Applied Neuropsychology: Child最新文献

Knowledge mapping of Specific Language Impairment in children: A bibliometric analysis (2010-2024). 儿童特殊语言障碍的知识图谱：文献计量学分析（2010-2024）。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-07-21 DOI: 10.1080/21622965.2025.2520462

Zhengyun Hu, Feifei Luo, Qianqian Yao, Tao Zhang, Xianhui Hong, Lifei Zhang, Feng Jiang, Zhuyun Ding

{"title":"Knowledge mapping of Specific Language Impairment in children: A bibliometric analysis (2010-2024).","authors":"Zhengyun Hu, Feifei Luo, Qianqian Yao, Tao Zhang, Xianhui Hong, Lifei Zhang, Feng Jiang, Zhuyun Ding","doi":"10.1080/21622965.2025.2520462","DOIUrl":"https://doi.org/10.1080/21622965.2025.2520462","url":null,"abstract":"Background: Specific Language Impairment (SLI), increasingly termed Developmental Language Disorder (DLD), affects 7-10% of children worldwide. Despite expanding research, no comprehensive bibliometric analysis has systematically examined this field's evolution.Methods: We analyzed 4,966 SLI/DLD-related publications (2010-2024) from the Web of Science Core Collection using VOSviewer, CiteSpace, and bibliometrix to assess publication trends, collaboration networks, citation patterns, and research themes.Results: Publication output increased 256% over the study period, with the United States (41.1%) and England (13.1%) dominating contributions. The University of Toronto, University of Melbourne, and University College London emerged as leading institutions. The Journal of Speech, Language, and Hearing Research(JSLHR) was most influential. Research evolved through three phases: linguistic components (2012-2016), neurodevelopmental mechanisms (2016-2020), and holistic therapies (2020-2024). Key themes included methodological frameworks, comorbidities with neurodevelopmental disorders, and intervention strategies.Conclusion: This first comprehensive bibliometric analysis reveals SLI/DLD research evolving from isolated linguistic investigations toward integrated neurodevelopmental frameworks and therapeutic approaches. The field shows increasing recognition of shared mechanisms across developmental conditions and growing emphasis on early intervention. Our findings highlight critical research directions including expanded international collaboration, cross-disorder research exploring shared neurobiological mechanisms, longitudinal intervention studies, and technology-enhanced assessment methodologies.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-16"},"PeriodicalIF":1.4,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144673807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of repeated read-aloud teaching strategy on executive function and basic early literacy skills of preschool children. 重复朗读教学策略对学龄前儿童执行功能和早期基本读写技能的影响。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-07-17 DOI: 10.1080/21622965.2025.2530545

Rabab Abdallah Elawady Abdou

{"title":"The impact of repeated read-aloud teaching strategy on executive function and basic early literacy skills of preschool children.","authors":"Rabab Abdallah Elawady Abdou","doi":"10.1080/21622965.2025.2530545","DOIUrl":"https://doi.org/10.1080/21622965.2025.2530545","url":null,"abstract":"Objectives: The aim was to investigate the impact of repeated read-aloud teaching strategy on executive function and basic early literacy skills of preschool children.Methods: The study sample consisted of 60 children. All participants were preschoolers. There are four classes a week, each lasting 30 minutes, for a total of 36 classes. The same picture book was read aloud three times, and the reading time was scheduled on three different school days: Monday, Tuesday, and Thursday.Results: Differences existed between the mean scores of the experimental and control groups in the pretest and post-test. Children in experimental group outperformed those in the control group in all dimensions of executive function tasks (inhibitory control, working memory, dimensional change card sorting task) and all dimensions of dynamic indicators of basic early literacy skills (the letter naming fluency, phonemic segmentation fluency, nonsense word fluency, word reading fluency, and oral reading fluency.Conclusions: In order to analyze the impact of integrated executive function language teaching on children's executive function and oral comprehension ability, after adopting a quasi-experimental teaching design, it was found that integrated executive function teaching is helpful to improve children's basic early literacy skills and executive function performance.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-9"},"PeriodicalIF":1.4,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144648391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

CVI questionnaires for preschool children: Towards early screening of visual difficulties in daily life. 学龄前儿童CVI问卷：对日常生活中视觉障碍的早期筛查。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-07-17 DOI: 10.1080/21622965.2025.2531422

Marinke J Hokken, Christiaan J A Geldof, Sjoerd M Stuit, Ymie J van der Zee, Valeria W Moskalenko, Paola Escudero, Marlou J G Kooiker

{"title":"CVI questionnaires for preschool children: Towards early screening of visual difficulties in daily life.","authors":"Marinke J Hokken, Christiaan J A Geldof, Sjoerd M Stuit, Ymie J van der Zee, Valeria W Moskalenko, Paola Escudero, Marlou J G Kooiker","doi":"10.1080/21622965.2025.2531422","DOIUrl":"https://doi.org/10.1080/21622965.2025.2531422","url":null,"abstract":"Cerebral Visual Impairment (CVI) is associated with a wide range of visual deficits that can be difficult to identify in young children. Parental observations are essential for the early screening and diagnostic assessment of CVI. However, most existing CVI (screening) questionnaires are designed for children aged 6 years and older. This study aimed to (1) explore how CVI manifests in the daily lives of preschool children and (2) develop a preschool CVI screening list. In total, 118 parents of children aged 2-5 years with CVI (n = 30), at risk of CVI (n = 22), and neurotypical children (n = 66) completed two questionnaires: the Parental Questionnaire for Cerebral Visual Impairment (PQCVI) and a new Preschool version of the Visio-CVI-Inventory (V-CVI-I). Parent-reported difficulties were compared across groups at questionnaire, category, and item level. Items were evaluated on three criteria: (1) Discriminability (A' ≥ .75, CVI vs. neurotypical), (2) Relevance (≥ 25% of the CVI-group showing difficulties), (3) Exclusivity (≤10% the neurotypical group showing difficulties). Parents of children with CVI reported significantly more daily visual difficulties, particularly in global and local visual selective attention and visuomotor processing. The Preschool V-CVI-I showed excellent internal consistency (a = .91) and stronger discriminative ability than the PQCVI. Our results indicate that daily visual deficits are already observable in preschool children with CVI and resemble the difficulties previously reported in older children with CVI. A new 10-item Preschool CVI Screening List is proposed to support early recognition and referral for further diagnostics.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-11"},"PeriodicalIF":1.4,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144658185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Impact of cognitively engaging physical activity on developing executive function of children with disabilities and typically developing children: A systematic review. 认知参与体育活动对残疾儿童和正常发育儿童执行功能发展的影响：系统综述。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-07-08 DOI: 10.1080/21622965.2025.2528814

Yasir A Alsamiri

{"title":"Impact of cognitively engaging physical activity on developing executive function of children with disabilities and typically developing children: A systematic review.","authors":"Yasir A Alsamiri","doi":"10.1080/21622965.2025.2528814","DOIUrl":"https://doi.org/10.1080/21622965.2025.2528814","url":null,"abstract":"This systematic review addresses the following research question: What is the impact of cognitively engaging physical activity on developing executive function of children with disabilities and typically developing children? According to the classification system and framework of the International classification of functioning, disability and health: children & youth version (ICF-CY), the intervention strategies and functional outcomes of cognitively engaging physical activity (CEPA) on the executive functions of children with disabilities and typically developing children under 13 years old were analyzed and coded to explore the intervention effect of CEPA on the executive functions of children with disabilities and typically developing children. The PEDro scale was used to evaluate the methodological quality of the included literature. Fourteen studies demonstrated positive effects of CEPA intervention on at least 1 component of executive function. Presented studies examined the intervention effect of CEPA on inhibitory control, but the results were inconsistent. The PEDro scale scores of the included literature ranged from 7 to 10 points, with an average of 8.3 points, and the overall quality was good. The results of some of the studies showed that CEPA intervention had a positive effect on cognitive flexibility. Only one study found a decrease in cognitive flexibility after a single CEPA intervention.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-12"},"PeriodicalIF":1.4,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144590318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Explanatory models of executive functioning in university students: Decision tree and structural equations analysis. 大学生执行功能的解释模型：决策树与结构方程分析。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-07-02 DOI: 10.1080/21622965.2025.2526380

Diego D Díaz-Guerra, Carlos Ramos-Galarza, Yunier Broche-Pérez, Marena de la C Hernández Lugo, Evelyn Fernández Castillo

{"title":"Explanatory models of executive functioning in university students: Decision tree and structural equations analysis.","authors":"Diego D Díaz-Guerra, Carlos Ramos-Galarza, Yunier Broche-Pérez, Marena de la C Hernández Lugo, Evelyn Fernández Castillo","doi":"10.1080/21622965.2025.2526380","DOIUrl":"10.1080/21622965.2025.2526380","url":null,"abstract":"Executive functions are fundamental to the success of students in higher education. Our objective was to develop an explanatory model based on the interaction of executive functions. This study used a cross-sectional design with a sample of 1,233 Cuban university students. The Cuban adaptation of the University Executive Function Scale, which assesses seven executive function dimensions, was employed. In the first phase, descriptive statistics were used to analyze the scores of these functions in the studied population, identifying those with the lowest performance. The second phase applied a decision tree analysis using the CHAID method, considering risk and accuracy estimators, to determine the main predictors of executive functions. Finally, in the third phase, a structural equation model was developed to examine the relationships between variables and the predictors of the least developed executive functions, assessing model fit using the CFI, TLI, RMSEA, and SRMR indices. The results indicate that the majority of scores in the executive functions of Cuban university students fall within the average range, although below-average scores were observed in Conscious Regulation of Behavior and Conscious Monitoring of Responsibilities. The decision tree analysis identified that the Supervisory Attention System is the main predictor of Conscious Monitoring of Responsibilities, while Conscious Regulation of Emotions emerged as the strongest predictor of Conscious Regulation of Behavior. Structural equation models reveal that the Supervisory Attention System and Verification of Behavior for Learning are key predictors of Conscious Monitoring of Responsibilities, and that the latter also positively influences Emotional and Behavioral Regulation.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-11"},"PeriodicalIF":1.4,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144537838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Motor coordination ability and core symptoms of ADHD: Executive function as a mediator. 运动协调能力和ADHD的核心症状：执行功能的中介作用。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-07-01 DOI: 10.1080/21622965.2025.2517614

Yasir A Alsamiri

{"title":"Motor coordination ability and core symptoms of ADHD: Executive function as a mediator.","authors":"Yasir A Alsamiri","doi":"10.1080/21622965.2025.2517614","DOIUrl":"https://doi.org/10.1080/21622965.2025.2517614","url":null,"abstract":"This study aims to investigate the mediation model in order to provide a theoretical basis for improving the core symptoms and executive function of children with ADHD. A total of 160 participants aged 4-6 years (mean = 5.01 and SD = 3.22) were included in the analyses. Normally distributed quantitative data were described using (M ± SD). Multivariate hierarchical regression analysis was used to further verify the mediating effect of different dimensions of executive function between motor coordination ability and core symptoms of children with ADHD. The bias-corrected nonparametric percentile Bootstrap method was used to test the multiple mediation model. This study found that the balance ability of children with ADHD significantly and negatively predicts the severity of core symptoms of attention deficit. the manual dexterity score of children with ADHD was negatively correlated with the attention deficit score, the aiming and catching score was negatively correlated with the working memory factor score, the balance score was negatively correlated with the attention deficit score. In terms of executive function, the inhibition, and working memory factor scores of children with ADHD were positively correlated with the attention deficit score, and the inhibition factor score was positively correlated with the hyperactivity/impulsivity score. The results show that the total mediating effect of the four factors of executive function is significant, accounting for 57.37% of the total effect.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-7"},"PeriodicalIF":1.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144537839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effects of a psycholinguistic training based on phonology and semantics on sentence production in an aphasic child with cerebral palsy. 基于语音和语义的心理语言学训练对脑瘫失语症儿童造句的影响。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-07-01 Epub Date: 2024-02-12 DOI: 10.1080/21622965.2024.2311806

Adel F Aljadaan

引用次数: 0

Cognitive functioning of adolescents using Methamphetamine: The impact of inflammatory and oxidative processes. 使用甲基苯丙胺的青少年的认知功能：炎症和氧化过程的影响

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-07-01 Epub Date: 2024-03-06 DOI: 10.1080/21622965.2024.2323643

Burak Çakır, Aylin Deniz Uzun Çakır, Şermin Yalın Sapmaz, Öznur Bilaç, Fatma Taneli, Hasan Kandemir

{"title":"Cognitive functioning of adolescents using Methamphetamine: The impact of inflammatory and oxidative processes.","authors":"Burak Çakır, Aylin Deniz Uzun Çakır, Şermin Yalın Sapmaz, Öznur Bilaç, Fatma Taneli, Hasan Kandemir","doi":"10.1080/21622965.2024.2323643","DOIUrl":"10.1080/21622965.2024.2323643","url":null,"abstract":"Background: Methamphetamine is a substance that causes neurotoxicity and its use is increasing in recent years. Literature highlights cognitive impairment resulting from Methamphetamine use. The aim of the present study is to evaluate the relationship between cognitive impairment and inflammatory processes in adolescents with Methamphetamine use disorder.Methods: The study included 69 adolescents aged 15-19 years, comprising 37 participants with Methamphetamine Use Disorder and 32 healthy controls. Central Nervous System Vital Signs was used to detect cognitive impairment. Childhood Trauma Questionnaire-33 and The Children's Depression Inventory scales were used. In addition, venous blood was collected from the volunteers. Biochemical parameters (IL-1beta, IL-6, TNF-a, BDNF, FAM19A5, TAS, TOS) were analyzed.Results: Our study showed that (I) IL-6 and TNF-a levels of Methamphetamine users were lower than the healthy group; (II) BDNF levels of Methamphetamine users were higher than the healthy group; (III) mean Neurocognitive Index in cognitive tests of Methamphetamine using adolescents was negatively correlated with duration of Methamphetamine use and BDNF levels.Conclusions: Our study suggests that Methamphetamine use may have a negative effect on cognitive functions.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"403-412"},"PeriodicalIF":1.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140048583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Altered functional connectivity in default mode network maintains attention task performance in school-age children with frontal lobe tumor. 默认模式网络功能连接的改变维持了额叶肿瘤学龄儿童的注意力任务表现。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-07-01 Epub Date: 2024-02-05 DOI: 10.1080/21622965.2024.2306853

Wen-Jian Zheng, Xue-Yi Guan, Hui-Na Zhai, Jian Gong

引用次数: 0

Classification of attention deficit hyperactivity disorder using machine learning on an EEG dataset. 在脑电图数据集上使用机器学习对注意缺陷多动障碍进行分类。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-07-01 Epub Date: 2024-01-01 DOI: 10.1080/21622965.2023.2300078

Nitin Ahire, R N Awale, Abhay Wagh

{"title":"Classification of attention deficit hyperactivity disorder using machine learning on an EEG dataset.","authors":"Nitin Ahire, R N Awale, Abhay Wagh","doi":"10.1080/21622965.2023.2300078","DOIUrl":"10.1080/21622965.2023.2300078","url":null,"abstract":"The neurodevelopmental disorder, Attention Deficit Hyperactivity Disorder (ADHD), frequently affecting youngsters, is characterized by persistent patterns of inattention, hyperactivity, and impulsivity, the etiology of which may involve a variety of genetic, environmental, and neurological factors. Electroencephalography (EEG) measures the electrical activity in the brain through neuronal activity, which is a function of cognitive processes. In this study, a previously recorded sample set of 121 children containing unbiased data from both ADHD and control group classes and EEG signals were analyzed to classify the ADHD patients. The samples were tested under different cognitive conditions, and multiple features were extracted using Euclidean distance. Many machine learning algorithms use Euclidean distance as their default distance metric to compare two recorded data points. The extracted features were trained using four supervised machine learning algorithms (linear regression, random forest, extreme gradient boosting, and K nearest neighbor (KNN)) based on the results of various frequency bands. The results suggest that the KNN algorithm produces the highest accuracy over other machine learning approaches, and results can be further improved with the application of hyperparameter tuning and used for classifying sub-groups of ADHD to identify the severity of the disorder.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"312-322"},"PeriodicalIF":1.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139073169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0