Jove
Visualize
Contact Us

Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

767
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
767
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

1.3K
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
1.3K
Learning Disabilities01:25

Learning Disabilities

738
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
738
Language and Cognition01:27

Language and Cognition

956
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
956

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Should executive functioning be included in models of reading comprehension, and if so, which aspects?

Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence·2026
Same author

The Contribution of Text Characteristics to Reading Comprehension: Investigating the Influence of Text Emotionality.

Reading research quarterly·2022
Same author

Evaluation of an Integrated Psychology Service in a Pediatric Emergency Department and Urgent Care.

Pediatric emergency care·2021
Same author

Is executive dysfunction a potential contributor to the comorbidity between basic reading disability and attention-deficit/hyperactivity disorder?

Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence·2021
Same author

Frontal volume as a potential source of the comorbidity between attention-deficit/hyperactivity disorder and reading disorders.

Behavioural brain research·2020
Same author

Are frontal and temporal lobe epilepsy dissociable in their memory functioning?

Epilepsy & behavior : E&B·2019
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Video

Updated: Mar 30, 2026

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

9.0K

Visual processing in reading disorders and attention-deficit/hyperactivity disorder and its contribution to basic

Michelle Y Kibby1, Sarah M Dyer1, Sarah A Vadnais1

  • 1Department of Psychology and Center for Integrated Research in Cognitive and Neural Sciences, Southern Illinois University Carbondale, IL, USA.

Frontiers in Psychology
|November 19, 2015
PubMed
Summary
This summary is machine-generated.

Children with reading disorders (RD) show deficits in sequential short-term memory (STM), impacting basic reading skills. This visual sequential STM deficit appears specific to RD and warrants further investigation into its origins.

Keywords:
ADHDbasic readingchildrendyslexiareading disabilityreading disordervisual processingvisual short-term memory

More Related Videos

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.3K
Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
06:33

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

7.3K

Related Experiment Videos

Last Updated: Mar 30, 2026

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

9.0K
Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.3K
Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
06:33

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

7.3K

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Cognitive Science

Background:

  • Visual processing deficits in reading disorders (RD) have been debated for decades.
  • Short-term memory (STM) and visual discrimination are often implicated in reading ability.
  • Reading disorders frequently co-occur with attention-deficit/hyperactivity disorder (ADHD).

Purpose of the Study:

  • To investigate visual processing differences between children with RD, ADHD, and controls.
  • To determine if specific visual processing deficits are associated with RD or ADHD.
  • To examine the relationship between visual processing measures and reading ability.

Main Methods:

  • Compared performance on visual discrimination and sequential/non-sequential STM tasks across three groups: RD, ADHD, and controls.
  • Assessed children with RD, ADHD, and comorbid RD/ADHD.
  • Correlated visual processing measures with reading ability.

Main Results:

  • Children with RD and ADHD performed comparably to controls on non-sequential STM and visual discrimination tasks.
  • Both RD groups (RD and RD/ADHD) showed deficits in sequential STM compared to controls.
  • Sequential visual STM was the only visual measure that predicted reading ability.

Conclusions:

  • A deficit in visual sequential short-term memory (STM) is specific to reading disorders (RD).
  • This sequential STM deficit is linked to fundamental reading ability.
  • Potential underlying factors include reduced memory for order and verbal mediation deficits.