticleJournal of educational psychology2021
Cognitive Dimensions of Learning in Children With Problems in Attention, Learning, and Memory.
Article in Journal of educational psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.
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Who cites it
17 citing papers in PubMed, 53 citations in OpenAlex.
- ADHD and intelligence polygenic scores associations with developmental dimensions in children with attention, learning and memory difficulties.European child & adolescent psychiatry · 2026Article
- Co-production of the 'EPIC' multidimensional tool-kit to support neurodivergent children and young people at home and school: a feasibility and pilot study.Pilot and feasibility studies · 2024Article
- Insights into Oral and Written Competencies in Neurodevelopmental Disorders.Brain sciences · 2024Article
- An affective assessment: incarnate biases in picture captions for autistic children.International journal of developmental disabilities · 2024Article
- From personification abuse to normal expression: emotional treatment for language disorders in schools.Frontiers in psychiatry · 2024Article
- Transdiagnostic profiles of behaviour and communication relate to academic and socioemotional functioning and neural white matter organisation.Journal of child psychology and psychiatry, and allied disciplines · 2023Article
- Testing the triple network model of psychopathology in a transdiagnostic neurodevelopmental cohort.NeuroImage. Clinical · 2023Article
- The EPIDIA4Kids protocol for a digital epidemiology study on brain functioning in children, based on a multimodality biometry tool running on an unmodified tablet.Frontiers in public health · 2023Article
- Inconsistencies between Subjective Reports of Cognitive Difficulties and Performance on Cognitive Tests are Associated with Elevated Internalising and Externalising Symptoms in Children with Learning-related Problems.Research on child and adolescent psychopathology · 2022Article
- Dimensions of cognition, behaviour, and mental health in struggling learners: A spotlight on girls.JCPP advances · 2022Article
- Cognitive and Academic Skills in Two Developmental Cohorts of Different Ability Level: A Mutualistic Network Perspective.Journal of applied research in memory and cognition · 2022Article
- Segregation and integration of the functional connectome in neurodevelopmentally 'at risk' children.Developmental science · 2022Article
- NeuroSmog: Determining the Impact of Air Pollution on the Developing Brain: Project Protocol.International journal of environmental research and public health · 2021Article
- A transdiagnostic data-driven study of children's behaviour and the functional connectome.Developmental cognitive neuroscience · 2021Article
- Higher-order dimensions of psychopathology in a neurodevelopmental transdiagnostic sample.Journal of abnormal psychology · 2021Article
- Differentiation of Two Working Memory Tasks Normed on a Large U.S. Sample of Children 2-7 Years Old.Child development · 2021Article
- The Strengths and Difficulties Questionnaire Predicts Concurrent Mental Health Difficulties in a Transdiagnostic Sample of Struggling Learners.Frontiers in psychology · 2020Article
Corrections and comments
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Authors and funding
7 authors at 1 institution in 1 country.
Funding
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 recognised 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, and executive functions, and attainments in word reading, spelling, and maths. Data reduction methods identified three dimensions of phonological processing, processing speed and executive function for the sample as a whole. This model was comparable for children with and without ADHD. The severity of learning difficulties in literacy was linked with phonological processing skills, and in maths 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. The results establish clear domain-specific cognitive pathways to learning that distinguish individuals in the heterogeneous population of children struggling to learn.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.