高认知能力儿童较慢的加工速度(PS)对家长和老师报告的社会心理结果的影响。

IF 1.9 3区 心理学 Q3 CLINICAL NEUROLOGY
Gina A Forchelli, Pieter J Vuijk, Mary K Colvin, Lauren E Wolfe, Maya R Koven, Emily N Tetreau, Alysa E Doyle, Ellen B Braaten
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引用次数: 0

摘要

处理速度(PS)已成为儿科人群关注的一个领域。研究表明,它可以对学术、社会和适应性结果产生不同的影响。最近的文献表明,认知能力、PS无力和心理社会结局之间存在关系。本研究旨在探讨具有较高认知能力的儿童在家长和教师报告的行为(特别是学校参与和服务、社会关系、适应性/弹性和负面法律后果(如物质使用)方面的相对困难(Weschler VCI bbb110和Weschler VCI - PSI≥15)方面与PS (Weschler VCI - PSI≥15)之间的关系。数据来自临床参考样本679名6-17岁儿童(11.2±3.2;(37.3%女孩)具有高认知能力,是一项更大的研究(遗传对认知影响的纵向研究(LOGIC))的一部分。结果表明,家长和老师观察到有相对PS困难的孩子在学习方法上有更多的挣扎。在教师评价量表上有特别强烈的联系。讨论强调了教师投入作为这些青少年学业斗争指标的重要性,并讨论了进一步研究的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Influence of slower processing speed (PS) in children with high cognitive ability on parent- and teacher-reported psychosocial outcomes.

Processing Speed (PS) has become established as an area of concern in pediatric populations. Research suggests that it can differentially impact academic, social, and adaptive outcomes. A relationship between cognitive ability, PS weakness, and psychosocial outcomes has been indicated in recent literature. The current study sought to explore the relationship between those with higher cognitive ability and a relative difficulty in PS (Weschler VCI > 110 and Weschler VCI - PSI ≥ 15) in parent and teacher reported behaviors, specifically school engagement and services, social relationships, adaptability/resilience, and negative legal outcomes (e.g. substance use). Data were used from a clinically referred sample of 679 children ages 6-17 (11.2 ± 3.2; 37.3% girls) with high cognitive ability that were part of a larger study (Longitudinal Study of Genetic Influences on Cognition (LOGIC)). Results suggest that parents and teachers observe children with a relative PS difficulty to have more struggle with their approach to work. There were particularly strong associations on teacher rating scales. Discussion highlights the importance of teacher input as an indicator of academic struggle in these youth and discuss implications for further research.

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来源期刊
Child Neuropsychology
Child Neuropsychology 医学-临床神经学
CiteScore
4.10
自引率
9.10%
发文量
71
审稿时长
>12 weeks
期刊介绍: The purposes of Child Neuropsychology are to: publish research on the neuropsychological effects of disorders which affect brain functioning in children and adolescents, publish research on the neuropsychological dimensions of development in childhood and adolescence and promote the integration of theory, method and research findings in child/developmental neuropsychology. The primary emphasis of Child Neuropsychology is to publish original empirical research. Theoretical and methodological papers and theoretically relevant case studies are welcome. Critical reviews of topics pertinent to child/developmental neuropsychology are encouraged. Emphases of interest include the following: information processing mechanisms; the impact of injury or disease on neuropsychological functioning; behavioral cognitive and pharmacological approaches to treatment/intervention; psychosocial correlates of neuropsychological dysfunction; definitive normative, reliability, and validity studies of psychometric and other procedures used in the neuropsychological assessment of children and adolescents. Articles on both normal and dysfunctional development that are relevant to the aforementioned dimensions are welcome. Multiple approaches (e.g., basic, applied, clinical) and multiple methodologies (e.g., cross-sectional, longitudinal, experimental, multivariate, correlational) are appropriate. Books, media, and software reviews will be published.
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