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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.
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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...
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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.
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Related Experiment Video

Updated: Jul 2, 2025

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
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Cognitive-Motor Training Improves Reading-Related Executive Functions: A Randomized Clinical Trial Study in Dyslexia.

Mehdi Ramezani1, Angela J Fawcett2

  • 1Nursing and Midwifery Care Research Center, Health Management Research Institute, Iran University of Medical Sciences, Tehran 14496-14535, Iran.

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|February 23, 2024
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Summary

The dual-task Verbal Working Memory-Balance (VWM-B) program significantly improved executive functions and reading skills in children with developmental dyslexia (DD). This dual-task approach outperformed the single-task program.

Keywords:
cerebellumclinical trial studycognitive-motor trainingdual taskdyslexiaexecutive functionreadingsingle task

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Educational Psychology

Background:

  • Developmental dyslexia (DD) is frequently associated with executive function deficits.
  • These executive function difficulties can persist into adulthood without intervention.
  • Targeting executive functions may improve reading outcomes in children with DD.

Purpose of the Study:

  • To evaluate the short-term efficacy of the dual-task Verbal Working Memory-Balance (VWM-B) program.
  • To compare the VWM-B program against a single-task VWM program in Persian children with DD.
  • To assess the impact on reading-related executive functions, reading skills, and comprehension.

Main Methods:

  • A double-blinded randomized clinical trial was conducted.
  • The experiment group (n=15) received dual-task VWM-B training; the control group (n=12) received single-task VWM training.
  • Assessments were performed pre- and post-intervention, with groups homogenized for age, gender, IQ, and attention.

Main Results:

  • Significant improvements were noted in backward digit span, text comprehension, verbal fluency, and Stroop test performance (color-word and interference).
  • Reading subtest scores also showed significant gains.
  • Positive correlations were observed between reading skills and backward digit span, text comprehension, verbal fluency, and Stroop variables.

Conclusions:

  • The dual-task VWM-B program demonstrated superior effectiveness compared to the single-task VWM program.
  • Improvements were seen in selective attention, cognitive inhibition, verbal working memory, processing speed, naming, and lexical access.
  • Enhanced executive functions correlated with better reading skills in children with DD.