73 Examining the Associations Between Sentence Repetition and Other Cognitive Abilities in a Clinical Sample of School-Aged Children
Notice bibliographique
Résumé
Objective: Sentence repetition (SR) task performance is related to various cognitive abilities and not just learning and memory, as is commonly considered (e.g., Baron, 2018). Bartlett (2018) was the first to examine the associations among SR performance and other cognitive abilities within a single study, using a normative sample. Bartlett (2018) found that SR performance was predicted by language, auditory verbal working memory, processing speed, and nonverbal cognitive ability of which only language abilities and auditory verbal memory significantly added to the prediction. However, no study to date has examined the associations between SR and other cognitive abilities in a clinical sample of school-aged children. The present study sought to determine the extent to which language, working memory, nonverbal abilities (visuospatial processing and fluid reasoning), and processing speed predict children’s SR in a clinical sample. Participants and Methods: Children 6 to 14 years of age (N = 191; 65% males) were included in the present study. Participants were drawn from two separate archival data populations of children referred for neuropsychological assessment in southwestern Ontario. SR scores were obtained from performance on Benton’s (1965) sentence repetition task. Language, working memory, fluid reasoning, visual perception, and processing speed were measured with Index scores from the Wechsler Intelligence Scale for Children (5th edition). The association of each of these cognitive domains with SR was determined by multiple linear regression. The effects of age and sex on SR were also examined (N = 226; 64% males). Results: A multiple linear regression model including the five independent variables significantly predicted SR performance, F(5, 185) = 30.306, p < .001., adj. R2 = .435. Only language and working memory added significantly to the prediction, p < .05. A mediation analysis demonstrated that processing speed indirectly predicted SR performance through working memory, b=.0241, [95% BCa [CI .0132, .0355]. A moderate positive correlation was found between age and SR performance, r(226) = .416, p < .001. Sex was unrelated to SR performance. Conclusions: The findings from this study are consistent with other studies indicating that SR taps multiple cognitive abilities. In a large and representative clinical sample of children referred for assessment due to academic or other learning difficulties, language plays as significant a role in SR performance as does auditory verbal attention and working memory. An advantage of the present study was the use of clinically relevant summary measures of cognitive domains associated with intelligence testing.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».