You searched for +publisher:"University of Houston" +contributor:("Cirino, Paul T.").
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University of Houston
1.
-2787-6796.
Executive Functioning in Struggling Readers: The NIH Examiner.
Degree: MA, Psychology, Clinical, 2020, University of Houston
URL: http://hdl.handle.net/10657/6635 
► Executive functioning (EF) is an important domain general control process implicated in the development of successful reading. While a number of previous studies have investigated…
(more)
▼ Executive functioning (EF) is an important domain general control process implicated in the development of successful reading. While a number of previous studies have investigated the role of EF in children with reading difficulties (RD), results have been mixed due to lack of clarity within the domain and varied assessment methods. In the present study, we investigated the role of EF in a large group (n = 355) of 4th, 5th and 6th grade students with RD. To characterize EF, we utilized the NIH Executive Abilities: Measures and Instruments for Neurobehavioral Evaluation and Research (NIH EXAMINER), a novel, short yet comprehensive, and free assessment. We investigated how the broad domain of EF is related to reading on three levels: word reading, reading fluency and reading comprehension, and for the latter, considered the impact of inference making. Results indicated relations of EF to reading consistent with prior work (average r = .26) with this novel measure. Multivariate multiple regression analyses compared the contribution of EF across all reading outcomes in a single model. Results revealed an overall effect of EF on reading, p < 0.001, and significant differences between fluency and comprehension, p < 0.001, and between decoding and comprehension, p = 0.014, but not between fluency and decoding, p = 0.062. The relation of EF to reading comprehension was fully mediated by inference making, and both indirect effects (short and long textual distance) were significant, although they were not significantly different from each other. Results may aid the development of specific reading interventions which consider the important and unique structure and role of EF in struggling readers.
Advisors/Committee Members: Cirino, Paul T. (advisor), Derrick, Jaye L. (committee member), Medina, Luis D. (committee member).
Subjects/Keywords: Executive Functioning; reading
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APA (6th Edition):
-2787-6796. (2020). Executive Functioning in Struggling Readers: The NIH Examiner. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/6635
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-2787-6796. “Executive Functioning in Struggling Readers: The NIH Examiner.” 2020. Masters Thesis, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/6635.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-2787-6796. “Executive Functioning in Struggling Readers: The NIH Examiner.” 2020. Web. 06 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-2787-6796. Executive Functioning in Struggling Readers: The NIH Examiner. [Internet] [Masters thesis]. University of Houston; 2020. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/6635.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-2787-6796. Executive Functioning in Struggling Readers: The NIH Examiner. [Masters Thesis]. University of Houston; 2020. Available from: http://hdl.handle.net/10657/6635
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Houston
2.
-1295-195X.
The Slow Rate of Visual Working Memory Consolidation Is a Structural Limit.
Degree: MA, Psychology, 2020, University of Houston
URL: http://hdl.handle.net/10657/6661
► Extensive research has focused on the limited storage capacity of working memory (WM), i.e., the maximum amount of information that can be maintained in WM.…
(more)
▼ Extensive research has focused on the limited storage capacity of working memory (WM), i.e., the maximum amount of information that can be maintained in WM. However, a relatively understudied limitation of WM involves the processing speed by which sensory information can be transformed into a WM representation that is resistant to distraction from ongoing perception and cognition. The speed of this “consolidation” process is the subject of conflicting results. Researchers have arrived at estimates of the consolidation time course using distinct paradigms ranging from 25 ms to 1 s, meaning more than an order of magnitude of variability. The extremely large variation in WM consolidation speed estimates across measurement approaches motivated the current work’s goal of determining whether consolidation speed is under strategic control or is a stable structural constraint of WM encoding. Here, the slower (1 s) measurement of WM consolidation of visually-presented verbal stimuli (i.e., letters) was replicated by using retroactive interference (RI; Nieuwenstein & Wyble, 2014)—essentially, measuring how long it takes after a WM sample array is presented for the representation in WM to no longer be vulnerable to distraction by performing a speeded second task (T2). Then, the RI results were extended to more standard visual WM stimuli (i.e., color patches). Further, slow consolidation was obtained regardless of the relative prioritization of WM encoding vs. T2, supporting the structural account. However, no RI was obtained when T2 was unspeeded. Finally, a sensorimotor decision and motor response to T2 were required to obtain RI. Given that RI was robust to varying WM probes, WM stimuli, and that slow consolidation was obtained regardless of strategic demands, the present study supports the structural account of WM consolidation.
Advisors/Committee Members: Tamber-Rosenau, Benjamin J. (advisor), Cirino, Paul T. (committee member), Yoshida, Hanako (committee member).
Subjects/Keywords: visual working memory; consolidation rate; retroactive interference
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APA (6th Edition):
-1295-195X. (2020). The Slow Rate of Visual Working Memory Consolidation Is a Structural Limit. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/6661
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-1295-195X. “The Slow Rate of Visual Working Memory Consolidation Is a Structural Limit.” 2020. Masters Thesis, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/6661.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-1295-195X. “The Slow Rate of Visual Working Memory Consolidation Is a Structural Limit.” 2020. Web. 06 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-1295-195X. The Slow Rate of Visual Working Memory Consolidation Is a Structural Limit. [Internet] [Masters thesis]. University of Houston; 2020. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/6661.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-1295-195X. The Slow Rate of Visual Working Memory Consolidation Is a Structural Limit. [Masters Thesis]. University of Houston; 2020. Available from: http://hdl.handle.net/10657/6661
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Houston
3.
Cannon, Grace E.
Effects of Task-Level Language Input on Bilingual Cognitive Advantage.
Degree: MA, Psychology, Developmental, 2015, University of Houston
URL: http://hdl.handle.net/10657/5474
► Bilingualism—through learning and speaking two languages—has been considered to contribute to the development of enhanced cognitive control, including attention, inhibition, and switching. Theories, experimental work,…
(more)
▼ Bilingualism—through learning and speaking two languages—has been considered to contribute to the development of enhanced cognitive control, including attention, inhibition, and switching. Theories, experimental work, and models suggest that both languages are always activated, and that creates a greater need for conflict processing, yet exactly how this cognitive demand is tightly coupled with one’s language processing is not fully understood. The current study aims to establish a cohesive view of cognitive control in bilingual and monolingual individuals at a crucial stage in cognitive development during early childhood. By altering the degree of lexical access required during the card sorting paradigm requiring rule-switching, the study attempts to address prior gaps in knowledge of the relationship between bilingualism and the mechanisms of language and cognitive control. Results suggest that bilingual advantages were prominent only when pictures were novel, where no activation of a corresponding label is expected. In contrast, monolinguals showed an advantage when pictures were familiar and sorted semantically, where activation of the corresponding lexical concept is expected. Children also demonstrated the best performance overall on the semantic task with only visual input, whereas they showed the largest switch costs on the semantic condition with both visual and spoken input. Here, we demonstrate that bilingual advantages are not demonstrated on language-based tasks regardless of spoken labels, but a bilingual disadvantage occurs on a visual semantic task with high demands for lexical access. Findings suggest that the bilingual advantage is heavily dependent on lexical access demands.
Advisors/Committee Members: Yoshida, Hanako (advisor), Hernandez, Arturo E. (committee member), Cirino, Paul T. (committee member).
Subjects/Keywords: Bilingualism; Cognitive control; Lexical access; Lexicons
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APA (6th Edition):
Cannon, G. E. (2015). Effects of Task-Level Language Input on Bilingual Cognitive Advantage. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/5474
Chicago Manual of Style (16th Edition):
Cannon, Grace E. “Effects of Task-Level Language Input on Bilingual Cognitive Advantage.” 2015. Masters Thesis, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/5474.
MLA Handbook (7th Edition):
Cannon, Grace E. “Effects of Task-Level Language Input on Bilingual Cognitive Advantage.” 2015. Web. 06 Mar 2021.
Vancouver:
Cannon GE. Effects of Task-Level Language Input on Bilingual Cognitive Advantage. [Internet] [Masters thesis]. University of Houston; 2015. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/5474.
Council of Science Editors:
Cannon GE. Effects of Task-Level Language Input on Bilingual Cognitive Advantage. [Masters Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/5474
University of Houston
4.
Elias, John T.
PROCEDURAL VERSUS CONCEPTUAL ALGEBRA REFRESHER INTERVENTIONS AND EFFECTS OF COGNITIVE ABILITIES IN ADULTS.
Degree: MA, Psychology, 2012, University of Houston
URL: http://hdl.handle.net/10657/1162
► The success rate of high school and college students in algebra is low (Tyson et al., 2007; Croft, 2006). As such, the present study compared…
(more)
▼ The success rate of high school and college students in algebra is low (Tyson et al., 2007; Croft, 2006). As such, the present study compared the effectiveness of conceptual and procedural algebra “refresher” interventions for 63 college students and investigated the relationship of cognitive variables to math outcome. Results revealed that participants in both interventions improved significantly from pretest to posttest, but that there was no significant difference between the two interventions. However, a follow-up analysis in which participants who scored at ceiling or at floor on pretest were excluded revealed an advantage for the conceptual treatment group relative to the procedural group in terms of educationally meaningful effect size (d = +0.53). There were no relationships between cognitive variables and math outcomes; however, in the follow-up analysis, long-term memory was positively correlated with posttest performance, but working memory and executive functioning were still unrelated to math outcomes. There was no interaction between cognitive variables and posttest performance of the two groups, which likely reflects the lack of differential treatment effects or robust zero-order correlations. The present study addresses the shortage of research on algebra, particularly the shortage of experiments that compare the effectiveness of different algebraic interventions. It also provides insight into intervention methods that educators may potentially use.
Advisors/Committee Members: Cirino, Paul T. (advisor), Sharp, Carla (committee member), Massman, Paul J. (committee member).
Subjects/Keywords: Algebra interventions; Math difficulty; Long-term memory; Working memory; Executive functions
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APA (6th Edition):
Elias, J. T. (2012). PROCEDURAL VERSUS CONCEPTUAL ALGEBRA REFRESHER INTERVENTIONS AND EFFECTS OF COGNITIVE ABILITIES IN ADULTS. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1162
Chicago Manual of Style (16th Edition):
Elias, John T. “PROCEDURAL VERSUS CONCEPTUAL ALGEBRA REFRESHER INTERVENTIONS AND EFFECTS OF COGNITIVE ABILITIES IN ADULTS.” 2012. Masters Thesis, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/1162.
MLA Handbook (7th Edition):
Elias, John T. “PROCEDURAL VERSUS CONCEPTUAL ALGEBRA REFRESHER INTERVENTIONS AND EFFECTS OF COGNITIVE ABILITIES IN ADULTS.” 2012. Web. 06 Mar 2021.
Vancouver:
Elias JT. PROCEDURAL VERSUS CONCEPTUAL ALGEBRA REFRESHER INTERVENTIONS AND EFFECTS OF COGNITIVE ABILITIES IN ADULTS. [Internet] [Masters thesis]. University of Houston; 2012. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/1162.
Council of Science Editors:
Elias JT. PROCEDURAL VERSUS CONCEPTUAL ALGEBRA REFRESHER INTERVENTIONS AND EFFECTS OF COGNITIVE ABILITIES IN ADULTS. [Masters Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1162
University of Houston
5.
Maxwell, Emily.
Visual Perception in Children with Spina Bifida Myelomeningocele and the Impact of Posterior Cortical Changes.
Degree: MA, Psychology, Clinical, 2012, University of Houston
URL: http://hdl.handle.net/10657/1153
► The present study investigated categorical and coordinate visual perception in 81 children with spina bifida myelomeningocele (SBM) relative to 28 controls, and related this performance…
(more)
▼ The present study investigated categorical and coordinate visual perception in 81 children with spina bifida myelomeningocele (SBM) relative to 28 controls, and related this performance to indices of cortical thickness, gray matter volume, and white matter volume for a subset of these participants. Results revealed weaknesses for children with SBM on both the categorical and coordinate visual perception tasks relative to controls, though both groups were more accurate on the categorical task than the coordinate task. Children with SBM demonstrated smaller values of cortical thickness, gray matter volume, and white matter volume relative to controls in regions of interest (inferior parietal cortex, superior parietal cortex, middle temporal gyrus, and superior temporal gyrus). There were no relations of corpus callosum volumes to visual perception performance, but relations were noted for cortical thickness, gray matter volume, and white matter volume. The findings supported the Dennis et al. (2006) model and provided insight as to the brain regions impacting visual perception performance for children with SBM.
Advisors/Committee Members: Cirino, Paul T. (advisor), Fletcher, Jack M. (committee member), Juranek, Jenifer (committee member).
Subjects/Keywords: Visual perception; Spina bifida myelomeningocele; Cortical thickness; Gray matter; White matter
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APA (6th Edition):
Maxwell, E. (2012). Visual Perception in Children with Spina Bifida Myelomeningocele and the Impact of Posterior Cortical Changes. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1153
Chicago Manual of Style (16th Edition):
Maxwell, Emily. “Visual Perception in Children with Spina Bifida Myelomeningocele and the Impact of Posterior Cortical Changes.” 2012. Masters Thesis, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/1153.
MLA Handbook (7th Edition):
Maxwell, Emily. “Visual Perception in Children with Spina Bifida Myelomeningocele and the Impact of Posterior Cortical Changes.” 2012. Web. 06 Mar 2021.
Vancouver:
Maxwell E. Visual Perception in Children with Spina Bifida Myelomeningocele and the Impact of Posterior Cortical Changes. [Internet] [Masters thesis]. University of Houston; 2012. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/1153.
Council of Science Editors:
Maxwell E. Visual Perception in Children with Spina Bifida Myelomeningocele and the Impact of Posterior Cortical Changes. [Masters Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1153
University of Houston
6.
-6689-1967.
Binge Alcohol Effects on the Prefrontal Cortex.
Degree: MA, Psychology, Developmental, 2016, University of Houston
URL: http://hdl.handle.net/10657/1731
► Approximately 92% of U.S. adults who drink excessively report binge drinking in the past 30 days. Increased alcohol marketing in recent years has particularly targeted…
(more)
▼ Approximately 92% of U.S. adults who drink excessively report binge drinking in the past 30 days. Increased alcohol marketing in recent years has particularly targeted women, causing a 36% increase in the last 10 years in the number of women who are engaging in binge alcohol consumption. Since women appear to be more vulnerable to the harmful neurological effects of alcohol, this increase is of particular concern. One of the brain regions most affected by binge alcohol consumption is the frontal cortex, an area important for many functions and decision making of daily life. Loss of prefrontal grey matter resulting from heavy alcohol consumption has been documented, however this volume loss does not appear to be caused by a decrease in the number of prefrontal cortex neurons. This study aimed to determine whether the medial prefrontal cortex (mPFC) in female rats is more vulnerable to alcohol induced damage (compared to males), by examining neuronal volume and quantity as well as prefrontal- dependent behavioral tasks following binge alcohol exposure. To assess this, adult male and female Long-Evans rats were assigned to binge or control groups and exposed to ethanol using a well-established 4-day model of alcohol-induced neurodegeneration. Both male and female binged animals had significantly smaller average neuronal volumes than their respective control groups, as well as spatial working memory deficits detected during behavioral testing. No differences were found between binged male and binged female rats on neuronal volume, population or behavioral outcomes. These results support prior research indicating that frontal regions are vulnerable to binge alcohol damage.
Advisors/Committee Members: Leasure, J. Leigh (advisor), Kosten, Therese A. (committee member), Cirino, Paul T. (committee member).
Subjects/Keywords: Alcohol; Binge drinking; Sex differences; Prefrontal cortex; Neurodegeneration; Neurosciences; Cognitive deficits
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APA (6th Edition):
-6689-1967. (2016). Binge Alcohol Effects on the Prefrontal Cortex. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1731
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-6689-1967. “Binge Alcohol Effects on the Prefrontal Cortex.” 2016. Masters Thesis, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/1731.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-6689-1967. “Binge Alcohol Effects on the Prefrontal Cortex.” 2016. Web. 06 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-6689-1967. Binge Alcohol Effects on the Prefrontal Cortex. [Internet] [Masters thesis]. University of Houston; 2016. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/1731.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-6689-1967. Binge Alcohol Effects on the Prefrontal Cortex. [Masters Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1731
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Houston
7.
Munson, Brandin A.
DIFFERENCES IN FOREIGN VOCABULARY LEARNING OUTCOMES BETWEEN VIRTUAL ENVIRONMENT IMMERSION-BASED, TEXT-BASED, AND PICTURE-BASED LEARNING.
Degree: MA, Psychology, 2016, University of Houston
URL: http://hdl.handle.net/10657/1730
► The main focus of the present study was to compare foreign vocabulary learning outcomes between immersion-based, text-based, and picture-based training within a virtual environment. Researchers…
(more)
▼ The main focus of the present study was to compare foreign vocabulary learning outcomes between immersion-based, text-based, and picture-based training within a virtual environment. Researchers have yet to quantitatively compare outcomes of foreign vocabulary learning between students who use virtual environments as immersive tools and more traditional text-based and picture-based training methods. The present study explored differences across time between groups assigned to one of these training methods on quizzes testing generalization of foreign vocabulary to real-world pictures. A 3D virtual foreign vocabulary learning environment created by ESLI, a language learning company, was utilized. All three groups learned material within the game in order to minimize computer-based group differences, but only the immersion group was able to explore the world and see the physical objects, while the other two were limited to learning Spanish phonology from either 1) English text translations or 2) picture presentations, both within a classroom area. Each group completed all 3 sections of material on 4 separate occasions, and took quizzes on vocabulary knowledge and generalization after every section. Analyses were conducted on a final sample of 32 participants.
T-tests revealed no differences between individual times, and immersion-based learning to have lower overall accuracy than either text-based or picture-based learning, with no significant differences between text-based or picture based learning. A 3x4 mixed-measures ANCOVA was conducted, comparing participants of different foreign vocabulary learning methods (either immersion, text, or picture) on quiz accuracy over a time period of 4 learning and testing sessions, while controlling for prior foreign (Spanish) vocabulary knowledge. While Spanish vocabulary and time each significantly predicted accuracy (p’s < 0.05), neither the main effect of condition nor the interaction of condition and time significantly predicted accuracy (p’s > 0.1). Implications and potential future directions are explored.
Advisors/Committee Members: Hernandez, Arturo E. (advisor), Cirino, Paul T. (committee member), Foss, Donald J. (committee member).
Subjects/Keywords: Foreign language learning; Vocabulary development; Virtual environment; Sensorimotor; Sensory neuroscience; Spanish language
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APA ·
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APA (6th Edition):
Munson, B. A. (2016). DIFFERENCES IN FOREIGN VOCABULARY LEARNING OUTCOMES BETWEEN VIRTUAL ENVIRONMENT IMMERSION-BASED, TEXT-BASED, AND PICTURE-BASED LEARNING. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1730
Chicago Manual of Style (16th Edition):
Munson, Brandin A. “DIFFERENCES IN FOREIGN VOCABULARY LEARNING OUTCOMES BETWEEN VIRTUAL ENVIRONMENT IMMERSION-BASED, TEXT-BASED, AND PICTURE-BASED LEARNING.” 2016. Masters Thesis, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/1730.
MLA Handbook (7th Edition):
Munson, Brandin A. “DIFFERENCES IN FOREIGN VOCABULARY LEARNING OUTCOMES BETWEEN VIRTUAL ENVIRONMENT IMMERSION-BASED, TEXT-BASED, AND PICTURE-BASED LEARNING.” 2016. Web. 06 Mar 2021.
Vancouver:
Munson BA. DIFFERENCES IN FOREIGN VOCABULARY LEARNING OUTCOMES BETWEEN VIRTUAL ENVIRONMENT IMMERSION-BASED, TEXT-BASED, AND PICTURE-BASED LEARNING. [Internet] [Masters thesis]. University of Houston; 2016. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/1730.
Council of Science Editors:
Munson BA. DIFFERENCES IN FOREIGN VOCABULARY LEARNING OUTCOMES BETWEEN VIRTUAL ENVIRONMENT IMMERSION-BASED, TEXT-BASED, AND PICTURE-BASED LEARNING. [Masters Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1730
University of Houston
8.
Child, Amanda.
A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder.
Degree: MA, Psychology, Clinical, 2015, University of Houston
URL: http://hdl.handle.net/10657/1473
► Reading disability (RD), math disability (MD), and attention-deficit/hyperactivity disorder (ADHD) are common disorders that frequently co-occur in school-aged children. However, it is not yet clear…
(more)
▼ Reading disability (RD), math disability (MD), and attention-deficit/hyperactivity disorder (ADHD) are common disorders that frequently co-occur in school-aged children. However, it is not yet clear which cognitive factors contribute to the comorbidities between the three disorders and which cognitions are uniquely related to one disorder. Thus, the present study considers how reading, math, and attention outcomes are related to PA, numerosity, WM, and PS. In response to findings that all three disorders exist on a continuum as opposed to representing groups that are fundamentally different from the normative population, this study employed a dimensional approach. Furthermore, in order to elucidate how the cognitive predictors relate to different methods of assessing math and reading ability, both timed and untimed academic outcomes were utilized. Inattention as well as hyperactivity outcomes were also considered. Results from this study support the role of working memory and phonological awareness in the comorbidities between reading, math, and attention outcomes, with a limited role of processing speed. Numerosity was also found to be related to the comorbidity between math and inattention. Results from timed outcomes and hyperactivity were generally similar to those with untimed and inattention outcomes, although hyperactivity was less strongly related to academic and attention outcomes in general. These findings have implications for understanding cognitive deficits that contribute to comorbidities between RD, MD, and ADHD.
Advisors/Committee Members: Cirino, Paul T. (advisor), Fletcher, Jack M. (committee member), Willcutt, Erik G. (committee member).
Subjects/Keywords: Reading; Mathematics; Attention
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APA (6th Edition):
Child, A. (2015). A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1473
Chicago Manual of Style (16th Edition):
Child, Amanda. “A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder.” 2015. Masters Thesis, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/1473.
MLA Handbook (7th Edition):
Child, Amanda. “A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder.” 2015. Web. 06 Mar 2021.
Vancouver:
Child A. A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder. [Internet] [Masters thesis]. University of Houston; 2015. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/1473.
Council of Science Editors:
Child A. A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder. [Masters Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1473
University of Houston
9.
-9798-360X.
A New Addition to the Concussion Toolkit?: Examining the Incremental Validity of the Vestibular/Ocular Motor Screening.
Degree: MA, Psychology, Clinical, 2019, University of Houston
URL: http://hdl.handle.net/10657/4643
► The Vestibular/Ocular Motor Screening (VOMS) offers a simple, low-cost measure of vestibular and ocular motor functions following a concussion but little is known about its…
(more)
▼ The Vestibular/Ocular Motor Screening (VOMS) offers a simple, low-cost measure of vestibular and ocular motor functions following a concussion but little is known about its incremental validity above and beyond traditional neurocognitive screening measures in predicting concussion symptom severity. Method: 159 concussed youth participants completed the VOMS, Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT), and the post-concussion symptom scale (PCSS). Results: Patients with higher symptom rating scores on the VOMS vestibular ocular reflex (VOR) and visual motor sensitivity (VMST) domains, respectively, reported higher concussion symptom severity, both at medium effect sizes (rs range .30-.33). In a multiple hierarchical regression, the VOMS primary scores uniquely contributed to the prediction of concussion symptom severity when controlling for neurocognitive performance (R2 = .09, F [4, 150] = 4.30, p = .003.) The VOR domain was the only VOMS primary measure that significantly contributed to concussion symptom severity in this multivariable model ( = .22, p = .047). Secondary analyses of VOMS provocation change scores showed a comparable pattern of univariate correlations, but a parallel multiple hierarchical regression showed that the provocation change scores were not associated with concussion symptom severity above and beyond neurocognitive functioning. Conclusions: Findings from this study support the incremental validity of the VOMS primary scores (but not provocation change scores) in relation to concussion symptom severity in concussed youth. The VOMS VOR domain may be a particularly valuable indicator of concussion symptom severity.
Advisors/Committee Members: Woods, Steven P. (advisor), Cirino, Paul T. (committee member), Podell, Kenneth (committee member).
Subjects/Keywords: Assessments; Brain injury
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APA (6th Edition):
-9798-360X. (2019). A New Addition to the Concussion Toolkit?: Examining the Incremental Validity of the Vestibular/Ocular Motor Screening. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/4643
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-9798-360X. “A New Addition to the Concussion Toolkit?: Examining the Incremental Validity of the Vestibular/Ocular Motor Screening.” 2019. Masters Thesis, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/4643.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-9798-360X. “A New Addition to the Concussion Toolkit?: Examining the Incremental Validity of the Vestibular/Ocular Motor Screening.” 2019. Web. 06 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-9798-360X. A New Addition to the Concussion Toolkit?: Examining the Incremental Validity of the Vestibular/Ocular Motor Screening. [Internet] [Masters thesis]. University of Houston; 2019. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/4643.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-9798-360X. A New Addition to the Concussion Toolkit?: Examining the Incremental Validity of the Vestibular/Ocular Motor Screening. [Masters Thesis]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/4643
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Houston
10.
Korycinski, Kristin M.
A Psychometric Evaluation of the Brief Form of the PID-5 in an Inpatient Adolescent Sample.
Degree: MA, Psychology, Clinical, 2017, University of Houston
URL: http://hdl.handle.net/10657/1862
► Borderline Personality Disorder (BPD) is a severe mental disorder characterized by dysfunction related to conceptualizations of the self and interpersonal processes. Research suggests that BPD…
(more)
▼ Borderline Personality Disorder (BPD) is a severe mental disorder characterized by dysfunction related to conceptualizations of the self and interpersonal processes. Research suggests that BPD may first emerge in adolescence and persist into adulthood, which makes this period of development particularly relevant within the field of personality disorder (PD) research. In an effort to continue expanding research in this area, the most recent iteration of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; APA, 2013) includes a new hybrid model of PD in Section III, “Emerging Measures and Models”. In this approach, PD are specified by two broad criteria: Criterion A, which notes impairment in at least two areas of personality functioning in domains of the self (i.e., instability of self-image or personal goals) and interpersonal processes (i.e., empathy or intimacy), and Criterion B, which outlines five pathological personality traits that appear to be indicative of personality pathology and disorders (i.e., Antagonism, Disinhibition, Negative Affectivity, Psychoticism, and Detachment). DSM-5 Section III proposes that BPD may best be captured by the three maladaptive traits of Negative Affectivity, Disinhibition, and Antagonism (APA, 2013). The Personality Inventory for DSM-5, Brief Form (PID-5-BF; Krueger et al. 2012) is a 25-item self-report questionnaire that was developed as a means of assessing the presence and severity of the five maladaptive personality traits outlined in this proposed model of PD in DSM-5 Section III. Though there is evidence to suggest that the PID-5-BF demonstrates adequate psychometric properties within adult and adolescent samples, the clinical utility of the PID-5-BF has not yet been explored in a sample of American, inpatient adolescents with formally diagnosed mental illnesses including BPD. Considering the above, the aims of the present study were to (1) assess the relationship between PID-5-BF pathological traits and theoretically similar measures of BPD (i.e., BPFS-C, BPFS-P, and PAI-BOR) and (2) establish diagnostic accuracy of the PID-5-BF as it pertains to BPD in an inpatient sample (n = 126) of adolescents aged 12- to 17-years-old. Results indicated that DSM-5 personality traits were highly correlated with self-report measures of BPD, suggesting good construct validity. However, the parent-report BPD measure, the BPFS-P, demonstrated notably fewer significant correlations with each of the five proposed traits. In terms of diagnostic accuracy, Negative Affectivity emerged as the single best predictor of BPD rather than a cluster of the three proposed traits outlined in Section III (i.e., Antagonism, Disinhibition, and Negative Affectivity). The results of this study suggest that, while DSM-5 traits as captured by the PID-5-BF are associated with self-reported BPD features, this particular brief measure should not be utilized as an independent diagnostic instrument for BPD. Results were discussed in relation to our understanding of pathological personality traits,…
Advisors/Committee Members: Sharp, Carla (advisor), Cirino, Paul T. (committee member), Steinberg, Lynne (committee member).
Subjects/Keywords: Borderline Personality Disorder; BPD; Adolescence; PID-5; PID-5-BF; Personality; Personality Assessment; Inpatient
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APA (6th Edition):
Korycinski, K. M. (2017). A Psychometric Evaluation of the Brief Form of the PID-5 in an Inpatient Adolescent Sample. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1862
Chicago Manual of Style (16th Edition):
Korycinski, Kristin M. “A Psychometric Evaluation of the Brief Form of the PID-5 in an Inpatient Adolescent Sample.” 2017. Masters Thesis, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/1862.
MLA Handbook (7th Edition):
Korycinski, Kristin M. “A Psychometric Evaluation of the Brief Form of the PID-5 in an Inpatient Adolescent Sample.” 2017. Web. 06 Mar 2021.
Vancouver:
Korycinski KM. A Psychometric Evaluation of the Brief Form of the PID-5 in an Inpatient Adolescent Sample. [Internet] [Masters thesis]. University of Houston; 2017. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/1862.
Council of Science Editors:
Korycinski KM. A Psychometric Evaluation of the Brief Form of the PID-5 in an Inpatient Adolescent Sample. [Masters Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1862
University of Houston
11.
-0662-2217.
The Hierarchical Factor Structure of the Personality Inventory for DSM-5.
Degree: MA, Psychology, Clinical, 2019, University of Houston
URL: http://hdl.handle.net/10657/4692
► Section III of the DSM-5 contains a dimensional, trait-based Alternative Model for Personality Disorders (AMPD) as an area for future research, given proposals that a…
(more)
▼ Section III of the DSM-5 contains a dimensional, trait-based Alternative Model for Personality Disorders (AMPD) as an area for future research, given proposals that a trait-based model of personality pathology may address inadequacies of the traditional categorical diagnostic model. Accompanying the AMPD is a trait-based, self-report measure of personality pathology – the Personality Inventory for DSM-5 (PID-5).The latent factor structure of the PID-5 is important given that it determines scoring procedures for the measure and helps inform the relationship between traits and the PD diagnoses in the AMPD, in other words, the latent structure of personality pathology. Therefore, it is necessary to consider this structure in great detail to ensure the structural validity and reliability of the measure and the AMPD moving forward. Against this background, the aim of the current study was to clarify the latent factor structure of the PID-5 using hierarchical confirmatory factor analysis (CFA) in a diverse, undergraduate student sample (N = 983). Results indicated that the majority of facet scales in the PID-5 were unidimensional. The psychoticism domain achieved acceptable model fit, but the others required modifications to achieve acceptable model fit. However, the entire hierarchical model of the PID-5 was not supported. Results of the current study call into question the hierarchical structure of the PID-5 for conceptualizing and assessing for personality pathology. Although domain scales of the PID-5 may reach acceptable levels of internal consistency and uni-dimensionality, the incremental utility of the domain scales over the facet scales in assessing for the presence of personality pathology remains in question. Further, the hierarchical structure of the PID-5 requires further investigation using item-level factor analytic techniques to compare alternative models to the structure proposed in the AMPD of the DSM-5.
Advisors/Committee Members: Sharp, Carla (advisor), Ahmed, Yusra (committee member), Cirino, Paul T. (committee member), Steinberg, Lynne (committee member).
Subjects/Keywords: PID-5; Personality
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APA (6th Edition):
-0662-2217. (2019). The Hierarchical Factor Structure of the Personality Inventory for DSM-5. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/4692
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-0662-2217. “The Hierarchical Factor Structure of the Personality Inventory for DSM-5.” 2019. Masters Thesis, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/4692.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-0662-2217. “The Hierarchical Factor Structure of the Personality Inventory for DSM-5.” 2019. Web. 06 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-0662-2217. The Hierarchical Factor Structure of the Personality Inventory for DSM-5. [Internet] [Masters thesis]. University of Houston; 2019. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/4692.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-0662-2217. The Hierarchical Factor Structure of the Personality Inventory for DSM-5. [Masters Thesis]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/4692
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Houston
12.
-6966-2131.
A Novel Approach to Simultaneously Assess Relations Between Theory of Mind and Person Perception: Validation with an Inpatient Sample of Adolescents with Borderline Personality Disorder.
Degree: MA, Psychology, Clinical, 2016, University of Houston
URL: http://hdl.handle.net/10657/1535
► Recent conceptualizations of personality disorders in general, and borderline personality disorder specifically, focus on dysfunction in self and other processing. These processes are best understood…
(more)
▼ Recent conceptualizations of personality disorders in general, and borderline personality disorder specifically, focus on dysfunction in self and other processing. These processes are best understood under the umbrella of social cognition, which refers to the cognitive processes involved in perceiving, attending to, remembering, thinking about, and making sense of the self and others. Research has found impairments in two particular domains of social cognition: theory of mind and person perception. Person perception is defined as making on-line, rapid judgements about people’s personality and disposition and theory of mind is defined as attributing mental states to oneself and others. One setback of previous studies of social-cognition in borderline personality disorder is that they have typically relied on single-task measures of social cognition, which have failed to acknowledge the multi-dimensional nature of this construct. Additionally, the few studies that have examined multiple social-cognitive modalities, have used separate measures. The use of multiple measures has the potential of obscuring true group differences with task- or stimuli-based differences, especially if they have differential reliabilities and/or validities. Therefore, for the current study, a novel task was adapted from existing, well-validated measures of theory of mind (Movie Assessment for Social Cognition) and person perception (the Interpersonal Grid) such that both modalities were being evaluated using the same stimuli.
The novel task was then used to (a) evaluate the relations between theory of mind and person perception and (b) using categorical and dimensional approaches, evaluate whether impairments in person perception and theory of mind were present in relation to borderline personality disorder. Specifically, 100 adolescents were recruited from an inpatient unit and completed the novel task along with interview-based diagnostic measures and self-report measures of borderline personality features. While there were no findings of relations between theory of mind and person perception and between both of these constructs and borderline personality disorder, further analyses revealed that among borderline adolescents, there was a unique pattern of relations between biased perceptions of Agency and theory of mind impairments. Findings were discussed in relation to our current understanding of these social-cognitive processes in borderline personality disorder.
Advisors/Committee Members: Sharp, Carla (advisor), Hopwood, Christopher J. (committee member), Cirino, Paul T. (committee member).
Subjects/Keywords: Theory of mind; Person Perception
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APA ·
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APA (6th Edition):
-6966-2131. (2016). A Novel Approach to Simultaneously Assess Relations Between Theory of Mind and Person Perception: Validation with an Inpatient Sample of Adolescents with Borderline Personality Disorder. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1535
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-6966-2131. “A Novel Approach to Simultaneously Assess Relations Between Theory of Mind and Person Perception: Validation with an Inpatient Sample of Adolescents with Borderline Personality Disorder.” 2016. Masters Thesis, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/1535.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-6966-2131. “A Novel Approach to Simultaneously Assess Relations Between Theory of Mind and Person Perception: Validation with an Inpatient Sample of Adolescents with Borderline Personality Disorder.” 2016. Web. 06 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-6966-2131. A Novel Approach to Simultaneously Assess Relations Between Theory of Mind and Person Perception: Validation with an Inpatient Sample of Adolescents with Borderline Personality Disorder. [Internet] [Masters thesis]. University of Houston; 2016. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/1535.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-6966-2131. A Novel Approach to Simultaneously Assess Relations Between Theory of Mind and Person Perception: Validation with an Inpatient Sample of Adolescents with Borderline Personality Disorder. [Masters Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1535
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Houston
13.
Elias, John T.
A MODEL FOR THE CONTRIBUTIONS OF EXECUTIVE FUNCTIONS, MATH ANXIETY, AND PARENTAL EXPECTATIONS TOWARD MATH ACHIEVEMENT.
Degree: PhD, Psychology, Clinical, 2017, University of Houston
URL: http://hdl.handle.net/10657/1840
► Understanding the factors influencing math achievement may serve to guide future instruction and intervention techniques, though integrating factors across neuropsychological, affective, and environmental domains in…
(more)
▼ Understanding the factors influencing math achievement may serve to guide future instruction and intervention techniques, though integrating factors across neuropsychological, affective, and environmental domains in studies has been rare. This study examined relationships among math achievement and three factors shown to be related to math in the literature: executive functions (EF) (e.g., Fuchs et al., 2009), math anxiety (e.g., Ashcraft & Kirk, 2001), and parental expectations of math achievement (e.g., Davis-Kean, 2005). While these three factors have been shown to contribute to math achievement individually, no previous study has attempted to comprehensively examine all three factors’ contribution collectively. A model is proposed which hypothesizes that while all three factors predict math outcome, of the three factors, EF contributes the greatest unique variance, math anxiety’s effect on math is moderated by EF and parental expectations, and math anxiety’s effect on math is moderated by parental expectations. Results show that the proposed model accounted for strong variance in math outcomes (R2 = .42), and the main effect of EF was the largest main effect
contributor as hypothesized. Math anxiety was only associated with math when EF was removed from the model, and higher parental expectations were associated with lower math anxiety. None of the hypothesized interactions were significant. Taken together, the results suggest that other factors outside of the neuropsychological domain are influential, but comparatively, EF is a much stronger predictor of math achievement. Therefore, future research and development of interventions that focus on providing strategies and scaffolding for children with low EF may offer the greatest payoff.
Advisors/Committee Members: Cirino, Paul T. (advisor), Tolar, Tammy (committee member), Alfano, Candice A. (committee member), Massman, Paul J. (committee member).
Subjects/Keywords: Math difficulty; Executive functions; Math anxiety; Parental expectations; Pre-algebra
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APA (6th Edition):
Elias, J. T. (2017). A MODEL FOR THE CONTRIBUTIONS OF EXECUTIVE FUNCTIONS, MATH ANXIETY, AND PARENTAL EXPECTATIONS TOWARD MATH ACHIEVEMENT. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1840
Chicago Manual of Style (16th Edition):
Elias, John T. “A MODEL FOR THE CONTRIBUTIONS OF EXECUTIVE FUNCTIONS, MATH ANXIETY, AND PARENTAL EXPECTATIONS TOWARD MATH ACHIEVEMENT.” 2017. Doctoral Dissertation, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/1840.
MLA Handbook (7th Edition):
Elias, John T. “A MODEL FOR THE CONTRIBUTIONS OF EXECUTIVE FUNCTIONS, MATH ANXIETY, AND PARENTAL EXPECTATIONS TOWARD MATH ACHIEVEMENT.” 2017. Web. 06 Mar 2021.
Vancouver:
Elias JT. A MODEL FOR THE CONTRIBUTIONS OF EXECUTIVE FUNCTIONS, MATH ANXIETY, AND PARENTAL EXPECTATIONS TOWARD MATH ACHIEVEMENT. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/1840.
Council of Science Editors:
Elias JT. A MODEL FOR THE CONTRIBUTIONS OF EXECUTIVE FUNCTIONS, MATH ANXIETY, AND PARENTAL EXPECTATIONS TOWARD MATH ACHIEVEMENT. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1840
University of Houston
14.
Gerst, Elyssa Hope.
Processing Speed in Children: Examination of the Structure in Middle Childhood and its Impact on Reading.
Degree: PhD, Psychology, Clinical, 2017, University of Houston
URL: http://hdl.handle.net/10657/1841
► The primary aim of this study was to examine the structure of processing speed (PS) in middle childhood by comparing five theoretically driven models of…
(more)
▼ The primary aim of this study was to examine the structure of processing speed (PS) in middle childhood by comparing five theoretically driven models of PS. The models consisted of two conceptual models (a unitary model, a complexity model) and three methodological models (a stimulus material model, an output modality model, and a timing modality model). A second aim was to evaluate the utility of these models for key reading skills (single word reading, fluency, and comprehension) relevant to this age group. Participants consisted of 844 children enrolled in urban public elementary schools. Average participant age was 9.92 (SD = 0.89) and students were enrolled in 3rd (n = 186), 4th (n = 482) and 5th (n = 176) grade. Sixteen variables from 12 tasks differing in their demand characteristics captured PS. Confirmatory factor analyses and regression equations evaluated hypotheses. A two-factor Timing model (Latency and Efficiency) was the strongest fit to the data and similarly structured two-factor Complexity model (Simple and Complex) was also a good fit to the data. Both models were examined as predictors of reading skills. Only the Efficiency/Complex factors were predictive of each key reading skill when considered alone and with relevant language and demographic variables, with the exception of single word reading, where both PS latent factors were predictive in the context of covariates. The structure of PS in middle childhood was found to form a two-factor structure, and separation was apparent between a simpler and more complex level of timed processing. Additionally, PS appears to be contributory to the prediction of word single word reading, reading fluency, and reading comprehension in the context of highly relevant predictors.
Advisors/Committee Members: Cirino, Paul T. (advisor), Gibbs, M. Cullen (committee member), Miciak, Jeremy (committee member), Woods, Steven P. (committee member), Yoshida, Hanako (committee member).
Subjects/Keywords: Processing Speed; Reading
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APA (6th Edition):
Gerst, E. H. (2017). Processing Speed in Children: Examination of the Structure in Middle Childhood and its Impact on Reading. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1841
Chicago Manual of Style (16th Edition):
Gerst, Elyssa Hope. “Processing Speed in Children: Examination of the Structure in Middle Childhood and its Impact on Reading.” 2017. Doctoral Dissertation, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/1841.
MLA Handbook (7th Edition):
Gerst, Elyssa Hope. “Processing Speed in Children: Examination of the Structure in Middle Childhood and its Impact on Reading.” 2017. Web. 06 Mar 2021.
Vancouver:
Gerst EH. Processing Speed in Children: Examination of the Structure in Middle Childhood and its Impact on Reading. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/1841.
Council of Science Editors:
Gerst EH. Processing Speed in Children: Examination of the Structure in Middle Childhood and its Impact on Reading. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1841
University of Houston
15.
Johnson, Chad 1982-.
Similarities and Differences among Commonly Used Verbal List Learning Tasks.
Degree: PhD, Psychology, Clinical, 2012, University of Houston
URL: http://hdl.handle.net/10657/1154
► The current study identifies intra-individual performance differences on three commonly used verbal list learning tests, and it discusses implications of these differences for both clinical…
(more)
▼ The current study identifies intra-individual performance differences on three commonly used verbal list learning tests, and it discusses implications of these differences for both clinical and research applications. The measures of interest are the California Verbal List Learning Test – Second Edition, the Hopkins Verbal List Learning Test – Revised, and The Rey Auditory Verbal List Learning Test. While each measure is classified as a verbal list learning test, differences in test structure and administration may result in variable performance within individuals. This variability has potential implications for clinical test selection under various circumstances and for utilization of the tests in research. To address questions about the similarity of these measures and comparability of scores, the author obtained scores on all three tests from a sample of 92 normal college students. In addition, learning curve characteristics, serial position effects, and semantic clustering effects were compared and contrasted across measures. Correlations for similar measures within tasks were significant, but lower than would be acceptable for alternate forms use. Differences in tasks were identified in learning curve characteristics and serial position effects. Additionally, factor structures of tasks varied significantly. Discussion of results includes exploratory explanations for some sources of variance among tests. The current study reinforces the need for neuropsychologists to carefully consider their specific task selections within the testing paradigm of verbal learning, noting the population of interest, the purpose of the evaluation, and the conceptualized construct of verbal learning from which the neuropsychologist is operating.
Advisors/Committee Members: Hiscock, Merrill (advisor), Cirino, Paul T. (committee member), Massman, Paul J. (committee member), Cole-Davis, Lynne (committee member).
Subjects/Keywords: Verbal list learning; Psychometrics; Verbal memory; Test validity; CVLT-II; RAVLT; HVLT-R; Neurosciences; Neuropsychology; Test selection
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APA (6th Edition):
Johnson, C. 1. (2012). Similarities and Differences among Commonly Used Verbal List Learning Tasks. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1154
Chicago Manual of Style (16th Edition):
Johnson, Chad 1982-. “Similarities and Differences among Commonly Used Verbal List Learning Tasks.” 2012. Doctoral Dissertation, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/1154.
MLA Handbook (7th Edition):
Johnson, Chad 1982-. “Similarities and Differences among Commonly Used Verbal List Learning Tasks.” 2012. Web. 06 Mar 2021.
Vancouver:
Johnson C1. Similarities and Differences among Commonly Used Verbal List Learning Tasks. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/1154.
Council of Science Editors:
Johnson C1. Similarities and Differences among Commonly Used Verbal List Learning Tasks. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1154
University of Houston
16.
Martin, Rebecca B.
Memory in Children with Temporal and Frontal Lobe Epilepsy, Pre- and Post-Operatively.
Degree: Psychology - Clinical, Neuropsychology, 2014, University of Houston
URL: http://hdl.handle.net/10657/4492
► Temporal lobe epilepsy (TLE) has been shown to be related to cognitive impairments in adults and children. This study specifically focuses on the cognitive impairments…
(more)
▼ Temporal lobe epilepsy (TLE) has been shown to be related to cognitive impairments in adults and children. This study specifically focuses on the cognitive impairments that can be associated with surgical intervention for intractable epilepsy in children. In adults, there is evidence for material-specific memory decline such that those with L-TLE have impaired verbal memory while those with R-TLE tend to have impaired visual memory, though the latter results are less robust. In children, the results are mixed suggesting that both verbal and visual memory can be affected by L- or R-sided TLE. In the current study, measures of objective memory, including immediate, delayed, and recognition memory, as well as verbal and non-verbal memory, everyday memory, and academic skills were considered pre- and post-surgery in children with TLE as well as in comparison groups of children with surgical intervention for frontal lobe epilepsy (FLE), for parietal or occipital lobe epilepsy, and children who have not had surgery. The impact of seizure-related variables, including seizure frequency, change in medications, age at surgery, age of onset of seizures, follow-up interval, and involvement of the hippocampus was explored. Results showed that the Surgery and No Surgery groups differed on academics: children without surgery declined but the surgery group were unchanged. The combined TLE and FLE group performed worse than children with parietal or occipital surgery on measures of objective memory, though neither group changed significantly. The combined TLE groups declined on immediate and delayed memory while the FLE improved. Finally, this study was consistent with the current literature for lack of evidence to support material-specific decline or improvement after surgery in the L- and R-TLE groups. Only the different etiologies (MTS, tumor, cortical dysplasia, etc.) may have impacted performance in the TLE group. While there was evidence for decline in immediate and delayed memory for the TLE groups, this does not appear to affect everyday memory or academic functioning.
Advisors/Committee Members: Cirino, Paul T. (advisor), Chapieski, Mary Lynn (advisor), Hiscock, Merrill (committee member), Schultz, Rebecca J. (committee member).
Subjects/Keywords: Epilepsy; Children
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APA (6th Edition):
Martin, R. B. (2014). Memory in Children with Temporal and Frontal Lobe Epilepsy, Pre- and Post-Operatively. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4492
Chicago Manual of Style (16th Edition):
Martin, Rebecca B. “Memory in Children with Temporal and Frontal Lobe Epilepsy, Pre- and Post-Operatively.” 2014. Doctoral Dissertation, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/4492.
MLA Handbook (7th Edition):
Martin, Rebecca B. “Memory in Children with Temporal and Frontal Lobe Epilepsy, Pre- and Post-Operatively.” 2014. Web. 06 Mar 2021.
Vancouver:
Martin RB. Memory in Children with Temporal and Frontal Lobe Epilepsy, Pre- and Post-Operatively. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/4492.
Council of Science Editors:
Martin RB. Memory in Children with Temporal and Frontal Lobe Epilepsy, Pre- and Post-Operatively. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/4492
University of Houston
17.
Arrington, Nikki.
White Matter Microstructure in Relation to Reading Proficiency and Behavioral Inattention.
Degree: PhD, Psychology, Developmental, 2015, University of Houston
URL: http://hdl.handle.net/10657/5468
► Components of reading proficiency such as accuracy, fluency, and comprehension require the successful coordination of numerous, yet distinct, cortical regions. Underlying white matter tracts such…
(more)
▼ Components of reading proficiency such as accuracy, fluency, and comprehension require the successful coordination of numerous, yet distinct, cortical regions. Underlying white matter tracts such as the arcuate fasciculus, inferior fronto-occipito fasciculus, inferior longitudinal fasciculus, and uncinate fasciculus allow for the communication among these regions. This study utilized unique full tract versus residualized tract–based spatial statistics methodology to identify the relations of white matter microstructure integrity to word reading proficiency, as well as behavioral inattention, in poor readers and typical school-aged readers. I hypothesized that white matter integrity would be differentially related to behavioral inattention and reading proficiency in poor versus typical readers, with increased integrity positively associated with increased reading proficiency and negatively associated with behavioral inattention. Results indicated measures of white matter integrity were differentially associated with reading proficiency and behavioral inattention. The right arcuate was positively correlated with accuracy and fluency in typical readers. Comprehension was negatively correlated with left uncinate. Reading accuracy was negatively correlated with right inferior longitudinal and bilateral arcuate in poor readers. Comprehension and fluency were positively correlated with left inferior longitudinal and right uncinate, respectively. Behavioral inattention was positively correlated with right inferior fronto-occipito and uncinate in typical readers. These findings expand our knowledge of the association between white matter integrity and different elements of reading proficiency and behavioral inattention.
Advisors/Committee Members: Fletcher, Jack M. (advisor), Cirino, Paul T. (committee member), Yoshida, Hanako (committee member), Juranek, Jenifer (committee member).
Subjects/Keywords: Reading proficiency; Behavioral inattention; White matter; DTI
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APA (6th Edition):
Arrington, N. (2015). White Matter Microstructure in Relation to Reading Proficiency and Behavioral Inattention. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5468
Chicago Manual of Style (16th Edition):
Arrington, Nikki. “White Matter Microstructure in Relation to Reading Proficiency and Behavioral Inattention.” 2015. Doctoral Dissertation, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/5468.
MLA Handbook (7th Edition):
Arrington, Nikki. “White Matter Microstructure in Relation to Reading Proficiency and Behavioral Inattention.” 2015. Web. 06 Mar 2021.
Vancouver:
Arrington N. White Matter Microstructure in Relation to Reading Proficiency and Behavioral Inattention. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/5468.
Council of Science Editors:
Arrington N. White Matter Microstructure in Relation to Reading Proficiency and Behavioral Inattention. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/5468
University of Houston
18.
Child, Amanda E.
Academic Fluency in Pediatric Brain Tumor Survivors Treated with Proton Beam Radiation Therapy versus Photon Radiation Therapy.
Degree: PhD, Psychology, Clinical, 2019, University of Houston
URL: http://hdl.handle.net/10657/4632
► Brain and central nervous system (CNS) tumors are the most common tumor type in children and adolescents, and are often treated with a combination of…
(more)
▼ Brain and central nervous system (CNS) tumors are the most common tumor type in children and adolescents, and are often treated with a combination of surgery, chemotherapy, and radiation therapy. Historically, most pediatric brain tumor patients have received photon radiation therapy (XRT). However, this treatment is associated with negative long-term neurocognitive and academic effects due to unavoidable irradiation of healthy brain tissue. In an effort to minimize radiation exposure to healthy tissue, proton beam radiation therapy (PBRT) was developed due to its ability to maximize radiation administered to the tumor and minimize radiation to normal tissue. This therapy is becoming an increasingly popular treatment for children, as scientists theorize that decreased irradiation of healthy brain tissue will correspond to relatively improved long-term cognitive and academic outcomes. However, very little research has explored outcomes in children treated with PBRT. The present study compared long-term cognitive (i.e., working memory, processing speed, vocabulary, attention, shifting, and fine motor) and academic (i.e., reading, math, and writing fluency) outcomes in pediatric brain tumor survivors treated with XRT versus PBRT, and evaluated the degree to which group differences in academic fluency are mediated by cognitive ability. Results revealed that PBRT patients outperformed XRT patients on multiple cognitive measures (vocabulary, processing speed, shifting, working memory) as well as all fluency measures (reading, writing, math fluency). In addition, vocabulary and processing speed fully mediated relations between group and all three fluency outcomes. Working memory also mediated relations between group and math fluency. Findings suggest that academic fluency interventions that are effective for typically developing children with learning disabilities may also ameliorate fluency difficulties in brain tumor survivors, although modifications would likely be needed due the significant processing speed difficulties that are unique to this population.
Advisors/Committee Members: Cirino, Paul T. (advisor), Kahalley, Lisa S. (advisor), Bick, Johanna R. (committee member), Woods, Steven P. (committee member), Minard, Charles G. (committee member).
Subjects/Keywords: Neurocognitive outcomes; Neurosciences; Neuropsychology; Pediatric brain tumor; Radiation therapy
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APA (6th Edition):
Child, A. E. (2019). Academic Fluency in Pediatric Brain Tumor Survivors Treated with Proton Beam Radiation Therapy versus Photon Radiation Therapy. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4632
Chicago Manual of Style (16th Edition):
Child, Amanda E. “Academic Fluency in Pediatric Brain Tumor Survivors Treated with Proton Beam Radiation Therapy versus Photon Radiation Therapy.” 2019. Doctoral Dissertation, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/4632.
MLA Handbook (7th Edition):
Child, Amanda E. “Academic Fluency in Pediatric Brain Tumor Survivors Treated with Proton Beam Radiation Therapy versus Photon Radiation Therapy.” 2019. Web. 06 Mar 2021.
Vancouver:
Child AE. Academic Fluency in Pediatric Brain Tumor Survivors Treated with Proton Beam Radiation Therapy versus Photon Radiation Therapy. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/4632.
Council of Science Editors:
Child AE. Academic Fluency in Pediatric Brain Tumor Survivors Treated with Proton Beam Radiation Therapy versus Photon Radiation Therapy. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/4632
University of Houston
19.
Fischer, Jesse T.
Frontostriatal White Matter Integrity Relations with ‘Cool’ and ‘Hot’ Self-Regulation Following Pediatric Traumatic Brain Injury.
Degree: PhD, Psychology, Clinical, 2019, University of Houston
URL: http://hdl.handle.net/10657/4629
► Traumatic brain injury (TBI) produces microstructural damage to white matter pathways connecting neural structures that support top-down control of prefrontal regions over striatal regions involved…
(more)
▼ Traumatic brain injury (TBI) produces microstructural damage to white matter pathways connecting neural structures that support top-down control of prefrontal regions over striatal regions involved in self-regulation (SR). Frontostriatal white matter can be separated into dorsal and ventral pathways, and has been linked to cognitive (‘cool’) and emotional (‘hot’) types of SR. The aims of the current study were to (1) evaluate the impact of pediatric TBI, age at injury, and sex on the integrity of dorsal (dorsal anterior cingulate, ventrolateral prefrontal cortex, and dorsolateral prefrontal cortex to caudate) and ventral (medial orbitofrontal cortex and rostral anterior cingulate cortex to nucleus accumbens) frontostriatal pathways assessed 2 months after injury, and on the cool and hot self-regulatory behaviors they are believed to support; and (2) investigate whether the impact of TBI on cool and hot self-regulatory behaviors at 6 months after injury was mediated by the integrity of dorsal and ventral frontostriatal pathways, respectively. The current study used archival data from a prospective, longitudinal study consisting of 84 children and adolescents with TBI (24 uncomplicated mild, 30 complicated mild, 6 moderate, 24 severe) and 55 typically developing (TD) children, aged 8-15. Children with TBI were classified into uncomplicated mild TBI (mTBI), and more severe TBI (sTBI; complicated mild, moderate, and severe TBI). Diffusion tensor tractography was used to map dorsal and ventral white matter pathways. Measures of cool SR included focused and sustained attention (Continuous Performance Task omission errors and reaction time by block), and parent reported attention via the Strengths and Weaknesses of ADHD and Normal Behavior scale. Hot SR measures included risk-taking via Balloon Analogue Risk Task pumps and emotional control via the Behavior Rating in Executive Functioning parent report. Multivariate general linear models (GLM) showed that, in comparison to TD children, children with sTBI had lower fractional anisotropy (FA) in dorsal pathways connecting bilateral dorsal anterior cingulate to caudate and the ventral pathway linking the right medial orbitofrontal cortex to nucleus accumbens. Children with sTBI also had significantly greater difficulties than healthy children with parent reported cool and hot SR, but not on task performance of SR (focused or sustained attention and risk taking). Focused attention, risk taking, and emotional control were significantly correlated with FA of specific dorsal and ventral pathways. Although frontostriatal white matter integrity predicted both cool and hot SR difficulties, only the effect of TBI on focused attention 6 months after injury was mediated by dorsal pathway integrity 2 months post-TBI. Frontostriatal pathways may serve as a biomarker to identify children at risk for specific SR difficulties as well as to assess response to interventions targeted at cool or hot SR. Findings can guide future research on dorsal and ventral neural correlates of SR difficulties…
Advisors/Committee Members: Ewing-Cobbs, Linda (advisor), Cirino, Paul T. (advisor), Fan, Weihua (committee member), Alfano, Candice A. (committee member), Bick, Johanna R. (committee member).
Subjects/Keywords: Traumatic brain injury; Pediatrics; Self-regulation; White matter; Frontostriatal
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APA (6th Edition):
Fischer, J. T. (2019). Frontostriatal White Matter Integrity Relations with ‘Cool’ and ‘Hot’ Self-Regulation Following Pediatric Traumatic Brain Injury. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4629
Chicago Manual of Style (16th Edition):
Fischer, Jesse T. “Frontostriatal White Matter Integrity Relations with ‘Cool’ and ‘Hot’ Self-Regulation Following Pediatric Traumatic Brain Injury.” 2019. Doctoral Dissertation, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/4629.
MLA Handbook (7th Edition):
Fischer, Jesse T. “Frontostriatal White Matter Integrity Relations with ‘Cool’ and ‘Hot’ Self-Regulation Following Pediatric Traumatic Brain Injury.” 2019. Web. 06 Mar 2021.
Vancouver:
Fischer JT. Frontostriatal White Matter Integrity Relations with ‘Cool’ and ‘Hot’ Self-Regulation Following Pediatric Traumatic Brain Injury. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/4629.
Council of Science Editors:
Fischer JT. Frontostriatal White Matter Integrity Relations with ‘Cool’ and ‘Hot’ Self-Regulation Following Pediatric Traumatic Brain Injury. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/4629
University of Houston
20.
Maxwell, Emily C.
The Role of Executive Functioning, Anxiety, and Family Burden on Mathematical Performance in Children with Traumatic Brain Injury.
Degree: PhD, Psychology, Clinical, 2015, University of Houston
URL: http://hdl.handle.net/10657/5477
► Mathematical performance is closely linked with anxiety and executive processes, which are both adversely impacted by traumatic brain injury (TBI) in children. The present study…
(more)
▼ Mathematical performance is closely linked with anxiety and executive processes, which are both adversely impacted by traumatic brain injury (TBI) in children. The present study examined the impact of executive functioning, anxiety, and family burden of injury on mathematical performance in children with TBI or orthopedic injuries (OI) at 2 months and 2 years post-injury. Participants (ages 6 to 15 years) had been hospitalized for complicated-mild/moderate and severe TBI (n = 51) or OI (n = 47) and were enrolled in a prospective longitudinal study. Children completed two measures of mathematics (calculation and problem solving), and parents completed measures of family burden, anxiety, and executive function. Mediation and path analyses were used to evaluate contributions of the above variables to mathematical outcomes. Compared to children with OI, children with TBI had lower calculation and problem solving scores, higher family burden, and executive functioning impairment persisting 2 years post-injury (p < 0.05). Mediation analyses revealed that executive functioning at 2 months partially mediated the role of group on calculation at 2 months (b = -0.71; 95% bootstrap confidence interval CI of -1.93 to -0.06). Problem solving at 2 months and calculation at 2 months mediated the relation of group to problem solving and calculation scores at 2 years post-injury, respectively. Neither anxiety nor family burden significantly impacted mathematical performance (p < 0.05). Executive functioning difficulties at 2 months post-injury in children with complicated-mild/moderate to severe TBI predicts long-term functioning and may serve as a red flag regarding the need for interventions to improve educational and psychological health outcomes.
Advisors/Committee Members: Cirino, Paul T. (advisor), Ewing-Cobbs, Linda (advisor), Sharp, Carla (committee member), Stuebing, Karla K. (committee member).
Subjects/Keywords: Pediatric traumatic brain injury; Mathematical performance; Executive functions; Anxiety; Family burden
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APA (6th Edition):
Maxwell, E. C. (2015). The Role of Executive Functioning, Anxiety, and Family Burden on Mathematical Performance in Children with Traumatic Brain Injury. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5477
Chicago Manual of Style (16th Edition):
Maxwell, Emily C. “The Role of Executive Functioning, Anxiety, and Family Burden on Mathematical Performance in Children with Traumatic Brain Injury.” 2015. Doctoral Dissertation, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/5477.
MLA Handbook (7th Edition):
Maxwell, Emily C. “The Role of Executive Functioning, Anxiety, and Family Burden on Mathematical Performance in Children with Traumatic Brain Injury.” 2015. Web. 06 Mar 2021.
Vancouver:
Maxwell EC. The Role of Executive Functioning, Anxiety, and Family Burden on Mathematical Performance in Children with Traumatic Brain Injury. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/5477.
Council of Science Editors:
Maxwell EC. The Role of Executive Functioning, Anxiety, and Family Burden on Mathematical Performance in Children with Traumatic Brain Injury. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/5477
University of Houston
21.
-5385-1306.
The Role Of Domain Specific Rational Number Components And The Domain General Component of Attention in Math.
Degree: PhD, Psychology, Clinical, 2020, University of Houston
URL: http://hdl.handle.net/10657/7263
► There has been much research into cognitive predictors of math ability and the role of attention in math. However, most of this research has evaluated…
(more)
▼ There has been much research into cognitive predictors of math ability and the role of attention in math. However, most of this research has evaluated attention through behavioral report measures. Less information is available regarding the role of cognitive attention skills for math outcomes, or how attention is contextualized alongside key domain specific predictors of math such as magnitude. In particular, for math outcomes beyond whole numbers, magnitude measures that incorporate rational number knowledge are important. In this study, we use a model developed by DeWolf et al., (2015) to investigate individual contributions of magnitude per se, conceptual relational understanding, and their combination, fraction estimation. Evaluating these relations is important to provide a better view of what predicts complex math performance as well as potentially guide future curriculum and intervention decisions. The goal of this study was to gain insight into the relative roles of these predictors for different types of math performance. Therefore, the current study investigated the role of aspects of external attention (alongside behavioral attention), contextualized against number line estimation, for computational and fraction performance, in a sample of English language learners in seventh and eighth grade (n = 93). We found that math fluency was significantly predicted by fraction estimation. Math computation performance was significantly predicted by math fluency and behavioral attention. Finally, procedural fraction knowledge was predicted by fraction estimation and fraction relations but not magnitude per se. The results reinforce fraction relations as a critical component for math and demonstrates the mutual support of both procedural and conceptual skill. The results of this study advance understanding of rational number development and the role of external attention in mathematics, as an example of the domain specific versus general debate. This study also informs future curricular and intervention decisions related for children struggling with fraction performance.
Advisors/Committee Members: Cirino, Paul T. (advisor), Gibbs, M. Cullen (committee member), Williams, Michael W. (committee member), Davidson, Kevin (committee member).
Subjects/Keywords: Math; Attention; Magnitude
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APA (6th Edition):
-5385-1306. (2020). The Role Of Domain Specific Rational Number Components And The Domain General Component of Attention in Math. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/7263
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-5385-1306. “The Role Of Domain Specific Rational Number Components And The Domain General Component of Attention in Math.” 2020. Doctoral Dissertation, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/7263.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-5385-1306. “The Role Of Domain Specific Rational Number Components And The Domain General Component of Attention in Math.” 2020. Web. 06 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-5385-1306. The Role Of Domain Specific Rational Number Components And The Domain General Component of Attention in Math. [Internet] [Doctoral dissertation]. University of Houston; 2020. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/7263.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-5385-1306. The Role Of Domain Specific Rational Number Components And The Domain General Component of Attention in Math. [Doctoral Dissertation]. University of Houston; 2020. Available from: http://hdl.handle.net/10657/7263
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
22.
Huston-Warren, Emily A.
Executive Functions and Self-Regulated Learning as Predictors of Math Achievement: A Path Analytic Framework.
Degree: MA, Psychology, Clinical, 2016, University of Houston
URL: http://hdl.handle.net/10657/1514
► Despite considerable evidence for the hierarchical nature of math learning and the influence of executive functions in early math development, few studies have investigated the…
(more)
▼ Despite considerable evidence for the hierarchical nature of math learning and the influence of executive functions in early math development, few studies have investigated the role of executive functions and related skills (i.e. self-regulated learning skills) in later elementary years. The goal of the present study was to comprehensively evaluate the role of executive functions and self-regulated learning skills as predictors of mathematical outcomes, proposing ways in which these predictive relationships may differ across elementary grades 3 through 5. Directly examining the hierarchy of math learning, this study utilized a path analytic framework to assess the likely mediating role of early math skill mastery (e.g. fact fluency) and the hypothesized moderating effect of grade. Both direct and indirect effects were assessed in a large and diverse sample of students (N = 846) in third grade (N = 186), fourth grade (N = 484), and fifth grade (N = 176). While the moderating effect of grade was not significant, the final model showed good fit (χ2 = 313.48, df = 256; CFI = 0.97; RMSEA = 0.028, 90% CI = 0.015 to 0.038; SRMR = 0.074) and demonstrated predictive power for several considered variables. Additionally, a strong mediating role of math fact fluency was observed. The results underscore the robust influence of executive functions and metacognition on math outcomes across grade level, thus supporting efforts to integrate findings across bodies of literature.
Advisors/Committee Members: Cirino, Paul T. (advisor), Alfano, Candice A. (committee member), Taylor, Patricia (committee member).
Subjects/Keywords: Mathematics achievement; Executive functions; Self-regulated learning; Path analysis
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APA (6th Edition):
Huston-Warren, E. A. (2016). Executive Functions and Self-Regulated Learning as Predictors of Math Achievement: A Path Analytic Framework. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1514
Chicago Manual of Style (16th Edition):
Huston-Warren, Emily A. “Executive Functions and Self-Regulated Learning as Predictors of Math Achievement: A Path Analytic Framework.” 2016. Masters Thesis, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/1514.
MLA Handbook (7th Edition):
Huston-Warren, Emily A. “Executive Functions and Self-Regulated Learning as Predictors of Math Achievement: A Path Analytic Framework.” 2016. Web. 06 Mar 2021.
Vancouver:
Huston-Warren EA. Executive Functions and Self-Regulated Learning as Predictors of Math Achievement: A Path Analytic Framework. [Internet] [Masters thesis]. University of Houston; 2016. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/1514.
Council of Science Editors:
Huston-Warren EA. Executive Functions and Self-Regulated Learning as Predictors of Math Achievement: A Path Analytic Framework. [Masters Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1514
23.
Cowie, Jennifer.
Sex Differences in the Relationship Between Parent-Child Interactions, Internalizing Symptoms, and Sleep in Preschoolers.
Degree: MA, Psychology, 2015, University of Houston
URL: http://hdl.handle.net/10657/1132
► Although sleep-related parenting behaviors (e.g., involvement in bedtime routines) have been demonstrated to contribute to sleep problems in infants and school-age children, few studies have…
(more)
▼ Although sleep-related parenting behaviors (e.g., involvement in bedtime routines) have been demonstrated to contribute to sleep problems in infants and school-age children, few studies have investigated how daytime parenting behaviors and quality of the maternal-child relationship contribute to preschoolers’ sleep problems. Therefore, the aim of the current study is to examine how maternal over-involvement, supportive presence, and affective sharing during the preschool years relate to concurrent child sleep problems separately by child sex. Because internalizing symptoms and sleep problems are closely related and share similar parental influences, internalizing symptoms are hypothesized to explain relationships between parenting behaviors and sleep problems, particularly for girls. Methods: Participants (N=1181) were enrolled in a large, national, multi-site NICHD study to assess the impact of child care on child functioning between the ages of 0 and 15 years. Mothers’ behavior was observed and coded during both play and clean-up tasks when children were 36 months of age, and mothers provided reports of child sleep and internalizing symptoms. Hierarchical regression analyses were conducted to determine the contribution of each of the parenting behaviors on child sleep. Further, internalizing symptoms were examined as a mediator of the relationship between parenting behaviors and sleep problems utilizing a bootstrapped resampling procedure. Because each parenting behavior significantly differed by child sex, analyses were conducted for boys and girls separately. Results: Results indicated over-involvement significantly predicted sleep problems for girls only, and internalizing symptoms fully mediated this relationship. However, no significant relationships emerged for boys. Conclusions: Maternal daytime over-involvement is an important predictor of preschoolers’ sleep problems in this study, however this relationship was found for girls only and was explained entirely by internalizing symptoms. These findings have clear implications for sleep interventions among typically-developing preschoolers, specifically indicating the benefit of targeting over-involvement in daytime interactions in mother-daughter dyads and anxiety/depressive symptoms in both sexes.
Advisors/Committee Members: Alfano, Candice A. (advisor), Cirino, Paul T. (committee member), Spitzmueller, Christiane (committee member).
Subjects/Keywords: Children; Internalization; Sleep disturbances; Parenting behaviors; Preschoolers; Clinical health psychology
…their archival data, and
approval was also obtained from the University of Houston IRB…
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APA (6th Edition):
Cowie, J. (2015). Sex Differences in the Relationship Between Parent-Child Interactions, Internalizing Symptoms, and Sleep in Preschoolers. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1132
Chicago Manual of Style (16th Edition):
Cowie, Jennifer. “Sex Differences in the Relationship Between Parent-Child Interactions, Internalizing Symptoms, and Sleep in Preschoolers.” 2015. Masters Thesis, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/1132.
MLA Handbook (7th Edition):
Cowie, Jennifer. “Sex Differences in the Relationship Between Parent-Child Interactions, Internalizing Symptoms, and Sleep in Preschoolers.” 2015. Web. 06 Mar 2021.
Vancouver:
Cowie J. Sex Differences in the Relationship Between Parent-Child Interactions, Internalizing Symptoms, and Sleep in Preschoolers. [Internet] [Masters thesis]. University of Houston; 2015. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/1132.
Council of Science Editors:
Cowie J. Sex Differences in the Relationship Between Parent-Child Interactions, Internalizing Symptoms, and Sleep in Preschoolers. [Masters Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1132
24.
Williams, Baruch.
Differentiating Attention Deficit Hyperactivity Disorder and Reading Disability with the Delis-Kaplan Executive Function System.
Degree: MA, Psychology, 2012, University of Houston
URL: http://hdl.handle.net/10657/ETD-UH-2012-05-364
► The present study assessed the sensitivity of the Delis-Kaplan Executive Function System (D-KEFS) for evaluating executive functions (EF’s) in children with Attention Deficit Hyperactivity Disorder…
(more)
▼ The present study assessed the sensitivity of the Delis-Kaplan Executive Function System (D-KEFS) for evaluating executive functions (EF’s) in children with Attention Deficit Hyperactivity Disorder (ADHD), Reading Disability (RD), and both ADHD and RD. Participants comprised 50 children (35 ADHD only, 5 RD only, and 10 ADHD/RD). Using categorical and dimensional analyses, performance was compared on three subtests of the D-KEFS; Trail Making, Verbal Fluency, and Tower. Word reading abilities were associated with lower scores on Letter Sequencing and higher scores on Number Letter Switching when controlling for Letter Sequencing on Trail Making. On Verbal Fluency, attention difficulties were associated with lower scores on Category Switching Accuracy, while reading difficulties were related to lower scores on Letter Fluency. On the Tower, children with attention difficulties as well as children with combined reading and attention difficulties exhibited a higher number of rule violations and lower scaled scores on the move accuracy ratio, when compared to children with reading difficulties. The comorbid group generally showed deficits on tasks associated with both attention and reading difficulties, and generally had lower performance than both single groups. The D-KEFS is differentially sensitive to difficulties associated with attention difficulties and reading difficulties.
Advisors/Committee Members: Fletcher, Jack M. (advisor), Cirino, Paul T. (committee member), Neighbors, Clayton (committee member).
Subjects/Keywords: Attention Deficit/Hyperactivity Disorder (ADHD); Reading Disability; Delis-Kaplan Executive Function System; Clinical psychology
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APA (6th Edition):
Williams, B. (2012). Differentiating Attention Deficit Hyperactivity Disorder and Reading Disability with the Delis-Kaplan Executive Function System. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/ETD-UH-2012-05-364
Chicago Manual of Style (16th Edition):
Williams, Baruch. “Differentiating Attention Deficit Hyperactivity Disorder and Reading Disability with the Delis-Kaplan Executive Function System.” 2012. Masters Thesis, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/ETD-UH-2012-05-364.
MLA Handbook (7th Edition):
Williams, Baruch. “Differentiating Attention Deficit Hyperactivity Disorder and Reading Disability with the Delis-Kaplan Executive Function System.” 2012. Web. 06 Mar 2021.
Vancouver:
Williams B. Differentiating Attention Deficit Hyperactivity Disorder and Reading Disability with the Delis-Kaplan Executive Function System. [Internet] [Masters thesis]. University of Houston; 2012. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/ETD-UH-2012-05-364.
Council of Science Editors:
Williams B. Differentiating Attention Deficit Hyperactivity Disorder and Reading Disability with the Delis-Kaplan Executive Function System. [Masters Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/ETD-UH-2012-05-364
25.
Lacey, William.
The Role of Magnitude Processes and Working Memory for Learning Algebra.
Degree: MA, Psychology, Clinical, 2017, University of Houston
URL: http://hdl.handle.net/10657/1892
► There has been much research into the predictors of early mathematics. In contrast, less information is available about how such predictors inform later skills such…
(more)
▼ There has been much research into the predictors of early mathematics. In contrast, less information is available about how such predictors inform later skills such as algebra. Algebra is an important “gateway” to higher order mathematics, which is relevant given the increasing demand for workers in the STEM (Science, Technology, Engineering, and Math) fields. The present study investigates the role of both domain general and domain specific skills (including earlier developing math skills) for algebra. We focus on working memory, and magnitude processes (comparison and estimation), and contextualize their impact with fractions performance in 9th graders (n = 90). Fraction number line and fraction competency were found to predict end of year algebra performance as well as change across the 9th grade year in algebra performance. Working memory did not show a significant relationship to algebra performance. This study highlights the role that rational number skills play in the development and growth of later developing math skills.
Advisors/Committee Members: Cirino, Paul T. (advisor), Ahmed, Yusra (committee member), Massman, Paul J. (committee member).
Subjects/Keywords: Working memory; Magnitude Processes; Algebra
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APA (6th Edition):
Lacey, W. (2017). The Role of Magnitude Processes and Working Memory for Learning Algebra. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1892
Chicago Manual of Style (16th Edition):
Lacey, William. “The Role of Magnitude Processes and Working Memory for Learning Algebra.” 2017. Masters Thesis, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/1892.
MLA Handbook (7th Edition):
Lacey, William. “The Role of Magnitude Processes and Working Memory for Learning Algebra.” 2017. Web. 06 Mar 2021.
Vancouver:
Lacey W. The Role of Magnitude Processes and Working Memory for Learning Algebra. [Internet] [Masters thesis]. University of Houston; 2017. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/1892.
Council of Science Editors:
Lacey W. The Role of Magnitude Processes and Working Memory for Learning Algebra. [Masters Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1892
26.
Martin, Rebecca B.
Counting Procedural Skill and Conceptual Knowledge in Kindergarten as Predictors of Grade 1 Math Skills.
Degree: Psychology, Clinical, 2012, University of Houston
URL: http://hdl.handle.net/10657/239
► Though research has identified several possible factors that could be considered precursors of math difficulties in children, including cognitive, language, and number factors, there is…
(more)
▼ Though research has identified several possible factors that could be considered precursors of math difficulties in children, including cognitive, language, and number factors, there is not currently a consensus as to which are most critical. The present study focused on the role of two types of counting (procedural skill and conceptual knowledge) in kindergarten to predict math fluency, computation and applied reasoning performance in grade 1, which are direct antecedents of formal arithmetic. Their contribution was examined individually, and in the context of additional number (number identification and quantity discrimination), cognitive (working memory and phonological awareness) and behavior (behavioral inattention) factors. A step-by-step model building method showed that while both types of counting were predictive of each outcome, in the overall models the number factors accounted for variance over and above the counting predictors. Further, the number variables were the best predictors for each model, but secondary variables included verbal working memory and conceptual counting knowledge for fluency, phonological awareness and procedural counting for computation, and verbal and visuospaital working memory, phonological awareness, and procedural counting for the applied reasoning model. Therefore, counting procedural skill and conceptual knowledge should be considered when screening for early math difficulties, but their contributions should be considered along with other relevant number and cognitive factors for more robust prediction.
Advisors/Committee Members: Cirino, Paul T. (advisor), Sharp, Carla (committee member), Barnes, Marcia (committee member).
Subjects/Keywords: counting; number sense; early math skills
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APA (6th Edition):
Martin, R. B. (2012). Counting Procedural Skill and Conceptual Knowledge in Kindergarten as Predictors of Grade 1 Math Skills. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/239
Chicago Manual of Style (16th Edition):
Martin, Rebecca B. “Counting Procedural Skill and Conceptual Knowledge in Kindergarten as Predictors of Grade 1 Math Skills.” 2012. Masters Thesis, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/239.
MLA Handbook (7th Edition):
Martin, Rebecca B. “Counting Procedural Skill and Conceptual Knowledge in Kindergarten as Predictors of Grade 1 Math Skills.” 2012. Web. 06 Mar 2021.
Vancouver:
Martin RB. Counting Procedural Skill and Conceptual Knowledge in Kindergarten as Predictors of Grade 1 Math Skills. [Internet] [Masters thesis]. University of Houston; 2012. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/239.
Council of Science Editors:
Martin RB. Counting Procedural Skill and Conceptual Knowledge in Kindergarten as Predictors of Grade 1 Math Skills. [Masters Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/239
27.
Klenck, Suzanne.
How Do Treatment Completers Fare Versus Dropouts?: A Follow-Up Study.
Degree: PhD, Psychology, Clinical, 2012, University of Houston
URL: http://hdl.handle.net/10657/ETD-UH-2012-08-543
► Premature termination from psychotherapy has been reported as the most pressing health care delivery problem of community mental health outpatient clinics since the 1970’s (Albers…
(more)
▼ Premature termination from psychotherapy has been reported as the most pressing health care delivery problem of community mental health outpatient clinics since the 1970’s (Albers & Scrivner, 1977). Historically, dropout has been viewed as a negative outcome for all involved, and the research has concentrated on determining what client factor(s) may influence premature termination. However, a study conducted in part by this author (see Krishnamurthy et al., unpublished manuscript) provided preliminary evidence that clients prematurely terminated from treatment after an initial lessening of their symptoms. These preliminary findings oppose the previously held idea that premature termination is predominantly due to a lack of perceived improvement or some dissatisfaction in the therapy process. The current study attempted further exploration of those that prematurely dropped out of treatment to show whether they maintained their gains as compared to those that completed the prescribed treatment protocol. Although underpowered, it was found that individuals who drop out of treatment, contrary to Eysenck’s (1952) theory, are not all treatment failures. In the present study, it was found that similar to completers, those who dropped out of treatment comprised groups that both did (44%) and did not (34%) obtain high rates of improvement. In fact, the subset of dropouts who achieved the stringent criteria of clinically significant change (CSC) in eight or fewer sessions made as much gain as those who completed the study. These individuals were also found to maintain these gains over time, equal to those who received the full dose of treatment. The approach of managed healthcare regarding psychological services, where there are often strict preset limits for the number and cost of services that are covered (DeLeon, Vandenbos, & Bulatao, 1991), may need to be better informed and become more flexible following this model of change. A one-size-fits-all approach to length of treatment may not be appropriate, as some individuals “get it” faster than others do.
Advisors/Committee Members: Norton, Peter J. (advisor), Penney, Lisa M. (committee member), Cirino, Paul T. (committee member), Kraus, Cynthia A. (committee member).
Subjects/Keywords: Dropouts; Premature termination; Attrition; Treatment gains at follow-up; Adult behavior disorders
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APA (6th Edition):
Klenck, S. (2012). How Do Treatment Completers Fare Versus Dropouts?: A Follow-Up Study. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/ETD-UH-2012-08-543
Chicago Manual of Style (16th Edition):
Klenck, Suzanne. “How Do Treatment Completers Fare Versus Dropouts?: A Follow-Up Study.” 2012. Doctoral Dissertation, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/ETD-UH-2012-08-543.
MLA Handbook (7th Edition):
Klenck, Suzanne. “How Do Treatment Completers Fare Versus Dropouts?: A Follow-Up Study.” 2012. Web. 06 Mar 2021.
Vancouver:
Klenck S. How Do Treatment Completers Fare Versus Dropouts?: A Follow-Up Study. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/ETD-UH-2012-08-543.
Council of Science Editors:
Klenck S. How Do Treatment Completers Fare Versus Dropouts?: A Follow-Up Study. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/ETD-UH-2012-08-543
28.
Grabyan, Jonathan M.
PREDICTING LONGITUDINAL DECLINE IN INSTRUMENTAL ACTIVITIES OF DAILY LIVING IN PATIENTS WITH ALZHEIMER’S DISEASE.
Degree: PhD, Psychology, Clinical, 2016, University of Houston
URL: http://hdl.handle.net/10657/1498
► Appropriate planning for the future functional decline of patients with Alzheimer’s disease (AD) is very important. An easy-to-utilize, reliable method for predicting progression of deficits…
(more)
▼ Appropriate planning for the future functional decline of patients with Alzheimer’s disease (AD) is very important. An easy-to-utilize, reliable method for predicting progression of deficits in instrumental activities of daily living (IADL) would have great clinical utility. The literature predicting functional decline is sparse. This study sought to validate a “pre-progression” estimate of functional decline (rate of annual decline prior to AD diagnosis) for use in predicting future functional decline. Broader analyses of baseline correlates and future predictors of IADLs were also performed. Participants were 785 AD patients enrolled in the Alzheimer’s Disease and Memory Disorders Center (ADMDC) at Baylor College of Medicine. Linear mixed-effects models were utilized to predict the decline over time in IADLs from baseline information. The IADL pre-progression estimate was found to significantly predict future rate of decline even after covariates of age, education, sex, and baseline dementia severity were taken into account. However, the direction of the effect, with lower pre-progression rates predictive of faster decline, was reverse of what was hypothesized. Older Age and more neuropsychiatric symptoms at baseline were significantly predictive of faster future decline (though with a negligible effect size), while MMSE scores and neuropsychological tests results were not. Multiple regressions were used to examine the baseline correlates of IADL performance. Age, MMSE, neuropsychological domains (except motor), and neuropsychiatric symptoms were significantly related to greater IADL impairment at baseline. In summary, there is a disparity between baseline relationships with IADL impairment and ability to predict future IADL decline. Due to the reversed direction of the expected effect, the pre-progression estimate of IADLs was not deemed a valid tool for predicting future decline in functional ability.
Advisors/Committee Members: Massman, Paul J. (advisor), Woods, Steven P. (committee member), Cirino, Paul T. (committee member), Collins, Robert L. (committee member).
Subjects/Keywords: Alzheimer's Disease; IADLs; Neurosciences; Neuropsychology
…of Houston Committee for the
Protection of Human Subjects) were received for the… …from the Baylor College of
Medicine Institutional Review Board (and from the University…
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APA (6th Edition):
Grabyan, J. M. (2016). PREDICTING LONGITUDINAL DECLINE IN INSTRUMENTAL ACTIVITIES OF DAILY LIVING IN PATIENTS WITH ALZHEIMER’S DISEASE. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1498
Chicago Manual of Style (16th Edition):
Grabyan, Jonathan M. “PREDICTING LONGITUDINAL DECLINE IN INSTRUMENTAL ACTIVITIES OF DAILY LIVING IN PATIENTS WITH ALZHEIMER’S DISEASE.” 2016. Doctoral Dissertation, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/1498.
MLA Handbook (7th Edition):
Grabyan, Jonathan M. “PREDICTING LONGITUDINAL DECLINE IN INSTRUMENTAL ACTIVITIES OF DAILY LIVING IN PATIENTS WITH ALZHEIMER’S DISEASE.” 2016. Web. 06 Mar 2021.
Vancouver:
Grabyan JM. PREDICTING LONGITUDINAL DECLINE IN INSTRUMENTAL ACTIVITIES OF DAILY LIVING IN PATIENTS WITH ALZHEIMER’S DISEASE. [Internet] [Doctoral dissertation]. University of Houston; 2016. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/1498.
Council of Science Editors:
Grabyan JM. PREDICTING LONGITUDINAL DECLINE IN INSTRUMENTAL ACTIVITIES OF DAILY LIVING IN PATIENTS WITH ALZHEIMER’S DISEASE. [Doctoral Dissertation]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1498
29.
McCulloch, Katie.
Validation and Diagnostic Utility of the Mini-Mental State Examination and Montreal Cognitive Assessment in Screening for Dementia within a Mixed Clinical Sample.
Degree: PhD, Psychology, Clinical, 2014, University of Houston
URL: http://hdl.handle.net/10657/874
► The Mini-Mental Status Examination (MMSE) and Montreal Cognitive Assessment (MoCA) are frequently utilized cognitive screening measures. The goal of the present study was to evaluate:…
(more)
▼ The Mini-Mental Status Examination (MMSE) and Montreal Cognitive Assessment (MoCA) are frequently utilized cognitive screening measures. The goal of the present study was to evaluate: (1) diagnostic utility values (e.g., sensitivity, specificity) of each measure, (2) cutoffs that maximize diagnostic accuracy within a mixed clinical sample, (3) the effect of base rates and severity of cognitive impairment on the efficacy of the screening measures, and (4) the relationship of the screening measure subscores to similar neuropsychological measures. The study included 218 veterans who completed the MMSE, MoCA, and neuropsychological testing. Empirically derived cutoffs across criterion variables – performance at least 1SD or 2SD below average on at least one neuropsychological domain, or dementia versus non-dementia diagnosis – showed less than 24 and 25 as optimal for the MMSE with sensitivities ranging from 0.32 to 0.44 and specificities ranging from 0.78 to 0.87. Optimal cutoffs for the MoCA were 20, 21, and 25 with sensitivities ranging from 0.44 to 0.73 and specificities ranging from 0.57 to 0.83. Across criterion variables, the area under the receiver operating characteristic (ROC) curve (AUC) with the MMSE total score ranged between 0.59 and 0.70. The AUC of the MoCA ranged between 0.69 and 0.72, which was significantly greater than the MMSE when classifying patients based on the criterion of at least 1SD neuropsychological impairment. The MMSE and MoCA subtest scores showed poor convergent and discriminant validity relative to performance on neuropsychological domains, which indicates poor subscore interpretability. The study provides evidence that use of either the MMSE or MoCA increases classification accuracy beyond the base rate of dementia, although, of the two screening instruments, the MoCA has a relative advantage for classification accuracy at mild levels of neuropsychological impairment.
Advisors/Committee Members: Hiscock, Merrill (advisor), Collins, Robert L. (advisor), Massman, Paul J. (committee member), Cirino, Paul T. (committee member).
Subjects/Keywords: Cognitive Screening; Neurosciences; Neuropsychology; MMSE; MoCA; Clinical psychology
…the Baylor College of Medicine and the University of Houston and further
reviewed by the…
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APA ·
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APA (6th Edition):
McCulloch, K. (2014). Validation and Diagnostic Utility of the Mini-Mental State Examination and Montreal Cognitive Assessment in Screening for Dementia within a Mixed Clinical Sample. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/874
Chicago Manual of Style (16th Edition):
McCulloch, Katie. “Validation and Diagnostic Utility of the Mini-Mental State Examination and Montreal Cognitive Assessment in Screening for Dementia within a Mixed Clinical Sample.” 2014. Doctoral Dissertation, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/874.
MLA Handbook (7th Edition):
McCulloch, Katie. “Validation and Diagnostic Utility of the Mini-Mental State Examination and Montreal Cognitive Assessment in Screening for Dementia within a Mixed Clinical Sample.” 2014. Web. 06 Mar 2021.
Vancouver:
McCulloch K. Validation and Diagnostic Utility of the Mini-Mental State Examination and Montreal Cognitive Assessment in Screening for Dementia within a Mixed Clinical Sample. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/874.
Council of Science Editors:
McCulloch K. Validation and Diagnostic Utility of the Mini-Mental State Examination and Montreal Cognitive Assessment in Screening for Dementia within a Mixed Clinical Sample. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/874
30.
Tran, Crystal Duc.
Exploring the Role of Culture, Language Experience, and Executive Function on Children’s Behavioral Outcomes.
Degree: PhD, Psychology, Developmental, 2015, University of Houston
URL: http://hdl.handle.net/10657/1144
► Executive Function (EF) is a complex cognitive construct encompassing a set of processes that monitor and control thought and action for goal-directed responses. Increasing research…
(more)
▼ Executive Function (EF) is a complex cognitive construct encompassing a set of processes that monitor and control thought and action for goal-directed responses. Increasing research has demonstrated that certain language environments (e.g., bilingualism, culture) may foster early development of EF. However, it is not clear if the cultural and bilingual cognitive advantages demonstrated on EF tasks may be a product of laboratory tasks or if the effect itself may be translated to real world situations, such as overall behavioral outcomes. Accordingly, the present study recognizes the need to understand the implications of language status, culture, and performance on EF tasks on children’s behavioral outcomes. In doing so, the current study assessed 3-year-old preschool children from the U.S., Argentina, and Vietnam with different language learning backgrounds (i.e., monolingual, bilingual) and cultures (i.e., Western, Western-European, Eastern) longitudinally for 3 years on 4 common EF tasks, and related to parental ratings of child behavioral problems. Results demonstrate the role of culture on various aspects of behavioral problems, while specific EF tasks and language status have a differential role on behavior. The present study further sheds light on the potential role of culture and language status mediating the effect of EF on certain behavioral outcomes.
Advisors/Committee Members: Yoshida, Hanako (advisor), Hernandez, Arturo E. (committee member), Cirino, Paul T. (committee member), Bunta, Ferenc (committee member).
Subjects/Keywords: Executive functions; Bilingualism; Culture; Longitudinal study; Behavioral Outcomes; Language Status; Developmental psychology
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APA (6th Edition):
Tran, C. D. (2015). Exploring the Role of Culture, Language Experience, and Executive Function on Children’s Behavioral Outcomes. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1144
Chicago Manual of Style (16th Edition):
Tran, Crystal Duc. “Exploring the Role of Culture, Language Experience, and Executive Function on Children’s Behavioral Outcomes.” 2015. Doctoral Dissertation, University of Houston. Accessed March 06, 2021.
http://hdl.handle.net/10657/1144.
MLA Handbook (7th Edition):
Tran, Crystal Duc. “Exploring the Role of Culture, Language Experience, and Executive Function on Children’s Behavioral Outcomes.” 2015. Web. 06 Mar 2021.
Vancouver:
Tran CD. Exploring the Role of Culture, Language Experience, and Executive Function on Children’s Behavioral Outcomes. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/10657/1144.
Council of Science Editors:
Tran CD. Exploring the Role of Culture, Language Experience, and Executive Function on Children’s Behavioral Outcomes. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1144
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Open Access Theses and Dissertations
