Search Results (82)

Background: Electronic waste (e-waste) recycling in informal settings like Agbogbloshie in Accra, Ghana, releases toxic metals into the environment, posing serious health risks to nearby residents, particularly children. This study assessed the body burdens of lead (Pb), manganese (Mn), cadmium (Cd), chromium (Cr), nickel (Ni), and arsenic (As) and their association with cognitive function in schoolchildren living within 1 km of the Agbogbloshie site. Method: A cross-sectional study involving 56 pupils collected demographic data and blood and urine samples and administered the Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV). Blood was tested for Pb and Mn and urine for Cd, Cr, Ni, and As. Associations between metal levels and cognitive outcomes were examined using regression analyses, adjusting for confounders. Result: Children showed elevated metal levels, with mean blood Pb of 60.43 µg/L and urinary s of 21.50 µg/L. Symptoms of cognitive dysfunction were common: 75% reported confusion, 67.9% poor memory, and 66% poor concentration. Urinary Cr levels were significantly associated with lower Full-Scale IQ (β = −18.42, p < 0.05) and increased difficulty in decision-making (OR = 0.1, p < 0.05). Conclusion: These findings underscore the neurodevelopmental risks of heavy metal exposure from e-waste in low- and middle-income countries and call for urgent public health interventions and policy actions. Full article

Background/Objectives: Children with above-average cognitive functioning often present complex developmental profiles, combining high cognitive potential with heterogeneous socio-emotional and learning trajectories. Although the cognitive and behavioral characteristics of giftedness have been widely studied in Anglophone countries, evidence remains limited in Southern Europe. This study aimed to investigate the cognitive, academic, and emotional–behavioral profiles of Italian children and adolescents with above-average cognitive functioning, using an inclusive, dimensional approach (IQ > 114). Methods: We analyzed a cross-sectional sample of 331 children and adolescents (ages 2.11–16.5 years), referred for clinical cognitive or behavioral evaluations. Participants were assessed using the WPPSI-III or WISC-IV for cognitive functioning, the MT battery for academic achievement, and the Child Behavior Checklist (CBCL) for emotional and behavioral symptoms. Comparative and correlational analyses were performed across age, gender, and functional domains. A correction for multiple testing was applied using the Benjamini–Hochberg procedure. Results: Gifted participants showed strong verbal comprehension (mean VCI: preschoolers = 118; school-aged = 121) and relative weaknesses in working memory (WM = 106) and processing speed (PS = 109). Males outperformed females in perceptual reasoning (PR = 121 vs. 118; p = 0.032), while females scored higher in processing speed (112 vs. 106; p = 0.021). Difficulties in writing and arithmetic were observed in 47.3% and 41.8% of school-aged participants, respectively. Subclinical internalizing problems were common in preschool and school-aged groups (mean CBCL T = 56.2–56.7). Working memory negatively correlated with total behavioral problems (r = −0.13, p = 0.046). Conclusions: These findings confirm the heterogeneity of gifted profiles and underscore the need for personalized educational and psychological interventions to support both strengths and vulnerabilities in gifted children. Caution is warranted when interpreting these associations, given their modest effect sizes and the exploratory nature of the study. Full article

This study investigates the semantic development of V-diao in Taiwan Mandarin-speaking children, focusing on how they acquire both literal and non-literal meanings. Three key factors influencing this acquisition—type, metaphoricality, and context—were examined. This study recruited sixty elementary school children, divided into three age groups (7, 9, and 11 years old), along with twenty graduate students serving as an adult control group. Two truth value judgment tasks were employed: the Word-in-Sentences (WISE) task, which presents sentences containing the V-diao construction, and the Word-in-Scenarios (WISC) task, which uses stories and pictures as additional aids. The results indicated that V-diao₁ was the easiest for children to comprehend, followed by V-diao₂, while V-diao₃ and V-diao₄ were more challenging. Literal meanings of V-diao were found to be easier to acquire than non-literal ones, highlighting the metaphorical effect. Additionally, participants performed better on the WISE task than the WISC task, suggesting that contextual aids like stories and pictures did not enhance performance. These findings provide insights into the semantic development of Mandarin-speaking children and the role of metaphorical and contextual factors in language acquisition. Full article

The Wechsler Intelligence Scale for Children (WISC) is a widely used instrument for assessing cognitive abilities in children. While the latest fifth edition (WISC-V) has been adapted in various countries, Indonesia still relies on the outdated first edition, a practice that raises substantial concerns about the validity of diagnoses, outdated norms, and cultural bias. This study aimed to (1) adapt the WISC-V to the Indonesian linguistic and cultural context (WISC-V-ID), (2) evaluate its psychometric properties in a pilot study with an Indonesian sample, (3) reorder the item sequence of the subtests according to the empirical item difficulty observed in Indonesian children’s responses, and (4) evaluate the factor structure of the WISC-V-ID using confirmatory factor analysis. The adaptation study involved a systematic translation procedure, followed by psychometric evaluation with respect to gender, age groups, and ethnicity, using a sample of 221 Indonesian children aged 6 to 16 years. The WISC-V-ID demonstrated good internal consistency. Analysis of item difficulty revealed discrepancies in item ordering compared to the original WISC-V, suggesting a need for item reordering in future studies. In addition, the second-order five-factor model, based on confirmatory factor analysis, indicated that the data did not adequately fit the model, stressing the need for further investigation. Overall, the WISC-V-ID appears to be a reliable measure of intelligence for Indonesian children, though a comprehensive norming study is necessary for full validation. Full article

Background/Objectives: Attention deficit hyperactivity disorder (ADHD) and anxiety disorders (AD) are prevalent in childhood and adolescence, often presenting with overlapping symptoms. This study aimed to assess cognitive and executive functions—specifically attention, inhibition, and working memory—in children with ADHD, AD, and comorbid ADHD + AD. It also sought to identify potential neuropsychological markers that differentiate ADHD from AD and ADHD + AD comorbidity. Methods: Cognitive and executive functions were assessed in a sample of 48 school-age children and adolescents (aged 8–15 years) using the Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV) and the NEPSY-II battery. The MASC 2 self-report questionnaire was also used to assess anxiety symptoms. The participants were divided into three groups based on clinical diagnoses: ADHD, AD, and ADHD + AD. Results: No significant group differences emerged in cognitive performance, attention, or working memory. Significant differences emerged in inhibition performance, with children in the AD group demonstrating more efficient inhibition compared to both the ADHD and ADHD + AD groups. Children with ADHD showed longer response times. Better performance on inhibition tasks was associated with more severe anxiety symptoms. Conclusions: These findings suggest that anxiety may modulate specific aspects of executive functioning during tasks requiring attentional and inhibitory control. However, the complex interaction between ADHD and anxiety requires further investigation. This study underscores the importance of distinguishing ADHD from AD based on cognitive and executive profiles, particularly inhibition. In this context, it supports the routine use of the NEPSY-II in combination with the MASC 2 questionnaire to facilitate differential diagnosis in clinical practice. Full article

STap2Go is the first purely digital strategy-based method for the training of executive functions, making its evaluation relevant. This study assesses the effectiveness of this intervention in children with (at risk) and without (no-risk) psychosocial risk, which refers to socio-educational vulnerability, and examines whether its impact differs between groups. A total of 124 children (9–12 years old) were randomly assigned to either an experimental or an active control group. Individual assessments and family questionnaires were administered (FDT, WISC-V, RIST, BRIEF-2). Both groups received a 12-week intervention. The experimental group showed significant improvements in executive functions, processing speed, IQ, academic performance, and emotional and behavioral regulation compared to the controls. Notably, IQ, metacognition, and working memory continued improving at follow-up, suggesting lasting effects. While both groups benefited, the effects were more pronounced in at-risk children, particularly in BRIEF-2 (Inhibition, Metacognition, Behavioral Regulation) and academic performance in mathematics and language. Moreover, the psychosocial risk control group showed a trend toward deterioration over time. The far transfer achieved thanks to digital strategy-based training seems to have a greater effect on at-risk children, and can be used to compensate for their difficulties. Full article

Introduction: Dyslexia is a prevalent learning disorder that significantly affects the child population. It is often accompanied by deficits in language processes, cognition, and executive functioning, all of which are crucial for reading development. Children with dyslexia frequently exhibit difficulties in phonological processing, semantics, morphosyntax, and also in cognitive areas such as working memory, inhibition, planning, and attention. Objective: The primary objective of this study was to compare the linguistic, cognitive, and executive functioning abilities between children diagnosed with dyslexia and those with typical reading development. Methodology: A total of 120 children were selected and divided into two groups: the G-DYSLEXIA group (n = 60), consisting of children diagnosed with dyslexia, and the G-CONTROL group (n = 60), with typical reading development. Language, cognition, and executive functions were assessed using standardized tests: CELF-5, WISC-V, and ENFEN. Statistical analyses included descriptive statistics, independent sample t-tests, and Chi-square tests to compare the performance between these two groups. Results: The study revealed significant differences between the two groups in all dimensions assessed. Specifically, children with dyslexia showed markedly lower performance in linguistic, cognitive, and executive functioning measures compared with their peers with typical development. Conclusion: Children with dyslexia present a distinct clinical profile characterized by significant difficulties in language processing, cognition, and executive functions. These challenges interfere with their reading acquisition and academic performance, limiting their integration into educational environments and impacting their overall quality of life. Full article

This study aimed to explore the prevalence of learning disabilities (LDs) and the emotional–behavioral difficulties in 208 children from the Crete region in Greece, and who voluntarily presented themselves for study and were evaluated by a university-based interdisciplinary team of mental health professionals. The Greek version of the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V GR) was used, with its five Primary Index scores and full-scale IQ (Verbal Comprehension Index, VCI; Visual Spatial Index, VSI; Fluid Reasoning Index, FRI; Working Memory Index, WMI; and Processing Speed, PCI). Five diagnostic categories were established for the purpose of analysis: (a) no LDs (TD group), (b) Attention Deficit Hyperactivity Disorder (ADHD), (c) Specific Learning Disabilities (SLDs), (d) Extremely Low FSIQ (below 79), and (e) Emotional/Behavioral difficulties. The results revealed a 25.5% prevalence of SLDs, 18.75% ADHD, 8.65% Extremely Low FSIQ, and 5.29% emotional/behavioral problems, suggesting that 58% of the study population struggled with some kind of learning difficulty. Statistically significant differences were observed between the “Extremely Low FSIQ” group, the “SLD”, the “ADHD”, and the “TD” diagnostic groups in terms of the “VCI”, “FRI”, and the “FSIQ” scales (p < 0.001). Likewise, the “Extremely Low FSIQ” group differed significantly from the “SLD” and “TD” groups in terms of the “VSI”, the WMI, and the “PSI” (p < 0.001). The “Behavioural/emotional” and “SLD” groups differed in terms of “VCI” and “Full scale IQ” (p < 0.001). The analysis indicated that the children with severe learning difficulties differed from the other groups in terms of their cognitive profiles and that they needed tailor-made educational programs and interventions in a typical classroom. This study offers comparative data from a community sample of children, as well as generated initial evidence from non-clinical settings on the usability and the diagnostic accuracy of the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V). Further research is suggested. The present study was funded by the Crete Region (MIS 5162111). Full article

Several studies have examined performance on the Wechsler batteries in typically developing children and adolescents. In particular, some studies suggest that cognitive functioning may differ between males and females. In this framework, the present study aims to investigate, through a meta-analytical approach, whether there are sex differences in the profiles emerging from the WISC battery in children with a Specific Learning Disability. For this purpose, a systematic search was conducted, resulting in a final selection of 12 published studies which utilized the WISC and included at least one group of SLD children of similar ages. Scores obtained in each scale and subtest of the battery were then examined according to the CHC/WISC-V classification. A series of mixed-effects models were fitted to meta-analyze the data. The results highlight some differences favoring males, and others advantaging females. On the one hand, males exhibited higher performances in crystallized intelligence, visual processing, and quantitative knowledge. On the other hand, females showed better performance in short-term memory and processing speed. Nevertheless, no differences in fluid reasoning emerged, which probably did not prompt differences in overall intellectual functioning. From a practical and implications point of view, understanding sex-specific differences seems to be of pivotal importance, since it might trigger the development of ad hoc intervention programs in the clinical and educational context. Full article

Several studies have indicated that parental education predicts children’s intelligence. In contrast, fewer studies have simultaneously analyzed the role of parental intelligence, education, and personality in shaping their children’s giftedness. This study investigated the effects of parental education, cognitive abilities (based on CHC theory), and personality traits (based on the Five-Factor Model) on the expression of gifted children’s cognitive abilities. Sixty-five gifted children (IQ ≥ 120) aged 6 to 14 years (M = 9.91 years; SD = 2.24 years) were assessed using the WISC-IV, while parents (65 mothers, M = 44.00 years; SD = 4.20 years, and 61 fathers, M = 45.70 years; SD = 5.40 years) completed the WAIS-IV and the Big-Five Inventory. The results indicated that maternal education was a key predictor of children’s Verbal Comprehension Index (VCI) in bivariate analyses, though its effect was not robust in multivariate models. Children’s Perceptual Reasoning Index (PRI) was associated with maternal conscientiousness, and fathers’ short-term memory (Gsm) emerged as the primary predictor of children’s Working Memory Index (WMI). Maternal processing speed (Gs) was the strongest predictor of children’s Processing Speed Index (PSI) across both bivariate and multivariate analyses. While personality traits, such as maternal conscientiousness, played a role in facilitating visual-spatial reasoning, their effects were weaker compared to cognitive and educational factors. The findings obtained, which are only partly consistent with data in the literature, highlight the domain-specific influence of parental characteristics on children’s giftedness and underscore the need for further research into the interplay of genetic, cognitive, and environmental factors. Full article

Introduction: Refractory epilepsy is common in children with Autism Spectrum Disorder (ASD), significantly affecting their cognitive development and quality of life. Surgical interventions provide a therapeutic option, but it remains unclear which technique offers the best outcomes for this population. Objective: To compare the efficacy and safety of four surgical techniques—lesionectomy, temporal lobectomy, extratemporal cortical resection, and functional hemispherectomy—in children with refractory epilepsy, both with and without ASD, and evaluate their impact on cognitive and behavioral development and quality of life. Methodology: A retrospective study was conducted with 120 children diagnosed with refractory epilepsy, equally divided between those with and without ASD. Patients were assigned to one of four surgical groups (n = 15 per group) based on the intervention performed. Data on demographic and clinical characteristics, as well as one-year postoperative outcomes—including seizure control (Engel classification), intelligence quotient (WISC-V), adaptive behavior (Vineland-II), and quality of life (PedsQL)—were collected. Statistical analyses were applied to compare the results among groups, and logistic regression was used to identify the predictors of seizure freedom. Results: Lesionectomy and temporal lobectomy groups showed significantly higher rates of seizure freedom (80% and 73%, respectively) compared to extratemporal resection (60%) and functional hemispherectomy (67%). These groups also presented significant improvements in intelligence quotient, adaptive behavior, quality of life, and reductions in ASD symptoms (p < 0.01). Perioperative complications were notably lower in the lesionectomy and temporal lobectomy groups (7%) compared to extratemporal resection and functional hemispherectomy (40%; p = 0.007). Significant predictors of seizure freedom included the presence of structural anomalies on neuroimaging and a shorter duration of epilepsy before surgery (p < 0.05). Conclusions: Lesionectomy and temporal lobectomy are highly effective and safer surgical techniques for managing refractory epilepsy in children with ASD, providing significant benefits in seizure control, cognitive development, and quality of life. Importantly, the outcomes observed are not exclusive to children with ASD but likely reflect broader efficacy across pediatric epilepsy populations. The early identification of surgical candidates and comprehensive preoperative evaluations are essential for optimizing outcomes, emphasizing the importance of individualized treatment planning and further comparative research to validate these findings. Full article

Background/Objectives: Considering the importance of physical activity on the development of cognitive functions in children, the aim of this study was to assess the effects of a ten-week training program using the Interactive Floor device (© Funtronic), i.e., a kinesthetic educational game, and aerobic activity training on executive functions in 9-year-old children. Given current knowledge of the advantages of gamification and on-task switching, stronger improvement was expected for the Interactive Floor device than aerobic exercise activities. Methods: Sixty-four children (29 boys/35 girls) were randomly assigned to the Interactive Floor (n = 22), Aerobic Training (n = 22), or Control groups (n = 20). The participants had their cognitive abilities assessed twice (pre- and post-intervention) using computer tests from the Vienna Test System (VTS) and subtests from the Wechsler Intelligence Scale for Children^® Fifth Edition (WISC^®-V). From VTS, the Stroop Test was used to measure inhibition and attentional control, while the Corsi Block test assessed visuospatial short-term working memory. To assess auditory working memory, the Digit Span subtest from the WISC^®-V was applied. Additionally, fluid intelligence was estimated using Raven’s Progressive Matrices. Results: Repeated-measures mixed ANOVA and post hoc tests with Bonferroni correction for multiple comparisons showed that all intervention program groups improved in terms of intelligence and non-verbal abstract reasoning. The second significant finding in this study was that especially children from the Interactive Floor group developed their executive functions, i.e., inhibition and attentional control as well as their spatial short-term memory capacity. Conclusions: The results suggest that a combination of both physical exercise and cognitive games in the Interactive Floor group resulted in greater improvement in cognitive abilities in children than aerobic exercise or physical education lessons. It seems that a multidisciplinary approach combining physical and cognitive stimulation effectively promotes child development. Future programs aiming to improve cognitive skills in children should consider incorporating interactive and engaging activities that stimulate both the body and the mind. Full article

Background: Obstructive sleep apnea (OSA) in children is prevalent worldwide and affects their physiological, psychological, and cognitive functions. However, the research on OSA’s impact on children’s cognitive function remains inconclusive. This study aims to analyze the cognitive levels and influencing factors in children with OSA in a single-center study in China. Methods: We selected 110 children with OSA who visited the Department of Otorhinolaryngology, Head and Neck Surgery at the Children’s Hospital of Zhejiang University School of Medicine from March 2023 to April 2024. Cognitive function was assessed using the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), and data on the OAHI, BMI, lowest blood oxygen saturation, and tonsillar hypertrophy were collected. A correlation analysis was performed using SPSS Statistics 26.0. Results: The mean WISC-IV score of the children with OSA was 102.32, within the normal range. Gender and tonsillar grade had no significant effect on the cognitive levels. The BMI scores were significantly negatively correlated with verbal comprehension. The OAHI was weakly negatively correlated with perceptual reasoning but not with other cognitive dimensions. Conclusions: OSA may negatively affect specific cognitive domains in children, particularly perceptual reasoning and working memory. The BMI is a crucial factor influencing cognitive function in children with OSA. Future research should increase the sample size, include more variables, and conduct long-term follow-ups to comprehensively evaluate the influencing factors of OSA on children’s cognitive function. Full article

The recent release of the WAIS-5, a decade and a half after its predecessor, the WAIS-IV, raises immediate questions about the Flynn effect (FE). Does the traditional FE of points per decade in the U.S. for children and adults, identified for the Full Scale IQs of all Wechsler scales and for other global IQ scores as well, persist into the 2020s? The WAIS-5 Technical and Interpretive Manual provides two counterbalanced validity studies that address the Flynn effect directly—N = 186 adolescents and adults (16–90 years, mean age = 47.8) tested on the WAIS-IV and WAIS-5; and N = 98 16-year-olds tested on the WISC-V and WAIS-5. The FE is incorporated into the diagnostic criteria for intellectual disabilities by the American Association on Intellectual and Developmental Disabilities (AAIDD), by DSM-5-TR, and in capital punishment cases. The unexpected result of the two counterbalanced studies was a reduction in the Flynn effect from the expected value of 3 IQ points to 1.2 points. These findings raise interesting questions regarding whether the three point adjustment to FSIQs should be continued for intellectual disability diagnosis and whether the federal courts should rethink its guidelines for capital punishment cases and other instances of high stakes decision-making. Limitations include a lack of generalization to children, the impact of the practice effects, and a small sample size. Full article

The French adaptation of the Wechsler Intelligence Scale of Children, 5th edition (WISC-V) was an opportunity to examine if some common representations of gender differences in intellectual abilities are supported by empirical evidence. The WISC-V standardization sample provided data on a wide range of cognitive tests in a large sample of 6- to 16-year-old children representative of the French population. This sample included 517 boys and 532 girls. The WISC-V data were compared to those of the French standardization samples of three previous versions of the WISC (WISC-R, WISC-III, and WISC-IV). These four standardization samples span a 35-year period. The data analysis of the WISC-V standardization sample and the three previous versions of this intelligence scale showed that the performance gaps on intellectual tests between girls and boys have gradually narrowed over time. Almost no gender differences were observed in the WISC-V standardization sample, not only in IQ but also in key facets of intelligence. Data do not support the stereotype that girls are better at verbal tasks and boys are better at visuospatial tasks. However, some statistically significant differences remain, but the magnitude was generally small with no practical implications. The only important difference is in favor of girls and concerns performance on processing speed tasks that require visual discrimination, attentional control, and writing. Full article