DISCOURSE AND ACADEMIC SKILLS IN CHILDREN WITH SPINA BIFIDA

脊柱裂儿童的言语和学术技能

基本信息

项目摘要

School-aged children with spina bifida meningomyelocele and hydrocephalus (SBH) have characteristic cognitive and academic impairments in several domains that constrain school success and limit employment opportunities. There is agreement that they exhibit; tangential, verbose and stereotypical speech; non-inferential understanding of what they see and hear; deficit reading comprehension; and poor mathematics skills. Yet, there is little hypothesis-driven research that analyzes how impairment in these domains is related to core cognitive deficits and that analyzes how impairment in these domains is related to the type and extent of brain dysmorphology within the SBH condition. In Project 5, 335 children with SBH between the ages of 8 and 15 years will be tested, along with 96 controls. The Project has two aims: 1. To determine whether a limited number of core deficits can explain cognitive outcomes in school-aged children with SBH. This is accomplished by hypothesis-driven testing of core cognitive processes known to contribute to functioning in the domains of impairment that characterize children with SBH; 2. To test hypotheses about the relation between core deficits and the specific brain dysmorphologies and medical characteristics of SBH, thus linking this project to Projects 3,4 and Core B in which the cerebellum, corpus callosum and other brain regions of interest and medical variables are studied in some detail. This project will provide unique information about the cognitive and biological sources of variability in discourse and academic skills in children with SBH, with important implications for school functioning and vocational adjustment.
学龄儿童脊柱裂合并脊髓脊膜膨出和脑积水 (SBH)在几个方面存在典型的认知和学业障碍 限制学业成功和就业机会的领域。 有协议,他们表现出;切,冗长, 刻板的语言;对他们所看到的东西的非推理理解, 听力、阅读理解能力不足和数学能力差。然而, 很少有假设驱动的研究,分析如何损害, 这些领域与核心认知缺陷有关, 这些区域的损伤与脑损伤的类型和程度有关。 SBH条件下的畸形。在项目5中, 将对8至15岁的SBH进行测试,沿着的还有96名 对照该项目有两个目标:1。为了确定有限的 核心缺陷的数量可以解释学龄儿童的认知结果 儿童SBH这是通过假设驱动的测试来实现的, 核心认知过程已知有助于功能领域 2.儿童SBH的特征性损害;来验证假设 核心缺陷和特定大脑之间的关系 SBH的形态和医学特征,从而将其 项目3,4和核心B,其中小脑,体 胼胝体和其他感兴趣的大脑区域以及医学变量是 研究了一些细节。该项目将提供关于以下方面的独特信息: 话语变异性的认知和生物学来源, SBH儿童的学术技能,对 学校运作和职业调整。

项目成果

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MARCIA A BARNES其他文献

MARCIA A BARNES的其他文献

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{{ truncateString('MARCIA A BARNES', 18)}}的其他基金

DEVELOPMENT OF MATH IN PRESCHOOLERS: PROCESS AND PREEDICTORS
学龄前儿童的数学发展:过程和预测因素
  • 批准号:
    7699697
  • 财政年份:
    2008
  • 资助金额:
    $ 14.96万
  • 项目类别:
Development of Math in Preschoolers: Processes and Predictors
学龄前儿童数学的发展:过程和预测因素
  • 批准号:
    6964285
  • 财政年份:
    2005
  • 资助金额:
    $ 14.96万
  • 项目类别:
DISCOURSE AND ACADEMIC SKILLS IN CHILDREN WITH SPINA BIFIDA
脊柱裂儿童的言语和学术技能
  • 批准号:
    6564761
  • 财政年份:
    2002
  • 资助金额:
    $ 14.96万
  • 项目类别:
DISCOURSE AND ACADEMIC SKILLS IN CHILDREN WITH SPINA BIFIDA
脊柱裂儿童的言语和学术技能
  • 批准号:
    6449388
  • 财政年份:
    2001
  • 资助金额:
    $ 14.96万
  • 项目类别:
DISCOURSE AND ACADEMIC SKILLS IN CHILDREN WITH SPINA BIFIDA
脊柱裂儿童的言语和学术技能
  • 批准号:
    6316984
  • 财政年份:
    2000
  • 资助金额:
    $ 14.96万
  • 项目类别:
DISCOURSE AND ACADEMIC SKILLS IN CHILDREN WITH SPINA BIFIDA
脊柱裂儿童的言语和学术技能
  • 批准号:
    6302056
  • 财政年份:
    2000
  • 资助金额:
    $ 14.96万
  • 项目类别:
DISCOURSE AND ACADEMIC SKILLS IN CHILDREN WITH SPINA BIFIDA
脊柱裂儿童的言语和学术技能
  • 批准号:
    6108911
  • 财政年份:
    1999
  • 资助金额:
    $ 14.96万
  • 项目类别:
DEVELOPMENT OF MATH IN PRESCHOOLERS: PROCESS AND PREEDICTORS
学龄前儿童的数学发展:过程和预测因素
  • 批准号:
    7879958
  • 财政年份:
  • 资助金额:
    $ 14.96万
  • 项目类别:
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