Holmes Joni, Guy Jacalyn, Kievit Rogier A, Bryant Annie, Mareva Silvana, Gathercole Susan E
MRC Cognition and Brain Sciences Unit, University of Cambridge.
Department of Clinical Psychology, Faculty of Medicine and Health Sciences, University of East Anglia.
J Educ Psychol. 2021 Oct;113(7):1454-1480. doi: 10.1037/edu0000644. Epub 2020 Nov 12.
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.
采用一种数据驱动的跨诊断方法，在一个由805名5至18岁儿童组成的混合组中，识别与学习相关的认知维度。这些儿童被健康或教育从业者认定在注意力、学习和记忆方面存在问题。评估内容包括语音处理、信息处理速度、短期和工作记忆、执行功能，以及单词阅读、拼写和数学方面的学业成绩。数据降维方法确定了整个样本的语音处理、处理速度和执行功能三个维度。该模型在患有和未患有注意力缺陷多动障碍（ADHD）的儿童中具有可比性。读写方面学习困难的严重程度与语音处理技能相关，而数学方面与执行控制相关。认知与学习之间的关联在年龄较小和较大的儿童以及患有和未患有ADHD的个体中相似，尽管在患有ADHD的儿童中观察到学习相关问题与执行技能和处理速度之间的联系更强。研究结果确立了明确的特定领域认知学习途径，这些途径区分了在学习上存在困难的异质儿童群体中的个体。
