TY - JOUR
T1 - Inhibition and shifting in children with learning deficits in arithmetic and reading
AU - van der Sluis, Sophie
AU - de Jong, Peter F.
AU - van der Leij, A.
PY - 2004/3/1
Y1 - 2004/3/1
N2 - The executive functions of inhibition and shifting were studied in arithmetic-disabled children, reading-disabled children, reading plus arithmetic-disabled children, and controls (N = 74). Measures involved the rapid naming of objects, digits, letters, or quantities with or without additional task requirements that reflected inhibition or shifting. Also, the Making Trails task, reflecting shifting, was administered. For tasks without executive demands, arithmetic-disabled children were slower in the naming of digits and quantities, whereas reading-disabled children were slower in the naming of digits and letters. For the executive tasks, arithmetic-disabled children as well as reading plus arithmetic-disabled children were impaired on the Making Trails task and on an object naming task that required both inhibition and shifting. Reading-disabled children exhibited no problems in executive functioning. Furthermore, it was shown that reading plus arithmetic-disabled children experienced the combination of problems that characterize children with a single learning deficit.
AB - The executive functions of inhibition and shifting were studied in arithmetic-disabled children, reading-disabled children, reading plus arithmetic-disabled children, and controls (N = 74). Measures involved the rapid naming of objects, digits, letters, or quantities with or without additional task requirements that reflected inhibition or shifting. Also, the Making Trails task, reflecting shifting, was administered. For tasks without executive demands, arithmetic-disabled children were slower in the naming of digits and quantities, whereas reading-disabled children were slower in the naming of digits and letters. For the executive tasks, arithmetic-disabled children as well as reading plus arithmetic-disabled children were impaired on the Making Trails task and on an object naming task that required both inhibition and shifting. Reading-disabled children exhibited no problems in executive functioning. Furthermore, it was shown that reading plus arithmetic-disabled children experienced the combination of problems that characterize children with a single learning deficit.
KW - Arithmetic
KW - Executive functioning
KW - Inhibition
KW - Learning disabilities
KW - Rapid automatized naming
KW - Reading
KW - Shifting
UR - http://www.scopus.com/inward/record.url?scp=0842268999&partnerID=8YFLogxK
U2 - 10.1016/j.jecp.2003.12.002
DO - 10.1016/j.jecp.2003.12.002
M3 - Article
C2 - 14972600
AN - SCOPUS:0842268999
VL - 87
SP - 239
EP - 266
JO - JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY
JF - JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY
SN - 0022-0965
IS - 3
ER -