Cargando…

How Cognitive Strengths Compensate Weaknesses Related to Specific Learning Difficulties in Fourth-Grade Children

The goal of the present study was to investigate whether children’s cognitive strengths can compensate the accompanied weaknesses related to their specific learning difficulties. A Bayesian multigroup mediation SEM analysis in 281 fourth-grade children identified a cognitive compensatory mechanism i...

Descripción completa

Detalles Bibliográficos
Autores principales:	Huijsmans, Marije D. E., Kleemans, Tijs, Kroesbergen, Evelyn H.
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2021
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7945979/ https://www.ncbi.nlm.nih.gov/pubmed/33716844 http://dx.doi.org/10.3389/fpsyg.2021.552458

Ejemplares similares

The Impact of the Digital Home Environment on Kindergartners’ Language and Early Literacy
por: Segers, Eliane, et al.
Publicado: (2020)

Limited Near and Far Transfer Effects of Jungle Memory Working Memory Training on Learning Mathematics in Children with Attentional and Mathematical Difficulties
por: Nelwan, Michel, et al.
Publicado: (2016)

How executive functions contribute to reading comprehension
por: Nouwens, Suzan, et al.
Publicado: (2020)

The Strengths and Difficulties Questionnaire Predicts Concurrent Mental Health Difficulties in a Transdiagnostic Sample of Struggling Learners
por: Bryant, Annie, et al.
Publicado: (2020)

On the Difference Between Numerosity Processing and Number Processing
por: van Hoogmoed, Anne H., et al.
Publicado: (2018)

Systemic Approach to the Development of Reading Literacy: Family Resources, School Grades, and Reading Motivation in Fourth-Grade Pupils
por: Mudrák, Jiří, et al.
Publicado: (2020)

Family drawing for assessing attachment in children: Weaknesses and strengths
por: Pace, Cecilia Serena, et al.
Publicado: (2022)

How perceived scarcity predicted cooperation during early pandemic lockdown
por: Civai, Claudia, et al.
Publicado: (2022)

Exploratory Graph Analysis of the Strengths and Difficulties Questionnaire for Aboriginal and/or Torres Strait Islander Children
por: Santiago, Pedro Henrique Ribeiro, et al.
Publicado: (2021)

Fair compensation for victims of human trafficking? A case study of the Dutch injured party claim
por: Cusveller, Jeltsje, et al.
Publicado: (2018)

Work and Organizational Psychology Looks at the Fourth Industrial Revolution: How to Support Workers and Organizations?
por: Ghislieri, Chiara, et al.
Publicado: (2018)

Cognitive diagnosis and algorithmic cultural analysis of fourth-grade Yi students’ mathematical skills in China: A case study of several primary schools in Puge county, Liangshan prefecture
por: Zhang, Hong, et al.
Publicado: (2023)

Erratum: Exploratory Graph Analysis of the Strengths and Difficulties Questionnaire for Aboriginal and/or Torres Strait Islander Children
Publicado: (2021)

Structural validity of the Norwegian version of the Strengths and Difficulties Questionnaire in children aged 3–6 years
por: Aadland, Katrine Nyvoll, et al.
Publicado: (2022)

Shared and Unique Risk Factors Underlying Mathematical Disability and Reading and Spelling Disability
por: Slot, Esther M., et al.
Publicado: (2016)

Counting and Number Line Trainings in Kindergarten: Effects on Arithmetic Performance and Number Sense
por: Friso-van den Bos, Ilona, et al.
Publicado: (2018)

Strengths and weaknesses of the German translation of the Inflexible Eating Questionnaire and of eating disorder assessment in general
por: Schultz, Anna, et al.
Publicado: (2022)

Using strengths to attack weaknesses – The effect of comparative advertising on purchasing intention of green products
por: Ni, Kuocheng, et al.
Publicado: (2022)

Number line estimation strategies in children with mathematical learning difficulties measured by eye tracking
por: van’t Noordende, Jaccoline E., et al.
Publicado: (2015)

Adult Aging Moderates the Relationship Between Trait Cognitive Anxiety and Subjective Everyday Cognitive Difficulties
por: Spalding, David M., et al.
Publicado: (2021)

Readiness or Impairment: Cognitive and Linguistic Differences Between Children Who Learn to Read and Those Who Exhibit Difficulties With Reading in Kindergarten Compared to Their Achievements at the End of First Grade
por: Ne'eman, Ariel, et al.
Publicado: (2021)

Corrigendum: Structural validity of the Norwegian version of the Strengths and Difficulties Questionnaire in children aged 3–6 years
por: Aadland, Katrine Nyvoll, et al.
Publicado: (2023)

Strength in Cognitive Self-Regulation
por: Barutchu, Ayla, et al.
Publicado: (2013)

Beyond the phonological deficit: Semantics contributes indirectly to decoding efficiency in children with dyslexia
por: van Rijthoven, Robin, et al.
Publicado: (2018)

Semantics impacts response to phonics through spelling intervention in children with dyslexia
por: van Rijthoven, Robin, et al.
Publicado: (2021)

Compensatory role of verbal learning and consolidation in reading and spelling of children with dyslexia
por: van Rijthoven, Robin, et al.
Publicado: (2022)

Cognition in Patients With Memory Difficulties and Dementia Relative to APOE e4 Status
por: Hestad, Knut, et al.
Publicado: (2021)

The Cognitive Profile of Math Difficulties: A Meta-Analysis Based on Clinical Criteria
por: Haberstroh, Stefan, et al.
Publicado: (2022)

Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9
por: Khanolainen, Daria, et al.
Publicado: (2020)

Factor structure of the parent-rated strengths and difficulties questionnaire in a sample of Canadian children from military families
por: Coulthard, Julie, et al.
Publicado: (2023)

The Cognitive-Vestibular Compensation Hypothesis: How Cognitive Impairments Might Be the Cost of Coping With Compensation
por: Lacroix, Emilie, et al.
Publicado: (2021)

Explaining Children’s News Avoidance During the COVID-19 Pandemic
por: Ebbinkhuijsen, Ming, et al.
Publicado: (2022)

Task Difficulty Modulates the Impact of Emotional Stimuli on Neural Response in Cognitive-Control Regions
por: Jasinska, Agnes J., et al.
Publicado: (2012)

Benefits of extending and adjusting the level of difficulty on computerized cognitive training for children with intellectual disabilities
por: Ottersen, Jon, et al.
Publicado: (2015)

The added value of eye-tracking in diagnosing dyscalculia: a case study
por: van Viersen, Sietske, et al.
Publicado: (2013)

When Large-Scale Assessments Meet Data Science: The Big-Fish-Little-Pond Effect in Fourth- and Eighth-Grade Mathematics Across Nations
por: Wang, Ze
Publicado: (2020)

Response to a Specific and Digitally Supported Training at Home for Students With Mathematical Difficulties
por: Re, Anna Maria, et al.
Publicado: (2020)

Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity
por: Wang, Xin-qiang, et al.
Publicado: (2017)

Congruency Encoding Effects on Recognition Memory: A Stage-Specific Account of Desirable Difficulty
por: Ptok, Melissa J., et al.
Publicado: (2019)

The Use of Local and Global Ordering Strategies in Number Line Estimation in Early Childhood
por: Van ’t Noordende, Jaccoline E., et al.
Publicado: (2018)

Cannot write session to /tmp/vufind_sessions/sess_5lj2tqppp6hnk9uqmghbec4s4c