Psychological Development and Education ›› 2018, Vol. 34 ›› Issue (4): 410-416.doi: 10.16187/j.cnki.issn1001-4918.2018.04.04

Previous Articles     Next Articles

A Study on the Characteristics of Cognitive Control of Adolescent with Learning Disabilities

XIANG Ling, FAN Shuxian, CHEN Jiali, WANG Baoxi   

  1. School of Psychology, Jiangxi Normal University, Nanchang, 330022
  • Online:2018-07-15 Published:2018-07-15

PDF (PC)

Abstract: According to the dual mechanisms of control framework, cognitive control consists of two complementary components:proactive control and reactive control.The present study explored the cognitive control characteristics of adolescents with learning disabilities by comparing 21 normal adolescents and 21 learning disabled adolescents using AX-continuous performance test. This task can measure proactive control and reactive control. The results showed that:(1) There were no significant differences in accuracy and reaction time on the AY trails between the two groups, but the d'-target value of the learning disabled group was significantly smaller than that of control group, suggesting that reactive control of learning disabled adolescents is partly impaired compared to control group. (2) learning disabled group showed lower accuracy and longer reaction time on the BX trails compared to controls, and d'-context value of learning disabled group was significantly smaller than that of control group, suggesting that proactive control of learning disabled adolescents is impaired relative to control group.

Key words: learning disabilities, proactive control, reactive control, AX-continuous performance test

CLC Number: 

  • B844

Barkley, R. A., Edwards, G., Laneri, M., Fletcher, K., & Metevia, L. (2001). Executive functioning, temporal discounting, and sense of time in adolescents with attention deficit hyperactivity disorder (adhd) and oppositional defiant disorder (odd). Journal of Abnormal Child Psychology, 29(6), 541-556

Braver, T. S., Satpute, A. B., Rush, B. K., Racine, C. A., & Barch, D. M. (2005). Context processing and context maintenance in healthy aging and early stage dementia of the alzheimer's type. Psychology & Aging, 20(1), 33-46.

Braver, T. S., Gray, J. R., & Burgess, G. C. (2007).Explaining the many varieties of working memory variation:Dual mechanism of cognitive control. In Conway, A. R. A., Jarrold, C., Kane, M. J., Miyake, A., & Towse, J. N. (Eds.), Variation in working memory (pp. 76-106). New York:Oxford University.

Braver, T. S. (2012). The variable nature of cognitive control:a dual mechanisms framework. Trends in Cognitive Sciences, 16(2), 106-113.

Censabella, S., & Noël, M. P. (2005). The inhibition of exogenous distracting information in children with learning disabilities. Journal of Learning Disabilities, 38(5), 400-410.

Chatham, C.H., Frank, M.J., & Munakata, Y. (2009). Pupillometric and behavioral markers of a developmental shift in the temporal dynamics of cognitive control. Proceedings of the National Academy of Sciences of the United States of America, 106(14), 5529-5533

Cragg, L., Keeble, S., Richardson, S., Roome, H. E., & Gilmore, C. (2017). Direct and indirect influences of executive functions on mathematics achievement. Cognition, 162, 12-26.

Czernochowski, D., Nessler, D., & Friedman, D. (2010). On why not to rush older adults-relying on reactive cognitive control can effectively reduce errors at the expense of slowed responses. Psychophysiology, 47(4), 637-646.

Iselin, A. M. R., & Decoster, J. (2009). Reactive and proactive control in incarcerated and community adolescents and young adults. Cognitive Development, 24(2), 192-206.

Gupta, P., & Sharma, V. (2017). Working memory and learning disabilities:a review. International Journal of Indian Psychology, 4(4), 111-121.

Kavale, K. A., & Forness, S. R. (2000). What definitions of learning disability say and don't say:a critical analysis. Journal of Learning Disabilities, 33(3), 239-256.

Kirk, S. A., & Bateman, B. (1962). Diagnosis and remediation of learning disabilities. Exceptional Children, 29(2), 73-78.

Purpura, D. J., Schmitt, S. A., & Ganley, C. M. (2017). Foundations of mathematics and literacy:the role of executive functioning components. Journal of Experimental Child Psychology, 153, 15-34.

Redick, T. S. (2014). Cognitive control in context:working memory capacity and proactive control. Acta Psychologica, 145(1), 1-9.

Redick, T. S., & Engle, R. W. (2011). Integrating working memory capacity and context-processing views of cognitive control. Quarterly Journal of Experimental Psychology, 64(6), 1048-1055.

Ridderinkhof, K. R., van den Wildenberg, W. P. M.,Segalowitz, S. J., & Carter, C. S. (2004). Neurocognitive mechanisms of cognitive control:The role of prefrontal cortex in action selection, response inhibition, performance monitoring, and reward-based learning. Brain and Cognition, 56(2), 129-140.

Robinson, L. J., Thompson, J. M., Gallagher, P., Gray, J. M., Young, A. H., & Ferrier, I. N. (2013). Performance monitoring and executive control of attention in euthymic bipolar disorder:employing the cpt-ax paradigm.Psychiatry Research, 210(2), 457-64.

Sluis, S. V. D., Jong, P. F. D., & Leij, A. V. D. (2004). Inhibition and shifting in children with learning deficits in arithmetic and reading. Journal of Experimental Child Psychology, 87(3), 239-266.

Thomas, R. M., Kaipa, R., & Ganesh, A. C. (2015). Auditory interference control in children with learning disability:an exploratory study. International Journal of Pediatric Otorhinolaryngology, 79(12), 2079-2085.

蒋军, 陈安涛, 张蔚蔚, 张庆林. (2012). 无意识信息引发的认知控制及其神经机制. 心理科学进展, 20(10), 1573-1584.

王恩国, 刘昌. (2007). 初中二年级学习困难学生的中央执行功能. 中国心理卫生杂志, 21(10), 661-665.

王利平. (2007). 学习困难学生执行功能研究(硕士学位论文).河北大学,保定.

徐雷, 唐丹丹, 陈安涛. (2012). 主动性和反应性认知控制的权衡机制及影响因素. 心理科学进展, 20(7), 1012-1022.

张妍, 刘爱书, 张修竹 于增艳.(2011). 不同亚型学习障碍儿童的执行功能特点. 中国临床心理学杂志, 19(6), 769-772.

周步成.(1991).学习适应性测验. 华东师范大学,上海.

周世杰, 杨娟, 张拉艳, 蔡太生. (2006). 学习障碍儿童的工作记忆研究. 中国临床心理学杂志, 14(2), 129-131.
[1] WANG En-guo, SHEN De-li, LV Yong, HU Wei, LI Yong-xin, CHEN Hai-xia. Chinese Language Learning Disabilities in the ERP Study Memory Encoding [J]. Psychological Development and Education, 2011, 27(2): 164-173.
[2] GE Cao, SHEN De-li, BAI Xue-jun. A Comparative Study on the Synergistic Learning of Implicit and Explicit Between Excellent Students and Students with Learning Disabilities [J]. Psychological Development and Education, 2009, 25(1): 79-82,91.
[3] WANG En-guo, LIU Chang. Working Memory and Processing Speed in Children with Chinese Learning Disabilities [J]. Psychological Development and Education, 2008, 24(1): 94-100.
[4] YU Guo-liang, ZHANG Ya-ming. Exploring the Characteristics of Metamemory Monitoring of Children with Learning Disabilities [J]. Psychological Development and Education, 2006, 22(3): 1-5.
[5] XING Shu-fen, LIN Chong-de, YU Guo-liang. A Study on the Characteristics of Social Comparison Among Children With Learning Disabilities [J]. Psychological Development and Education, 2006, 22(2): 36-39.
[6] WU Yan, SUI Guang-yuan. Eye Movements Performance Under Endogenous and Exogenous Cue In Learning Disabilities [J]. Psychological Development and Education, 2006, 22(1): 23-28.
[7] LI Wei-jian. An Experimental Study on the Debugging Strategies in Reading Comprehension of the Students With Learning Disabilities [J]. Psychological Development and Education, 2004, 20(3): 81-85.
[8] LIU Yan, ZHANG Ming, XU Guo-qing. A Comparative Experimental Study on Delay of Gratification between Excellent Learning Students and Students with Learning Disabilities [J]. Psychological Development and Education, 2002, 17(3): 63-67.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd