You searched for +publisher:"University of Houston" +contributor:("Fletcher, Jack M.").
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University of Houston
1.
Fernandez, Vindia.
DEVELOPMENTAL DYSLEXIA: VOLUMETRIC ANALYSIS OF REGIONAL VARIABILITY IN THE CEREBELLUM.
Degree: MA, Psychology, 2012, University of Houston
URL: http://hdl.handle.net/10657/753 
► Previous research has suggested that cerebellar deficits and subsequent impairment in procedural learning explain motor difficulties and reading impairment in dyslexia. This study investigated the…
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▼ Previous research has suggested that cerebellar deficits and subsequent impairment in procedural learning explain motor difficulties and reading impairment in dyslexia. This study investigated the role of regional variation in cerebellar anatomy in children with single-word decoding impairments (N = 23), children with impairment in fluency alone (N = 8), and typically developing children (N = 16). Results indicated that children with dyslexia demonstrated no statistically significant differences in overall gray and white matter volumes, cerebellar asymmetry, and reduced volume in the anterior lobe of the cerebellum relative to typically developing children. The study lacked enough power to detect any statistically significant differences in the group of children with impairment in fluency. These results implicate cerebellar involvement in dyslexia and establish an important foundation for future research on the connectivity of the cerebellum and cortical regions that are typically associated with reading impairment.
Advisors/Committee Members: Fletcher, Jack M. (advisor), Juranek, Jenifer (committee member), Hiscock, Merrill (committee member).
Subjects/Keywords: Dyslexia; Cerebellum; MRI; VOLUME; Developmental; Children; Reading; Decoding; Fluency; Neuropsychology
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APA (6th Edition):
Fernandez, V. (2012). DEVELOPMENTAL DYSLEXIA: VOLUMETRIC ANALYSIS OF REGIONAL VARIABILITY IN THE CEREBELLUM. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/753
Chicago Manual of Style (16th Edition):
Fernandez, Vindia. “DEVELOPMENTAL DYSLEXIA: VOLUMETRIC ANALYSIS OF REGIONAL VARIABILITY IN THE CEREBELLUM.” 2012. Masters Thesis, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/753.
MLA Handbook (7th Edition):
Fernandez, Vindia. “DEVELOPMENTAL DYSLEXIA: VOLUMETRIC ANALYSIS OF REGIONAL VARIABILITY IN THE CEREBELLUM.” 2012. Web. 24 Jan 2021.
Vancouver:
Fernandez V. DEVELOPMENTAL DYSLEXIA: VOLUMETRIC ANALYSIS OF REGIONAL VARIABILITY IN THE CEREBELLUM. [Internet] [Masters thesis]. University of Houston; 2012. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/753.
Council of Science Editors:
Fernandez V. DEVELOPMENTAL DYSLEXIA: VOLUMETRIC ANALYSIS OF REGIONAL VARIABILITY IN THE CEREBELLUM. [Masters Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/753
University of Houston
2.
Jockell, Catherine E.
Language Minority Learners' Spanish-Influenced Spelling Errors and Morphological Knowledge.
Degree: MA, Psychology, Developmental, 2014, University of Houston
URL: http://hdl.handle.net/10657/5675
► Previous research has demonstrated that Spanish as a heritage language encourages predictable spelling errors as language-minority (LM) learners apply Spanish phoneme-grapheme correspondence rules to scaffold…
(more)
▼ Previous research has demonstrated that Spanish as a heritage language encourages predictable spelling errors as language-minority (LM) learners apply Spanish phoneme-grapheme correspondence rules to scaffold their emerging English spelling skills. These Spanish-influenced (SI) errors fade by around fourth grade, especially if LM learners receive English-only education. Morphological knowledge may facilitate spelling in both languages, though it remains to be seen whether LM learners are comparable to their monolingual peers in this knowledge. The present study addressed the relation of SI errors and morphological knowledge with a sample of 33 LM learners, all of whom spoke Spanish at home, and 36 monolingual English-speaking peers in fifth grade. T-tests and regression analyses examined group differences in relations among spelling, morphology, and English decoding ability. Contrary to previously-reported findings, results showed that LM learners continue to commit a significant number of SI errors at the end of fifth grade. An interaction between English decoding skill and LM status predicted the rate of such errors. As expected, monolinguals scored higher on morphological knowledge than LM learners, and morphological knowledge predicted errors related to the morphologically complex spelling task for both LM learners and monolinguals, but only when English decoding skill was not included in the regression model. These findings suggest that, even in fifth grade, LM learners may still require explicit instruction to reinforce areas in which their heritage language impacts their English spelling performance. Both LM learners and monolingual students would benefit from explicit instruction in morphological knowledge and its application to spelling.
Advisors/Committee Members: Fletcher, Jack M. (advisor), Francis, David J. (committee member), Fairclough, Marta A. (committee member).
Subjects/Keywords: Language-minority learners; Bilingualism; Spelling; Morphology; Decoding
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APA (6th Edition):
Jockell, C. E. (2014). Language Minority Learners' Spanish-Influenced Spelling Errors and Morphological Knowledge. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/5675
Chicago Manual of Style (16th Edition):
Jockell, Catherine E. “Language Minority Learners' Spanish-Influenced Spelling Errors and Morphological Knowledge.” 2014. Masters Thesis, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/5675.
MLA Handbook (7th Edition):
Jockell, Catherine E. “Language Minority Learners' Spanish-Influenced Spelling Errors and Morphological Knowledge.” 2014. Web. 24 Jan 2021.
Vancouver:
Jockell CE. Language Minority Learners' Spanish-Influenced Spelling Errors and Morphological Knowledge. [Internet] [Masters thesis]. University of Houston; 2014. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/5675.
Council of Science Editors:
Jockell CE. Language Minority Learners' Spanish-Influenced Spelling Errors and Morphological Knowledge. [Masters Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/5675
University of Houston
3.
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…
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▼ 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 January 24, 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. 24 Jan 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 Jan 24].
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
4.
Arrington, Candice N. 1984-.
The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding.
Degree: MA, Psychology, 2012, University of Houston
URL: http://hdl.handle.net/10657/1160
► Working memory plays an important role in the development of a coherent representation of information being read in text, which is necessary for adequate reading…
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▼ Working memory plays an important role in the development of a coherent representation of information being read in text, which is necessary for adequate reading comprehension. Individual differences in working memory are significantly impacted by the attentional control functions of the central executive, the controlling mechanism of working memory. Attentional control is comprised of a group of functions; response inhibition, sustained attention, and cognitive inhibition. In the current study, I addressed the relation of reading comprehension, decoding skills, working memory, and attentional control in 1134 adolescent students from grades 6 - 12. The results revealed that sustained attention and cognitive inhibition, but not response inhibition, were significantly related to working memory. Hierarchical multiple regression analyses indicated a differential relation between attentional control and reading comprehension versus decoding. Sustained attention and cognitive inhibition significantly contributed to reading comprehension while response inhibition was a significant predictor of decoding ability. These results indicate that working memory operates differently in relation to decoding and comprehension due to differential associations of attentional control and working memory.
Advisors/Committee Members: Fletcher, Jack M. (advisor), Barnes, Marcia A. (committee member), Yoshida, Hanako (committee member).
Subjects/Keywords: Working memory; Attentional control; Response inhibition; Cognitive inhibition; Sustained attention; Reading comprehension; Decoding
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APA (6th Edition):
Arrington, C. N. 1. (2012). The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1160
Chicago Manual of Style (16th Edition):
Arrington, Candice N 1984-. “The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding.” 2012. Masters Thesis, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/1160.
MLA Handbook (7th Edition):
Arrington, Candice N 1984-. “The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding.” 2012. Web. 24 Jan 2021.
Vancouver:
Arrington CN1. The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding. [Internet] [Masters thesis]. University of Houston; 2012. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/1160.
Council of Science Editors:
Arrington CN1. The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding. [Masters Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1160
University of Houston
5.
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…
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▼ 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 January 24, 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. 24 Jan 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 Jan 24].
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
6.
Biekman, Brian.
Socioeconomic Status, Cerebellar Structure, and Executive Functions in Children and Adolescents with Spina Bifida Myelomeningocele.
Degree: MA, Psychology, Clinical, 2019, University of Houston
URL: http://hdl.handle.net/10657/4688
► Spina bifida myelomeningocele (SBM) is a congenital neurological defect associated with abnormal cerebellar structure and poorer executive functions (EFs) in children. This study investigated the…
(more)
▼ Spina bifida myelomeningocele (SBM) is a congenital neurological defect associated with abnormal cerebellar structure and poorer executive functions (EFs) in children. This study investigated the impact of cerebellar volume on EFs in children with SBM and the potential moderating effect of socioeconomic status (SES). 25 typically developing (TD) children and 74 children with SBM underwent a structural MRI, which was used to measure the volumes of three cerebellar regions: the anterior lobe, posterior lobe, and corpus medullare. A parent-report questionnaire was administered which measured two major EF constructs: metacognition and behavioral regulation. We hypothesized that a larger posterior lobe and corpus medullare would predict greater EFs in both constructs, and that this prediction would be larger in children with SBM. We also hypothesized that, for children with SBM, this prediction would be larger in children with lower SES. Multivariate multiple regression analyses found that the combination of the EF constructs was predicted by group (trace=.122, p=.003) and age (trace=.114, p=.005), such that parents of younger children and children with SBM reported worse EFs. Specifically, group predicted metacognition (β=1.33, 95% CI: [40, 2.25], p=.005) and behavioral regulation at the trend level (β=.92, 95% CI: [-.07, 1.89], p=.07), and age predicted behavioral regulation (β=-.31, 95% CI: [-.51, -.10], p=.004). For children with SBM, age predicted the combination of the constructs (trace=.107, p=.03), and specifically predicted behavioral regulation (β=-.29, 95% CI: [-.55, -.03], p=.03). However, no cerebellum volume measurement significantly predicted either EF construct. The group x volume and group x SES interactions were also non-significant. Therefore, the question of the impact of cerebellar volume on EFs in SBM remains inconclusive.
Advisors/Committee Members: Bick, Johanna R. (advisor), Fletcher, Jack M. (committee member), Kulesz, Paulina A. (committee member).
Subjects/Keywords: Executive functions; Spina bifida; Socioeconomic status (SES)
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APA (6th Edition):
Biekman, B. (2019). Socioeconomic Status, Cerebellar Structure, and Executive Functions in Children and Adolescents with Spina Bifida Myelomeningocele. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/4688
Chicago Manual of Style (16th Edition):
Biekman, Brian. “Socioeconomic Status, Cerebellar Structure, and Executive Functions in Children and Adolescents with Spina Bifida Myelomeningocele.” 2019. Masters Thesis, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/4688.
MLA Handbook (7th Edition):
Biekman, Brian. “Socioeconomic Status, Cerebellar Structure, and Executive Functions in Children and Adolescents with Spina Bifida Myelomeningocele.” 2019. Web. 24 Jan 2021.
Vancouver:
Biekman B. Socioeconomic Status, Cerebellar Structure, and Executive Functions in Children and Adolescents with Spina Bifida Myelomeningocele. [Internet] [Masters thesis]. University of Houston; 2019. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/4688.
Council of Science Editors:
Biekman B. Socioeconomic Status, Cerebellar Structure, and Executive Functions in Children and Adolescents with Spina Bifida Myelomeningocele. [Masters Thesis]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/4688
University of Houston
7.
Gold, Alanna B.
DUCHENNE MUSCULAR DYSTROPHY: ACADEMIC ACHIEVEMENT AND COGNITIVE CORRELATES.
Degree: PhD, Psychology, Clinical, 2016, University of Houston
URL: http://hdl.handle.net/10657/1299
► The purpose of this study is to further explore the neuropsychological profile of children with Duchenne muscular dystrophy (DMD), and how core cognitive deficits relate…
(more)
▼ The purpose of this study is to further explore the neuropsychological profile of children with Duchenne muscular dystrophy (DMD), and how core cognitive deficits relate to academic achievement. Some studies suggest that the cognitive profile of children with DMD is characterized by poor verbal span (Hinton et al., 2004; Hinton et al., 2007); others support poor verbal working memory as the core deficit (Hinton et al., 2000; Hinton et al., 2001). Attentional difficulties have also been proposed as the core deficit in children with DMD (Cotton et al. 1998; Cyrulnik et al., 2008; Hendriksen and Vles, 2008). However, these core cognitive and behavioral deficits have not been adequately studied in relation to academic achievement. In the present study, academic achievement and the cognitive correlates of reading disabilities and math difficulties were analyzed. Analyses explored the relation among attention, working memory, and math in children with DMD, and how performance contributed to academic achievement. A sibling comparison group was also recruited. Children with DMD were found to have academic difficulties across measures of reading and math. Findings suggest that children with DMD display poor academic achievement skills due to poorly developed verbal working memory skills. A lower distribution of dystrophin in cerebral areas may lead to limited verbal working memory, which in turn contributes to poor academic skills.
Advisors/Committee Members: Fletcher, Jack M. (advisor), Lotze, Timothy E. (committee member), Yoshida, Hanako (committee member).
Subjects/Keywords: Duchenne muscular dystrophy; Academic achievement; Cognition
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APA (6th Edition):
Gold, A. B. (2016). DUCHENNE MUSCULAR DYSTROPHY: ACADEMIC ACHIEVEMENT AND COGNITIVE CORRELATES. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1299
Chicago Manual of Style (16th Edition):
Gold, Alanna B. “DUCHENNE MUSCULAR DYSTROPHY: ACADEMIC ACHIEVEMENT AND COGNITIVE CORRELATES.” 2016. Doctoral Dissertation, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/1299.
MLA Handbook (7th Edition):
Gold, Alanna B. “DUCHENNE MUSCULAR DYSTROPHY: ACADEMIC ACHIEVEMENT AND COGNITIVE CORRELATES.” 2016. Web. 24 Jan 2021.
Vancouver:
Gold AB. DUCHENNE MUSCULAR DYSTROPHY: ACADEMIC ACHIEVEMENT AND COGNITIVE CORRELATES. [Internet] [Doctoral dissertation]. University of Houston; 2016. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/1299.
Council of Science Editors:
Gold AB. DUCHENNE MUSCULAR DYSTROPHY: ACADEMIC ACHIEVEMENT AND COGNITIVE CORRELATES. [Doctoral Dissertation]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1299
University of Houston
8.
Williams, Baruch L.
Memory Performance of Children with ADHD and Reading Disability.
Degree: PhD, Psychology, Clinical, 2015, University of Houston
URL: http://hdl.handle.net/10657/6546
► The present study evaluated the use of the Selective Reminding Test in differentiating memory performance among children with Attention Deficit Hyperactivity Disorder (ADHD), Reading Disability…
(more)
▼ The present study evaluated the use of the Selective Reminding Test in differentiating memory performance among children with Attention Deficit Hyperactivity Disorder (ADHD), Reading Disability (RD), and both ADHD and RD. Participants comprised 88 children (54 ADHD only, 17 RD only, and 17 ADHD/RD). Using a mixed model procedure, performance was compared on two measures of the Selective Reminding Test; Long Term Storage and Consistent Long Term Retrieval. Group x Task interactions were not significant, based on raw scores and z-scores, and there were no Group effects. However, performance of all groups was significantly below average. These results suggested that Long Term Storage and Consistent Long Term Retrieval were both associated with RD and ADHD; however, they were not differentially associated.
Advisors/Committee Members: Fletcher, Jack M. (advisor), Alfano, Candice A. (committee member), Neighbors, Clayton (committee member), Santi, Kristi L. (committee member).
Subjects/Keywords: Selective Reminding Test; ADHD; Reading Disability; Memory
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APA (6th Edition):
Williams, B. L. (2015). Memory Performance of Children with ADHD and Reading Disability. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/6546
Chicago Manual of Style (16th Edition):
Williams, Baruch L. “Memory Performance of Children with ADHD and Reading Disability.” 2015. Doctoral Dissertation, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/6546.
MLA Handbook (7th Edition):
Williams, Baruch L. “Memory Performance of Children with ADHD and Reading Disability.” 2015. Web. 24 Jan 2021.
Vancouver:
Williams BL. Memory Performance of Children with ADHD and Reading Disability. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/6546.
Council of Science Editors:
Williams BL. Memory Performance of Children with ADHD and Reading Disability. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/6546
University of Houston
9.
Bradley, Kailyn A. L.
Corpus callosum microstructure and auditory interhemispheric transfer in spina bifida myelomeningocele.
Degree: PhD, Psychology, Developmental, 2014, University of Houston
URL: http://hdl.handle.net/10657/877
► The purpose of this study was to evaluate if early disruption in corpus callosum development due to spina bifida myelomeningocele (SBM) contributes to plastic reorganization…
(more)
▼ The purpose of this study was to evaluate if early disruption in corpus callosum development due to spina bifida myelomeningocele (SBM) contributes to plastic reorganization of interhemispheric white matter. Additionally, this study evaluated if diffusion tensor imaging measures of integrity of the interhemispheric temporal tract specifically had functional relevance and predicted performance on a task that required auditory communication between hemispheres, dichotic listening. T1-weighted and diffusion tensor imaging data was acquired on a group of people with SBM (n = 76) and a typically developing group (n = 27). Probabilistic tractography was performed to isolate the interhemispheric white matter connecting auditory processing regions in both hemispheres. Behavioral performance was assessed on a consonant-vowel dichotic listening task in a subset of these participants (SBM, n = 45; TD, n = 15). The key finding from this study was that atypical development of the corpus callosum in SBM does result in re-routing of interhemispheric temporal connections through alternate commissures, particularly the anterior commissure. These re-routed fibers were present in people with SBM and a hypoplastic, or thin posterior corpus callosum, as well as those with more severe underdevelopment, partial agenesis. Additionally, microstructural integrity was reduced in the interhemispheric temporal tract in SBM, as indicated by lower fractional anisotropy and axial diffusivity, and higher radial diffusivity. Examination of macrostructure and microstructure of the tract and dichotic performance suggests that these re-routed connections through the anterior commissure are not compensatory, but maladaptive. Preservation of the normative pattern on the dichotic listening task in people with SBM is the result of connections between temporal lobes through the posterior corpus callosum, and not the anterior commissure. Lastly, abnormal AD was associated with atypical left ear performance on the dichotic listening task, suggesting that reduced integrity of the auditory interhemispheric tract adversely affected dichotic performance in SBM. Given persistent hypotheses about the role of the anterior commissure and other potential compensatory connections, this study has important implications for understanding of the effects of early corpus callosum maldevelopment, especially when partial agenesis is involved.
Advisors/Committee Members: Fletcher, Jack M. (advisor), Hannay, H. Julia (committee member), Hernandez, Arturo E. (committee member), Juranek, Jenifer (committee member).
Subjects/Keywords: Neural plasticity; Neurosciences; Corpus callosum; Diffusion tensor imaging; Dichotic listening; Developmental psychology
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APA (6th Edition):
Bradley, K. A. L. (2014). Corpus callosum microstructure and auditory interhemispheric transfer in spina bifida myelomeningocele. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/877
Chicago Manual of Style (16th Edition):
Bradley, Kailyn A L. “Corpus callosum microstructure and auditory interhemispheric transfer in spina bifida myelomeningocele.” 2014. Doctoral Dissertation, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/877.
MLA Handbook (7th Edition):
Bradley, Kailyn A L. “Corpus callosum microstructure and auditory interhemispheric transfer in spina bifida myelomeningocele.” 2014. Web. 24 Jan 2021.
Vancouver:
Bradley KAL. Corpus callosum microstructure and auditory interhemispheric transfer in spina bifida myelomeningocele. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/877.
Council of Science Editors:
Bradley KAL. Corpus callosum microstructure and auditory interhemispheric transfer in spina bifida myelomeningocele. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/877
University of Houston
10.
-5652-5936.
Spelin Misstekes: What ELL and Monolingual Students' Spelling Errors Reveal about Their Linguistic Knowledge.
Degree: PhD, Psychology, Developmental, 2017, University of Houston
URL: http://hdl.handle.net/10657/4523
► Spelling mistakes have largely been ignored as a source of information about students’ linguistic skills. A system for categorizing spelling errors into errors pertaining to…
(more)
▼ Spelling mistakes have largely been ignored as a source of information about students’ linguistic skills. A system for categorizing spelling errors into errors pertaining to phonological, orthographic, or morphological skills or influence of exposure to Spanish was examined using correlation, linear regression, and descriptive discriminant analyses. Phonological, Orthographic, Morphological, and Spanish-Influenced Errors were found to offer information about the linguistic skills of 3rd-, 4th-, and 5th-grade students (N=118) beyond information provided by a binary total correct/incorrect score on a spelling test and by common assessments of linguistic skills. A linear discriminant function (LDF) using PE, ME, and SIE predicted participants’ monolingual or English Language Learner group membership better than an LDF using behavioral measures of phonological, orthographic, and morphological knowledge. Practical implications for this spelling analysis in the classroom are discussed in conjunction with its connection to triple word-form theory as a useful framework for studying spelling performance.
Advisors/Committee Members: Fletcher, Jack M. (advisor), Francis, David J. (advisor), Miciak, Jeremy (committee member), Fairclough, Marta A. (committee member).
Subjects/Keywords: English language learners; Morphology; Orthography; Phonological awareness
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APA (6th Edition):
-5652-5936. (2017). Spelin Misstekes: What ELL and Monolingual Students' Spelling Errors Reveal about Their Linguistic Knowledge. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4523
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-5652-5936. “Spelin Misstekes: What ELL and Monolingual Students' Spelling Errors Reveal about Their Linguistic Knowledge.” 2017. Doctoral Dissertation, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/4523.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-5652-5936. “Spelin Misstekes: What ELL and Monolingual Students' Spelling Errors Reveal about Their Linguistic Knowledge.” 2017. Web. 24 Jan 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-5652-5936. Spelin Misstekes: What ELL and Monolingual Students' Spelling Errors Reveal about Their Linguistic Knowledge. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/4523.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-5652-5936. Spelin Misstekes: What ELL and Monolingual Students' Spelling Errors Reveal about Their Linguistic Knowledge. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/4523
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Houston
11.
Williams, Victoria.
Cortical Thickness and Gyrification in Children with Developmental Dyslexia.
Degree: PhD, Psychology, Clinical, 2015, University of Houston
URL: http://hdl.handle.net/10657/5470
► Prior research has demonstrated a pattern of atypical neural structure and function within regions of the left hemisphere reading network in individuals with dyslexia compared…
(more)
▼ Prior research has demonstrated a pattern of atypical neural structure and function within regions of the left hemisphere reading network in individuals with dyslexia compared to controls. However, studies of pediatric dyslexia are sparse, demonstrate variability in dyslexia classification, and yield inconsistent associations between cortical metrics and reading ability. This study investigated cortical metrics in typically developing readers (n=39) and children with dyslexia (n=37) as determined by deficient single word reading ability. Whole-brain vertex-wise analyses, performed using FreeSurfer, evaluated cortical thickness and local gyrification between reading groups, controlling for age. Following multiple comparison correction, readers with dyslexia demonstrated reduced cortical thickness within previously identified critical reading areas including: bilateral inferior-temporal, inferior-frontal, and occipito-parietal regions, along with left anterior cingulate cortex. In readers with dyslexia, thinner cortex was accompanied by increased gyrification in the cuneus and left inferior temporal cortex. The convergence of thinner and more gyrified cortex within the left inferior temporal region in children with dyslexia may reflect its early temporal role in processing word forms, and highlights the importance of the ventral stream for successful decoding. Reading fluency scores demonstrated a positive association with cortical thickness in right inferior frontal and bilateral inferior temporal cortices, while reading comprehension was significantly correlated with thickness across all regions.
Advisors/Committee Members: Fletcher, Jack M. (advisor), Juranek, Jenifer (committee member), Stuebing, Karla K. (committee member), Sharp, Carla (committee member).
Subjects/Keywords: Developmental dyslexia; Gyrification; Cortical thickness; Single word reading; Structural neuroimaging; Developmental disorder
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APA (6th Edition):
Williams, V. (2015). Cortical Thickness and Gyrification in Children with Developmental Dyslexia. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5470
Chicago Manual of Style (16th Edition):
Williams, Victoria. “Cortical Thickness and Gyrification in Children with Developmental Dyslexia.” 2015. Doctoral Dissertation, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/5470.
MLA Handbook (7th Edition):
Williams, Victoria. “Cortical Thickness and Gyrification in Children with Developmental Dyslexia.” 2015. Web. 24 Jan 2021.
Vancouver:
Williams V. Cortical Thickness and Gyrification in Children with Developmental Dyslexia. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/5470.
Council of Science Editors:
Williams V. Cortical Thickness and Gyrification in Children with Developmental Dyslexia. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/5470
University of Houston
12.
-2928-5516.
Visual Working Memory and Visual Selective Attention among Survivors of Pediatric Acute Lymphoblastic Leukemia (ALL).
Degree: PhD, Psychology, Developmental, 2016, University of Houston
URL: http://hdl.handle.net/10657/1543
► The present study investigated the relationship between visual working memory (VWM) and visual selective attention in survivors of pediatric acute lymphoblastic leukemia (ALL) either at…
(more)
▼ The present study investigated the relationship between visual working memory (VWM) and visual selective attention in survivors of pediatric acute lymphoblastic leukemia (ALL) either at high-risk or low-risk for neurocognitive impairments based on their treatment regimen and non-cancer controls. Previous investigations of neurocognitive impairments in survivors of pediatric ALL have employed broad-based measures of functioning whereas the present study utilized standard experimental measures that are sensitive to specific spatial and feature-based aspects of VWM and visual selective attention. A dual-task paradigm, combining a VWM task and a flanker task, assessing visual selective attention, was used. Participants ran in 6 dual-task conditions that varied in VWM feature/task (color, shape, location) and of the flanker feature/task (color, shape). Participants also ran in 3 single-task VWM control conditions and 2 single-task flanker conditions. Results reveal maintenance of information in VWM is susceptible to interference from the concurrent visual selective attention task for all three groups. VWM storage estimates, k, were shown to decrease when a VWM task was preceded by a visual selective attention task compared to a single VWM task. These interference effects were also found to be feature specific for all groups. For the visual selective attention tasks, both high and low-risk groups had lower performances on flanker tasks than non-cancer controls when collapsing across condition (single-task vs. dual-task). Only the low-risk group appeared to be susceptible to interference from a concurrent VWM task, with flanker effects (difference between incongruent and congruent reaction times) varying across conditions (single-task vs. dual-task). Thus, survivors of pediatric ALL are comparable with non-cancer controls in how visual selective interferes with WVM; however, visual selective attention for only the low-risk group was affected by VWM.
Advisors/Committee Members: Breitmeyer, Bruno G. (advisor), Fletcher, Jack M. (committee member), Yoshida, Hanako (committee member), Raghubar, Kimberly P. (committee member).
Subjects/Keywords: Visual working memory; Visual attention; Pediatric cancer
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APA (6th Edition):
-2928-5516. (2016). Visual Working Memory and Visual Selective Attention among Survivors of Pediatric Acute Lymphoblastic Leukemia (ALL). (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1543
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-2928-5516. “Visual Working Memory and Visual Selective Attention among Survivors of Pediatric Acute Lymphoblastic Leukemia (ALL).” 2016. Doctoral Dissertation, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/1543.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-2928-5516. “Visual Working Memory and Visual Selective Attention among Survivors of Pediatric Acute Lymphoblastic Leukemia (ALL).” 2016. Web. 24 Jan 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-2928-5516. Visual Working Memory and Visual Selective Attention among Survivors of Pediatric Acute Lymphoblastic Leukemia (ALL). [Internet] [Doctoral dissertation]. University of Houston; 2016. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/1543.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-2928-5516. Visual Working Memory and Visual Selective Attention among Survivors of Pediatric Acute Lymphoblastic Leukemia (ALL). [Doctoral Dissertation]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1543
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Houston
13.
Archila-Suerte, Pilar.
The influence of phonetic experience on perceptual flexibility and auditory plasticity in bilinguals.
Degree: PhD, Psychology, Developmental, 2012, University of Houston
URL: http://hdl.handle.net/10657/1155
► The goal of this dissertation was a) to investigate how phonetic experience in two languages influences the perception of novel speech sounds and b) reveal…
(more)
▼ The goal of this dissertation was a) to investigate how phonetic experience in two languages influences the perception of novel speech sounds and b) reveal the underlying neural mechanisms involved in novel speech learning. Adult English monolinguals (n = 20) and early Spanish-English bilinguals (n = 24) participated in four consecutive sessions of phonetic discrimination training (same vs. different) while listening to Hungarian non-words that contained the novel speech phonemes /ø/, /ø:/, /u:/, /u/, /o:/, /y/, /y:/, /o/. Participants completed two fMRI sessions, one before training and the other after training. The in-scanner task consisted of passively listening to the novel speech stimuli with which participants trained outside the scanner. The behavioral results indicated that monolinguals and bilinguals both learned after training, and discrimination of novel speech did not differ between groups. Nonetheless, the neural processes engaged by monolinguals and bilinguals differed after training (left anterior cingulate gyrus in monolinguals and bilateral parietal regions in bilinguals). A separate post-hoc regression analysis examined how participants’ overall discrimination performance predicted brain activity before and after training. Here it was found that better perceivers were more likely to recruit sensory-perceptual areas (bilateral superior temporal gyrus and cerebellar vermis), whereas worse perceivers were more likely to recruit higher-order cognitive areas after training (right postcentral gyrus, superior parietal lobule, and left supramarginal gyrus). These findings suggest that growing up in bilingual phonetic environments does not facilitate novel speech learning. Instead, the ability to discriminate novel speech appears to originate from individual enhanced perceptual abilities present prior to training.
Advisors/Committee Members: Hernandez, Arturo E. (advisor), Fletcher, Jack M. (committee member), Bunta, Ferenc (committee member), Branun-Martin, Lee (committee member).
Subjects/Keywords: Perception; Learning; Neurosciences; Bilingualism
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APA (6th Edition):
Archila-Suerte, P. (2012). The influence of phonetic experience on perceptual flexibility and auditory plasticity in bilinguals. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1155
Chicago Manual of Style (16th Edition):
Archila-Suerte, Pilar. “The influence of phonetic experience on perceptual flexibility and auditory plasticity in bilinguals.” 2012. Doctoral Dissertation, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/1155.
MLA Handbook (7th Edition):
Archila-Suerte, Pilar. “The influence of phonetic experience on perceptual flexibility and auditory plasticity in bilinguals.” 2012. Web. 24 Jan 2021.
Vancouver:
Archila-Suerte P. The influence of phonetic experience on perceptual flexibility and auditory plasticity in bilinguals. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/1155.
Council of Science Editors:
Archila-Suerte P. The influence of phonetic experience on perceptual flexibility and auditory plasticity in bilinguals. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1155
University of Houston
14.
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 January 24, 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. 24 Jan 2021.
Vancouver:
Arrington N. White Matter Microstructure in Relation to Reading Proficiency and Behavioral Inattention. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2021 Jan 24].
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
15.
Hampton, Lyla 1983-.
THE RELATION OF ANOMALOUS HESCHL’S GYRUS AND COGNITIVE PERFORMANCE IN SPINA BIFIDA.
Degree: PhD, Psychology, Clinical, 2013, University of Houston
URL: http://hdl.handle.net/10657/844
► The present study focused on bilateral variation in the structure (single, duplicated) and size (left or right asymmetry) of the Heschl’s gyrus (HG) in individuals…
(more)
▼ The present study focused on bilateral variation in the structure (single, duplicated) and size (left or right asymmetry) of the Heschl’s gyrus (HG) in individuals with spina bifida meningomyelocele (SBM). A higher rate of anomalous HG was predicted in the SBM population, particularly in individuals with SBM that presented with atypical handedness and greater frequency of clinical and neural markers. The anomalous HG presentation was predicted to relate to lower verbal and reading performance as well as either a reduced or absent right ear advantage on a dichotic listening task. Children and adults were recruited from an existing cohort, along with typically developing (TD) participants. All participants completed both an MR imaging protocol and a battery of cognitive tests including: verbal and spatial intelligence, reading and math achievement, and monotic and dichotic listening. The structure status of the participants’ HG (single, duplicated) was determined through qualitative coding of MRI scans, and asymmetry of the HG was determined through automated quantification of the HG volume. The results did not indicate a higher rate of anomalous HG (duplicated, right HG asymmetry) in individuals with SBM, and the rate of anomalous HG was also not associated with left hand preference, or with more severe clinical and neural pathology. There was evidence that having anomalous HG led to slightly higher verbal and reading scores in the SBM group. These effects, however, were small compared to the larger influences of socioeconomic status and SBM. Although participants’ group status (TD, SBM) and age influences ear advantage on the dichotic listening task, there was no effect of anomalous HG status. The results suggest that the development of an anomalous HG is separate from the common congenital maldevelopment that occurs in SBM, and the presence of an anomalous HG may contribute to higher verbal and reading performances in this clinical population.
Advisors/Committee Members: Fletcher, Jack M. (advisor), Hannay, H. Julia (committee member), Leasure, J. Leigh (committee member), Juranek, Jenifer (committee member).
Subjects/Keywords: Heschl's Gyrus; Imaging; Spina bifida; Clinical psychology
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APA (6th Edition):
Hampton, L. 1. (2013). THE RELATION OF ANOMALOUS HESCHL’S GYRUS AND COGNITIVE PERFORMANCE IN SPINA BIFIDA. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/844
Chicago Manual of Style (16th Edition):
Hampton, Lyla 1983-. “THE RELATION OF ANOMALOUS HESCHL’S GYRUS AND COGNITIVE PERFORMANCE IN SPINA BIFIDA.” 2013. Doctoral Dissertation, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/844.
MLA Handbook (7th Edition):
Hampton, Lyla 1983-. “THE RELATION OF ANOMALOUS HESCHL’S GYRUS AND COGNITIVE PERFORMANCE IN SPINA BIFIDA.” 2013. Web. 24 Jan 2021.
Vancouver:
Hampton L1. THE RELATION OF ANOMALOUS HESCHL’S GYRUS AND COGNITIVE PERFORMANCE IN SPINA BIFIDA. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/844.
Council of Science Editors:
Hampton L1. THE RELATION OF ANOMALOUS HESCHL’S GYRUS AND COGNITIVE PERFORMANCE IN SPINA BIFIDA. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/844
16.
Williams, Victoria 1985-.
EXAMINATION OF FRONTAL AND PARIETAL TECTOCORTICAL ATTENTION PATHWAYS IN SPINA BIFIDA MENINGOMYELOCELE USING PROBABILISTIC DIFFUSION TRACTOGRAPHY.
Degree: MA, Psychology, 2013, University of Houston
URL: http://hdl.handle.net/10657/1182
► Abnormalities of the midbrain tectum are common, but variable, malformations in spina bifida meningomyelocele (SBM), and have been linked to neuropsychological deficits in attention orienting.…
(more)
▼ Abnormalities of the midbrain tectum are common, but variable, malformations in
spina bifida meningomyelocele (SBM), and have been linked to neuropsychological deficits in attention orienting. The degree to which variations in tectum structure influence white matter (WM) connectivity to cortical regions implicated in attention processes is unknown. To assess relations of tectal structure and connectivity to frontal and parietal cortical regions, probabilistic diffusion tractography was performed on 106 individuals (80 SBM, 26 typically developing (TD)) using FSL’s probtracX to isolate anterior versus posterior tectocortical WM pathways. Results showed that those with SBM exhibited significantly reduced tectal volume, along with decreased fractional anisotropy (FA) in posterior but not anterior tectocortical WM pathways when compared to TD individuals. The group with SBM also showed greater within-subject discrepancies between frontal and parietal WM integrity compared to the TD group. Of those with SBM, qualitative classification of tectal beaking based on radiological review was associated with increased axial diffusivity across both anterior and posterior tectocortical pathways, relative to individuals with SBM and a normal appearing tectum. These results support previous volumetric findings of greater impairment to posterior versus anterior structures in SBM, and quantifiably relate tectal volume, tectocortical WM integrity, and tectal malformations in this population.
Advisors/Committee Members: Fletcher, Jack M. (advisor), Sharp, Carla (committee member), Juranek, Jenifer (committee member).
Subjects/Keywords: Attention; Diffusion tensor imaging; Spina bifida meningomyelocele; White matter; Tectocortical pathways; Superior colliculus
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APA (6th Edition):
Williams, V. 1. (2013). EXAMINATION OF FRONTAL AND PARIETAL TECTOCORTICAL ATTENTION PATHWAYS IN SPINA BIFIDA MENINGOMYELOCELE USING PROBABILISTIC DIFFUSION TRACTOGRAPHY. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1182
Chicago Manual of Style (16th Edition):
Williams, Victoria 1985-. “EXAMINATION OF FRONTAL AND PARIETAL TECTOCORTICAL ATTENTION PATHWAYS IN SPINA BIFIDA MENINGOMYELOCELE USING PROBABILISTIC DIFFUSION TRACTOGRAPHY.” 2013. Masters Thesis, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/1182.
MLA Handbook (7th Edition):
Williams, Victoria 1985-. “EXAMINATION OF FRONTAL AND PARIETAL TECTOCORTICAL ATTENTION PATHWAYS IN SPINA BIFIDA MENINGOMYELOCELE USING PROBABILISTIC DIFFUSION TRACTOGRAPHY.” 2013. Web. 24 Jan 2021.
Vancouver:
Williams V1. EXAMINATION OF FRONTAL AND PARIETAL TECTOCORTICAL ATTENTION PATHWAYS IN SPINA BIFIDA MENINGOMYELOCELE USING PROBABILISTIC DIFFUSION TRACTOGRAPHY. [Internet] [Masters thesis]. University of Houston; 2013. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/1182.
Council of Science Editors:
Williams V1. EXAMINATION OF FRONTAL AND PARIETAL TECTOCORTICAL ATTENTION PATHWAYS IN SPINA BIFIDA MENINGOMYELOCELE USING PROBABILISTIC DIFFUSION TRACTOGRAPHY. [Masters Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1182
17.
Sahnoune, Iman.
The Effects of Exercise on Neurocognitive Impairments in a Translational Model of Pediatric Radiotherapy.
Degree: MA, Psychology, 2015, University of Houston
URL: http://hdl.handle.net/10657/1113
► Cranial radiation therapy (CRT) is used as a treatment for brain malignancies that are not easily accessible and would provide significant risk to the patient…
(more)
▼ Cranial radiation therapy (CRT) is used as a treatment for brain malignancies that are not easily accessible and would provide significant risk to the patient through invasive methods like surgery. While CRT has been shown to be effective as a treatment, healthy areas surrounding the irradiation sites are detrimentally affected. Frontal lobe functions are impaired, particularly the domains of attention, processing speed and inhibition control. These deficits often manifest months to years after radiation and significantly impair quality-of-life over time. Exercise is proposed as an adjuvant therapy to ameliorate the deleterious effects of radiation. We established a rodent model of the neurocognitive effects of CRT. Adolescent Fischer rats were irradiated with a fractionated dose of 20Gy (4Gy x 5 days). We showed lasting neurocognitive impairments in the 5-Choice Serial Reaction Time Task (5-CSRTT), a test that simultaneously measures several cognitive modalities. We investigated whether voluntary exercise could ameliorate these impairments by having physical activity groups exercise from the week after irradiation until behavioral training. We found that exercise significantly ameliorated performance at both 3 months and 6 months post-RT in accuracy, premature responses, and latency to correct responses, along with the number of trials taken to complete stages during training. Our data suggests that exercise significantly mitigates neurocognitive deficits sustained by cranial radiation therapy in our translational model of pediatric radiotherapy.
Advisors/Committee Members: Leasure, J. Leigh (advisor), Gaber, M. Waleed (committee member), Fletcher, Jack M. (committee member).
Subjects/Keywords: Radiation therapy; Pediatric cancer; Exercise; Attention; 5-CSRTT
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APA (6th Edition):
Sahnoune, I. (2015). The Effects of Exercise on Neurocognitive Impairments in a Translational Model of Pediatric Radiotherapy. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1113
Chicago Manual of Style (16th Edition):
Sahnoune, Iman. “The Effects of Exercise on Neurocognitive Impairments in a Translational Model of Pediatric Radiotherapy.” 2015. Masters Thesis, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/1113.
MLA Handbook (7th Edition):
Sahnoune, Iman. “The Effects of Exercise on Neurocognitive Impairments in a Translational Model of Pediatric Radiotherapy.” 2015. Web. 24 Jan 2021.
Vancouver:
Sahnoune I. The Effects of Exercise on Neurocognitive Impairments in a Translational Model of Pediatric Radiotherapy. [Internet] [Masters thesis]. University of Houston; 2015. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/1113.
Council of Science Editors:
Sahnoune I. The Effects of Exercise on Neurocognitive Impairments in a Translational Model of Pediatric Radiotherapy. [Masters Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1113
18.
Kulesz, Paulina A.
RELATIONS BETWEEN ATTENTIONAL STRUCTURE AND ATTENTIONAL FUNCTION: UTILIZATION OF ALTERNATIVE STATISTICAL APPROACHES.
Degree: MA, Psychology, 2012, University of Houston
URL: http://hdl.handle.net/10657/1158
► Limited research findings regarding structure-function relations in the domain of attention may stem from problems in estimating these relations in small samples combined with data…
(more)
▼ Limited research findings regarding structure-function relations in the domain of attention may stem from problems in estimating these relations in small samples combined with data distributions that do not conform to the assumptions of the statistics used to estimate the relations. We examined the utility of using alternative statistics to estimate those relations. One hundred eleven children (82 spina bifida, 29 normal controls) were included to estimate behavior-behavior relations, and 61 children (43 spina bifida, 18 normal controls) were included to estimate structure-function relations. We used the Pearson’s Correlation and four robust correlations: the Percentage Bend Correlation, the Winsorized Correlation, the Skipped Correlation using the Donoho-Gasko Median, and the Skipped Correlation using Minimum Volume Ellipsoid Estimator to investigate behavior-behavior and structure-function relations in the domain of attention. A bootstrap sampling process was used to compare performance of the five estimators in this field context. The results of the study suggest that utilization of robust methods to estimate structure-function and behavior-behavior relations can assist investigators when confronted with small samples and multivariate non-normal data. Furthermore, the similarity of estimates across correlational methods suggests that the lack of structure-function relations found in the literature is not easily attributed to violations of distributional assumptions.
Advisors/Committee Members: Francis, David J. (advisor), Tian, T. Siva (committee member), Fletcher, Jack M. (committee member).
Subjects/Keywords: Spina bifida; Attention; Outliers; Robust correlations
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APA (6th Edition):
Kulesz, P. A. (2012). RELATIONS BETWEEN ATTENTIONAL STRUCTURE AND ATTENTIONAL FUNCTION: UTILIZATION OF ALTERNATIVE STATISTICAL APPROACHES. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1158
Chicago Manual of Style (16th Edition):
Kulesz, Paulina A. “RELATIONS BETWEEN ATTENTIONAL STRUCTURE AND ATTENTIONAL FUNCTION: UTILIZATION OF ALTERNATIVE STATISTICAL APPROACHES.” 2012. Masters Thesis, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/1158.
MLA Handbook (7th Edition):
Kulesz, Paulina A. “RELATIONS BETWEEN ATTENTIONAL STRUCTURE AND ATTENTIONAL FUNCTION: UTILIZATION OF ALTERNATIVE STATISTICAL APPROACHES.” 2012. Web. 24 Jan 2021.
Vancouver:
Kulesz PA. RELATIONS BETWEEN ATTENTIONAL STRUCTURE AND ATTENTIONAL FUNCTION: UTILIZATION OF ALTERNATIVE STATISTICAL APPROACHES. [Internet] [Masters thesis]. University of Houston; 2012. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/1158.
Council of Science Editors:
Kulesz PA. RELATIONS BETWEEN ATTENTIONAL STRUCTURE AND ATTENTIONAL FUNCTION: UTILIZATION OF ALTERNATIVE STATISTICAL APPROACHES. [Masters Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1158
19.
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 January 24, 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. 24 Jan 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 Jan 24].
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
20.
Kulesz, Paulina A.
THE EFFECTS OF READER CHARACTERISTICS, TEXT FEATURES, AND COMPREHENSION PROCESSES ON READING COMPREHENSION.
Degree: PhD, Psychology, Developmental, 2014, University of Houston
URL: http://hdl.handle.net/10657/752
► When the psychological processes underlying test performance are understood, psychometric theory dictates that item difficulty can be explained through these processes. The goal of the…
(more)
▼ When the psychological processes underlying test performance are understood, psychometric theory dictates that item difficulty can be explained through these processes. The goal of the project was to improve understanding of reading comprehension and the role of reader characteristics, passage features, and comprehension processes in understanding text through the application of explanatory item response models. Participants were 1,190 students from 11 to 20 years recruited from eight schools within four districts. Students represented a range of reading comprehension skills in terms of their word reading, semantic language and operational (i.e., inference making, working memory capacity) skills. Measures included the grade appropriate Gates-MacGinitie reading comprehension and vocabulary subtests, letter word identification and numbers reversed subtests of the Woodcock & Johnson tests of cognitive abilities, test of word reading efficiency, as well as a researcher-developed test of background knowledge. The results indicated that reader characteristics including vocabulary, background knowledge, working memory and reading fluency were the most influential in explaining variation in reading comprehension item performance. Passage features explained some variation in item difficulties, with expository passages and deep cohesion being the most influential. Most importantly, a few text-reader interactions affected reading comprehension test scores. However, their effects were not pronounced, as good readers tended to perform better than poor readers regardless of the text they read. Better word and world knowledge was found to be the most helpful in understanding texts of variable difficulty. These findings are consistent with research that targets the building of vocabulary skill and background knowledge in order to improve reading comprehension, and
suggests that the benefits of such development would apply to a wide variety of texts and to both memory for what has been read as well as drawing inferences from the text. The study further showed that explanatory item response models can be applied in a meaningful way to operational standardized tests, while also highlighting the limitations inherent in such application for explicating the general effects of text characteristics and reader abilities on the comprehension of written language.
Advisors/Committee Members: Francis, David J. (advisor), Fletcher, Jack M. (committee member), Barnes, Marcia A. (committee member), Tackett, Jennifer L. (committee member).
Subjects/Keywords: Reading comprehension; Reader characteristics; Text features; Comprehension processes; Explanatory item response models
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APA ·
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APA (6th Edition):
Kulesz, P. A. (2014). THE EFFECTS OF READER CHARACTERISTICS, TEXT FEATURES, AND COMPREHENSION PROCESSES ON READING COMPREHENSION. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/752
Chicago Manual of Style (16th Edition):
Kulesz, Paulina A. “THE EFFECTS OF READER CHARACTERISTICS, TEXT FEATURES, AND COMPREHENSION PROCESSES ON READING COMPREHENSION.” 2014. Doctoral Dissertation, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/752.
MLA Handbook (7th Edition):
Kulesz, Paulina A. “THE EFFECTS OF READER CHARACTERISTICS, TEXT FEATURES, AND COMPREHENSION PROCESSES ON READING COMPREHENSION.” 2014. Web. 24 Jan 2021.
Vancouver:
Kulesz PA. THE EFFECTS OF READER CHARACTERISTICS, TEXT FEATURES, AND COMPREHENSION PROCESSES ON READING COMPREHENSION. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/752.
Council of Science Editors:
Kulesz PA. THE EFFECTS OF READER CHARACTERISTICS, TEXT FEATURES, AND COMPREHENSION PROCESSES ON READING COMPREHENSION. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/752
21.
-8390-4915.
High-Definition Fiber Tracking Study of the Executive Control Network in Blast-Related Traumatic Brain Injury.
Degree: PhD, Psychology, Clinical, University of Houston
URL: http://hdl.handle.net/10657/3651
► Blast-induced traumatic brain injury (bTBI) is common in Iraq and Afghanistan war veterans. However, subtle neural alterations and lack of a definitive biomarker impede clinical…
(more)
▼ Blast-induced traumatic brain injury (bTBI) is common in Iraq and Afghanistan war veterans. However, subtle neural alterations and lack of a definitive biomarker impede clinical detection. The current study evaluated structure and functional correlates of executive control network (ECN) white matter tracts in veterans with and without bTBI to investigate the clinical utility of using High Definition Fiber Tracking (HDFT) to identify a biomarker of chronic bTBI. For the current study, male veterans (N = 38) between 24 and 50 years old completed a standardized neuropsychological evaluation that included the Stop Signal Task (SST) and structural magnetic resonance imaging. HDFT was used to derive quantitative metrics of tracts between the dorsolateral prefrontal cortex (DLFPC) and the putamen, caudate, and thalamus. Groups had similar demographic characteristics, and medical histories. Relative to the comparison group, moderate to strong effects indicated that bTBI was associated with: elevated quantitative anisotropy (QA) and reduced right hemisphere volume across tracts; reduced right DLFPC-putamen tract count and greater generalized fractional anisotropy (GFA); greater right DLPFC-thalamus tract count. A strong Group×Age interaction effect was observed on DLPFC-caudate tract count, indicating worse outcomes with older age in the bTBI group. Groups had similar SST performance, which strongly correlated with HDFT metrics across tracts in the comparison group; go and stop signal reaction time correlated positively with QA and negatively with tract volume and count; errors of commission correlated negatively with QA. Overall results support anomalous density and integrity of ECN white matter tracts in bTBI, particularly in the right putamen and thalamus tracts. In line with the literature, veterans with bTBI showed worsening DLPFC-caudate density with older age. Although ECN dysfunction was not apparent via behavioral testing, faster and more accurate task performance related to higher QA and lower tract count and volume in the comparison group, respectively. Spared ECN function, despite anomalous white matter microstructure, could indicate functional compensation in bTBI, although alternate interpretations are being explored.
Advisors/Committee Members: Fletcher, Jack M. (advisor), Woods, Steven P. (committee member), Leasure, J. Leigh (committee member), Wilde, Elisabeth A. (committee member).
Subjects/Keywords: DSI; HDFT; Mild traumatic brain injury; Veterans
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APA (6th Edition):
-8390-4915. (n.d.). High-Definition Fiber Tracking Study of the Executive Control Network in Blast-Related Traumatic Brain Injury. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3651
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.
Chicago Manual of Style (16th Edition):
-8390-4915. “High-Definition Fiber Tracking Study of the Executive Control Network in Blast-Related Traumatic Brain Injury.” Doctoral Dissertation, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/3651.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.
MLA Handbook (7th Edition):
-8390-4915. “High-Definition Fiber Tracking Study of the Executive Control Network in Blast-Related Traumatic Brain Injury.” Web. 24 Jan 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.
Vancouver:
-8390-4915. High-Definition Fiber Tracking Study of the Executive Control Network in Blast-Related Traumatic Brain Injury. [Internet] [Doctoral dissertation]. University of Houston; [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/3651.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.
Council of Science Editors:
-8390-4915. High-Definition Fiber Tracking Study of the Executive Control Network in Blast-Related Traumatic Brain Injury. [Doctoral Dissertation]. University of Houston; Available from: http://hdl.handle.net/10657/3651
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
No year of publication.
22.
Fernandez, Vindia.
Cortico-cerebellar connectivity in reading impaired children: A probabilistic tractography study.
Degree: PhD, Psychology, Clinical, 2014, University of Houston
URL: http://hdl.handle.net/10657/876
► Very little is known about cortico-cerebellar connectivity as it relates to individuals with dyslexia. Building on previous findings of decreased volume in the anterior lobe…
(more)
▼ Very little is known about cortico-cerebellar connectivity as it relates to individuals with dyslexia. Building on previous findings of decreased volume in the anterior lobe of the cerebellum, we utilized novel cerebellar segmentation procedures and probabilistic tractography to examine tracts that originate in the anterior lobe of the cerebellum and project to cortical regions typically associated with reading: the temporoparietal region (TP), occipitotemporal region (OT), and inferior frontal region (IF) in 29 children with impaired single-word readings skills and 27 typical readers. We found greater FA for the poor readers in the tracts terminating in the TP and IF regions. In the OT region, differential FA trajectories were identified such that FA was greater for the older poor readers. Additionally, behavioral correlations were found primarily within the group of typical readers. FA was inversely related to decoding. Behavioral measures were associated predominantly with TP and OT regions. This study provides evidence for discrete, regionally-bound functions of the cerebellum and suggests that the projections from the anterior cerebellum appear to have a regulatory effect on cortical functions important for reading.
Advisors/Committee Members: Fletcher, Jack M. (advisor), Juranek, Jenifer (committee member), Stuebing, Karla (committee member), Tackett, Jennifer L. (committee member).
Subjects/Keywords: Cerebellum; DTI; Tractography; Dyslexia; Reading; Children; Clinical psychology
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APA (6th Edition):
Fernandez, V. (2014). Cortico-cerebellar connectivity in reading impaired children: A probabilistic tractography study. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/876
Chicago Manual of Style (16th Edition):
Fernandez, Vindia. “Cortico-cerebellar connectivity in reading impaired children: A probabilistic tractography study.” 2014. Doctoral Dissertation, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/876.
MLA Handbook (7th Edition):
Fernandez, Vindia. “Cortico-cerebellar connectivity in reading impaired children: A probabilistic tractography study.” 2014. Web. 24 Jan 2021.
Vancouver:
Fernandez V. Cortico-cerebellar connectivity in reading impaired children: A probabilistic tractography study. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/876.
Council of Science Editors:
Fernandez V. Cortico-cerebellar connectivity in reading impaired children: A probabilistic tractography study. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/876
23.
Harik, Lindsey M.
WRITTEN EXPRESSION FOLLOWING PEDIATRIC TRAUMATIC BRAIN INJURY IN SCHOOL-AGED CHILDREN.
Degree: MA, Psychology, 2012, University of Houston
URL: http://hdl.handle.net/10657/ETD-UH-2012-05-464
► The purpose of this thesis was to investigate the effect of traumatic brain injury on written expression in school-aged children. In particular, the mediating effect…
(more)
▼ The purpose of this thesis was to investigate the effect of traumatic brain injury on written expression in school-aged children. In particular, the mediating effect of core and supporting processes of written expression on the effect of traumatic brain injury on written expression was explored. Core skills are those that are thought to be specific to written expression, and in particular, the mechanical execution of written language. The core skills assessed in this study were graphomotor speed, fine motor speed and coordination, spelling and writing fluency. Supporting skills are those processes that are not unique to writing but are necessary for completing most cognitive tasks, and are frequently affected by traumatic brain injury. The supporting skills assessed in this study were processing speed, working memory, and sustained and focused attention. The performance of children with traumatic brain injury was compared to a group of children with orthopedic injuries. Principal components analysis was used to elucidate the primary core and supporting components of written expression. Four components were retained: orthographic output, fine motor skills, working memory and vigilance. Consistent with previous literature, children in the head-injured group performed more poorly on the primary outcome measure of written expression, both core components and working memory. There was no difference between groups, however, on vigilance performance. Bootstrap regression analyses revealed that the effect of traumatic brain injury on written expression was significantly mediated by orthographic output. This finding is relevant for intervening on written expression difficulties in children with traumatic brain injury. Emphasizing orthographic output as a part of already well-established written expression interventions may provide added benefit in this population.
Advisors/Committee Members: Ewing-Cobbs, Linda (advisor), Hannay, H. Julia (advisor), Swank, Paul R. (committee member), Fletcher, Jack M. (committee member), Tian, T. Siva (committee member).
Subjects/Keywords: Traumatic brain injury; Children; Written expression; Clinical neuropsychology
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APA (6th Edition):
Harik, L. M. (2012). WRITTEN EXPRESSION FOLLOWING PEDIATRIC TRAUMATIC BRAIN INJURY IN SCHOOL-AGED CHILDREN. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/ETD-UH-2012-05-464
Chicago Manual of Style (16th Edition):
Harik, Lindsey M. “WRITTEN EXPRESSION FOLLOWING PEDIATRIC TRAUMATIC BRAIN INJURY IN SCHOOL-AGED CHILDREN.” 2012. Masters Thesis, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/ETD-UH-2012-05-464.
MLA Handbook (7th Edition):
Harik, Lindsey M. “WRITTEN EXPRESSION FOLLOWING PEDIATRIC TRAUMATIC BRAIN INJURY IN SCHOOL-AGED CHILDREN.” 2012. Web. 24 Jan 2021.
Vancouver:
Harik LM. WRITTEN EXPRESSION FOLLOWING PEDIATRIC TRAUMATIC BRAIN INJURY IN SCHOOL-AGED CHILDREN. [Internet] [Masters thesis]. University of Houston; 2012. [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/ETD-UH-2012-05-464.
Council of Science Editors:
Harik LM. WRITTEN EXPRESSION FOLLOWING PEDIATRIC TRAUMATIC BRAIN INJURY IN SCHOOL-AGED CHILDREN. [Masters Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/ETD-UH-2012-05-464
University of Houston
24.
Hatkevich, Claire.
The Relation between Theory of Mind and Nonsuicidal Self-Injury.
Degree: MA, Psychology, Clinical, University of Houston
URL: http://hdl.handle.net/10657/3633
► Nonsuicidal self-injury (NSSI), defined as deliberate bodily harm without intent to die, is at epidemic-level proportions in adolescent populations ( Muehlenkamp, Claes, Havertape, & Plener,…
(more)
▼ Nonsuicidal self-injury (NSSI), defined as deliberate bodily harm without intent to die, is at epidemic-level proportions in adolescent populations ( Muehlenkamp, Claes, Havertape, & Plener, 2012; Nock, Joiner, Gordon, Lloyd-Richardson, & Prinstein, 2006). Associated with a variety of negative risks/consequences (accidental death, body image issues, permanent scarring, stigmatization), NSSI represents a major public health concern, with estimated costs of self-inflicted injury at $33 billion (Corso, Mercy, Simon, Finkelstein, & Miller, 2007). Previously, NSSI has been related to interpersonal functioning, with well-documented links between social processes and self-injurious behaviors (Muehlenkamp, Brausch, Quigley, & Whitlock, 2013; Nock & Mendes, 2008; Prinstein et al., 2010). One such interpersonal process is social cognition. In adults, NSSI has been significantly related to abnormalities in general social cognitive abilities (i.e., interpretations of social interactions; Whipple & Fowler, 2011). Theory of mind (ToM), which refers to one’s ability to attribute mental states to the self and others (Sharp et al., 2011), has been implicated as a social-cognitive process related to NSSI, with treatment-based research (Rossouw & Fonagy, 2012) finding that interventions focused on ToM (i.e., Mentalization-Based Treatment) reduce adolescent self-harm behavior. Despite intervention-based research, empirical work has yet to directly investigate the relation between ToM and NSSI in adolescent inpatients, a subset where NSSI remains prevalent and medically severe. Against this background, the present study aimed to examine the relation between ToM and NSSI in a high-risk adolescent inpatient sample. Moreover, specific aims of the present study were: (a) to examine the relation between ToM impairment and behavioral characteristics of NSSI (lifetime frequency, medical severity), and (b) to examine the relation between ToM impairment and NSSI functions. N=63 adolescent inpatient self-injurers admitted to a private, residential inpatient unit were recruited for the current sample. ToM was assessed using a computerized experimental task and NSSI with semi-structured interviews and self-report based measures. First, correlational analyses were used to examine the relation between ToM, NSSI behavioral characteristics (frequency, severity), and confounds (depressive symptoms, age, gender, race). No significant relations were found between ToM impairment and behavioral characteristics for NSSI. Second, we examined bivariate and regression analyses between ToM impairment, NSSI functions (13 individual function subscales loading onto two sub-domains: intrapersonal, interpersonal), and all aforementioned confounds. Regarding NSSI functions, ToM impairment was significantly related to overall endorsement of interpersonal, or socially-regulated, functions for NSSI, particularly toughness and autonomy, and this was unique from ToM impairment’s null relation to intrapersonal functions for NSSI. Regression analyses revealed the…
Advisors/Committee Members: Sharp, Carla (advisor), Fletcher, Jack M. (committee member), Klonsky, E. David (committee member).
Subjects/Keywords: Theory of mind; Nonsuicidal self-injury
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APA (6th Edition):
Hatkevich, C. (n.d.). The Relation between Theory of Mind and Nonsuicidal Self-Injury. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3633
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Chicago Manual of Style (16th Edition):
Hatkevich, Claire. “The Relation between Theory of Mind and Nonsuicidal Self-Injury.” Masters Thesis, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/3633.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
MLA Handbook (7th Edition):
Hatkevich, Claire. “The Relation between Theory of Mind and Nonsuicidal Self-Injury.” Web. 24 Jan 2021.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Vancouver:
Hatkevich C. The Relation between Theory of Mind and Nonsuicidal Self-Injury. [Internet] [Masters thesis]. University of Houston; [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/3633.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Council of Science Editors:
Hatkevich C. The Relation between Theory of Mind and Nonsuicidal Self-Injury. [Masters Thesis]. University of Houston; Available from: http://hdl.handle.net/10657/3633
Note: this citation may be lacking information needed for this citation format:
No year of publication.
University of Houston
25.
Gerst, Elyssa Hope.
Cognitive and Behavioral Rating Measures of Executive Function as Predictors of Academic Outcomes in Children.
Degree: MA, Psychology, Clinical, University of Houston
URL: http://hdl.handle.net/10657/2813
► The present study aimed to compare the interrelations of cognitive (or performance-based) versus behavioral rating measures four specific domains of Executive Function (EF), and to…
(more)
▼ The present study aimed to compare the interrelations of cognitive (or performance-based) versus behavioral rating measures four specific domains of Executive Function (EF), and to relate these to academic outcomes in children. The goal of this study was to examine the relation between cognitive and behavioral rating measures of EF on a 1:1 basis, within a constricted age range in typically developing children. Ninety-six 4th and 5th grade students were assessed with cognitive and behavioral rating measures (teacher reports) within four EF domains (working memory, planning, inhibition and shift). Relations between both measurement types within each EF domain were modest (range r = |.19 to .25|), and their relation to measures of reading comprehension and math performance were moderate (range r = |.29 to .55|). All regression models within each EF domain (working memory, planning, inhibition, and shift) were significant (p < .05) with and without the inclusion of relevant covariates (phonological decoding, education program, and/or age). Final models with all relevant covariates and EF measures were significant (p < .05) in the prediction of reading comprehension and math, with working memory particularly important for reading comprehension and inhibition particularly important for math. Cognitive measures and behavioral ratings of EF were only modestly related to each other, though each was contributory to the prediction of both reading comprehension and math.
Advisors/Committee Members: Cirino, Paul T. (advisor), Fletcher, Jack M. (committee member), Yoshida, Hanako (committee member).
Subjects/Keywords: Executive functions; Academic Skills
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APA (6th Edition):
Gerst, E. H. (n.d.). Cognitive and Behavioral Rating Measures of Executive Function as Predictors of Academic Outcomes in Children. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/2813
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Chicago Manual of Style (16th Edition):
Gerst, Elyssa Hope. “Cognitive and Behavioral Rating Measures of Executive Function as Predictors of Academic Outcomes in Children.” Masters Thesis, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/2813.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
MLA Handbook (7th Edition):
Gerst, Elyssa Hope. “Cognitive and Behavioral Rating Measures of Executive Function as Predictors of Academic Outcomes in Children.” Web. 24 Jan 2021.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Vancouver:
Gerst EH. Cognitive and Behavioral Rating Measures of Executive Function as Predictors of Academic Outcomes in Children. [Internet] [Masters thesis]. University of Houston; [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/2813.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Council of Science Editors:
Gerst EH. Cognitive and Behavioral Rating Measures of Executive Function as Predictors of Academic Outcomes in Children. [Masters Thesis]. University of Houston; Available from: http://hdl.handle.net/10657/2813
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No year of publication.
University of Houston
26.
Gorman, Stephanie 1985-.
Recovery of Working Memory Following Pediatric Traumatic Brain Injury: A Longitudinal Analysis.
Degree: Psychology - Clinical, Pediatric Neuropsychology, University of Houston
URL: http://hdl.handle.net/10657/3394
► The purpose of this dissertation was to investigate the developmental trajectories of verbal and visual-spatial WM in children following traumatic brain injury, and to determine…
(more)
▼ The purpose of this dissertation was to investigate the developmental trajectories of verbal and visual-spatial WM in children following traumatic brain injury, and to determine how age at injury and injury severity affects growth. As part of a larger assessment, the sample included 42 children with severe head injury, 13 children with complicated mild-moderate head injury, and 47 children with orthopedic injury. Longitudinal data was collected at 2, 6, 12 and 24 months post-injury. A multivariate approach to individual growth curve modeling was utilized and the data was centered at 12 months post-injury. Results indicated that at 12 months post-injury, children in all three injury groups with varying age at injury did not differ significantly on verbal or visual-spatial working memory performance. The injury groups did not differ on working memory performance when age at injury was held constant. A significant rate of change (slope) by age at injury by injury group interaction for verbal working memory (and a similar pattern for visual-spatial working memory) revealed that children injured at a younger age with more severe injuries demonstrated the slowest working memory growth, but that as age at injury increased, older children with severe injuries exhibited faster growth. A significant positive relation was found between level of performance on verbal and visual-spatial working memory tasks at 12 months post-injury, but not for rate of growth. This study lends further support to an early vulnerability hypothesis, which suggests that children brain-injured at a younger age are more vulnerable to cognitive deficits.
Advisors/Committee Members: Fletcher, Jack M. (advisor), Ewing-Cobbs, Linda (advisor), Swank, Paul R. (committee member), Barnes, Marcia A. (committee member), Alfano, Candice A. (committee member).
Subjects/Keywords: Traumatic brain injury; Pediatrics; Children; Head injury; Working memory
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APA (6th Edition):
Gorman, S. 1. (n.d.). Recovery of Working Memory Following Pediatric Traumatic Brain Injury: A Longitudinal Analysis. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3394
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Chicago Manual of Style (16th Edition):
Gorman, Stephanie 1985-. “Recovery of Working Memory Following Pediatric Traumatic Brain Injury: A Longitudinal Analysis.” Doctoral Dissertation, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/3394.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
MLA Handbook (7th Edition):
Gorman, Stephanie 1985-. “Recovery of Working Memory Following Pediatric Traumatic Brain Injury: A Longitudinal Analysis.” Web. 24 Jan 2021.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Vancouver:
Gorman S1. Recovery of Working Memory Following Pediatric Traumatic Brain Injury: A Longitudinal Analysis. [Internet] [Doctoral dissertation]. University of Houston; [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/3394.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Council of Science Editors:
Gorman S1. Recovery of Working Memory Following Pediatric Traumatic Brain Injury: A Longitudinal Analysis. [Doctoral Dissertation]. University of Houston; Available from: http://hdl.handle.net/10657/3394
Note: this citation may be lacking information needed for this citation format:
No year of publication.
University of Houston
27.
Warren, Emily A. H.
Predictors of Social Adjustment in Pediatric Brain Tumor Survivors: A Comparison of Proton and Photon Radiation Therapy Groups.
Degree: PhD, Psychology, Clinical, University of Houston
URL: http://hdl.handle.net/10657/4052
► Although pediatric brain tumor survivors are at risk for poor social outcomes and deficits in neurocognitive function, little is known about cognitive predictors of social…
(more)
▼ Although pediatric brain tumor survivors are at risk for poor social outcomes and deficits in
neurocognitive function, little is known about cognitive predictors of social adjustment in
this population. Further, the degree to which proton beam radiation therapy (PBRT) spares
neurocognitive function and thereby reduces long-term deficits in social functioning relative
to conventional radiation therapy (XRT) remains unknown. In the present study, pediatric
brain tumor survivors (Total N = 83) having undergone PBRT (N = 54) or XRT (N = 29)
were evaluated in several neurocognitive domains (i.e., executive function (EF), attention,
processing speed, verbal learning and memory) and social adjustment (i.e., peer relations,
social skills). We hypothesized that neurocognitive function would mediate the relation of
RT group to social adjustment outcomes. Results suggest a potential neuroprotective benefit
of PBRT over XRT, with the PBRT group outperforming the XRT group on measures of
performance-based EF, verbal learning, and processing speed (all p < 0.01). However, groups
did not differ on rating-based EF, attention, or either social adjustment outcome (all p >
0.05). Parents rated both RT groups as at risk for peer relation difficulties (
M = 63.17 XRT;
M = 61.17 PBRT). While there was no significant mediation effect, attention (β = -0.179, p =
0.041 Social Skills; β = -0.205, p = 0.047 Peer Relations) and rating-based executive function
(β = -0.567, p < 0.001 Social Skills; β = 0.578, p < 0.001 Peer Relations) predicted social
adjustment. These findings support the need for long-term monitoring of neurocognitive and
social outcomes, with attention and parent-rated EF as indicators of potential social
impairment. The present study also highlights the need for careful social adjustment
measurement within a well-developed theoretical model of social competence.
Advisors/Committee Members: Cirino, Paul T. (advisor), Kahalley, Lisa S. (advisor), Viana, Andres G. (committee member), Minard, Charles G. (committee member), Fletcher, Jack M. (committee member).
Subjects/Keywords: Pediatric brain tumor; Proton radiation; Cognitive predictors; Social adjustment
Record Details
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Warren, E. A. H. (n.d.). Predictors of Social Adjustment in Pediatric Brain Tumor Survivors: A Comparison of Proton and Photon Radiation Therapy Groups. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4052
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Chicago Manual of Style (16th Edition):
Warren, Emily A H. “Predictors of Social Adjustment in Pediatric Brain Tumor Survivors: A Comparison of Proton and Photon Radiation Therapy Groups.” Doctoral Dissertation, University of Houston. Accessed January 24, 2021.
http://hdl.handle.net/10657/4052.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
MLA Handbook (7th Edition):
Warren, Emily A H. “Predictors of Social Adjustment in Pediatric Brain Tumor Survivors: A Comparison of Proton and Photon Radiation Therapy Groups.” Web. 24 Jan 2021.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Vancouver:
Warren EAH. Predictors of Social Adjustment in Pediatric Brain Tumor Survivors: A Comparison of Proton and Photon Radiation Therapy Groups. [Internet] [Doctoral dissertation]. University of Houston; [cited 2021 Jan 24].
Available from: http://hdl.handle.net/10657/4052.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Council of Science Editors:
Warren EAH. Predictors of Social Adjustment in Pediatric Brain Tumor Survivors: A Comparison of Proton and Photon Radiation Therapy Groups. [Doctoral Dissertation]. University of Houston; Available from: http://hdl.handle.net/10657/4052
Note: this citation may be lacking information needed for this citation format:
No year of publication.
. 
Open Access Theses and Dissertations
