The role of the Executive Functions (EFs) in dyslexia is still unclear. In the recent literature several studies find dyslexia to be associated with an EFs impairment (Beneventi at al. 2010; Willcutt et al., 2005), whereas other authors don’t find any association between dyslexia and difficulties in EFs tasks (Marzocchi et al., 2008). Moreover, the main studies evaluating EFs both in typically developing children and dyslexics have mainly focused on planning and problem solving, and working memory (e.g., Best et al., 2009; Reiter et al., 2005) ) while only few studies have focused on set-shifting. The set-shifting seems to have a central role in the linguistic elaboration, because it permits to rapidly switch between tasks or mental sets (Best et al., 2009). The aim of this study is to investigate the set-shifting abilities in two groups of children, with and without dyslexia, using an Alternate Fluency (AF) task already used and standardized by Costa and colleagues (2014) for adult population. This study involved 22 adolescents, aged 11 to 14, with a diagnosis of developmental dyslexia (DD) and 124 typically developing (TD) peers. Three tasks were administered to two groups: Phonemic Fluency (PF), Semantic Fluency (SF) and Alternate Fluency (AF). The results show a significant difference between the two groups in all the three tasks. Specifically, we found a lower performance in the adolescents with dyslexia with respect to controls (PF, p = .003; SF, p < .001; AF, p = .005). Moreover both the two groups showed more difficulties in the PF task rather then in the SF and AF tasks. In conclusion, this study supports the hypothesis of difficulties in the executive component represented by set-shifting in adolescents with dyslexia. These data underline the importance of considering this EF in the clinical evaluation and in the description of the cognitive profile of these adolescents.

XX CONGRESSO NAZIONALE DELLA SEZIONE DI PSICOLOGIA CLINICA E DINAMICA / Camia, Michela; Ferrara, Marika; Boni, CLAUDIA DARIA; Scorza, Maristella; Benassi, Erika. - (2018). ((Intervento presentato al convegno XX CONGRESSO NAZIONALE DELLA SEZIONE DI PSICOLOGIA CLINICA E DINAMICA tenutosi a Urbino nel 7-9 Settembre.

XX CONGRESSO NAZIONALE DELLA SEZIONE DI PSICOLOGIA CLINICA E DINAMICA

Camia Michela;Ferrara Marika;Claudia Daria Boni;Scorza Maristella;Erika Benassi
2018

Abstract

The role of the Executive Functions (EFs) in dyslexia is still unclear. In the recent literature several studies find dyslexia to be associated with an EFs impairment (Beneventi at al. 2010; Willcutt et al., 2005), whereas other authors don’t find any association between dyslexia and difficulties in EFs tasks (Marzocchi et al., 2008). Moreover, the main studies evaluating EFs both in typically developing children and dyslexics have mainly focused on planning and problem solving, and working memory (e.g., Best et al., 2009; Reiter et al., 2005) ) while only few studies have focused on set-shifting. The set-shifting seems to have a central role in the linguistic elaboration, because it permits to rapidly switch between tasks or mental sets (Best et al., 2009). The aim of this study is to investigate the set-shifting abilities in two groups of children, with and without dyslexia, using an Alternate Fluency (AF) task already used and standardized by Costa and colleagues (2014) for adult population. This study involved 22 adolescents, aged 11 to 14, with a diagnosis of developmental dyslexia (DD) and 124 typically developing (TD) peers. Three tasks were administered to two groups: Phonemic Fluency (PF), Semantic Fluency (SF) and Alternate Fluency (AF). The results show a significant difference between the two groups in all the three tasks. Specifically, we found a lower performance in the adolescents with dyslexia with respect to controls (PF, p = .003; SF, p < .001; AF, p = .005). Moreover both the two groups showed more difficulties in the PF task rather then in the SF and AF tasks. In conclusion, this study supports the hypothesis of difficulties in the executive component represented by set-shifting in adolescents with dyslexia. These data underline the importance of considering this EF in the clinical evaluation and in the description of the cognitive profile of these adolescents.
XX CONGRESSO NAZIONALE DELLA SEZIONE DI PSICOLOGIA CLINICA E DINAMICA
Urbino
7-9 Settembre
Camia, Michela; Ferrara, Marika; Boni, CLAUDIA DARIA; Scorza, Maristella; Benassi, Erika
XX CONGRESSO NAZIONALE DELLA SEZIONE DI PSICOLOGIA CLINICA E DINAMICA / Camia, Michela; Ferrara, Marika; Boni, CLAUDIA DARIA; Scorza, Maristella; Benassi, Erika. - (2018). ((Intervento presentato al convegno XX CONGRESSO NAZIONALE DELLA SEZIONE DI PSICOLOGIA CLINICA E DINAMICA tenutosi a Urbino nel 7-9 Settembre.
File in questo prodotto:
Non ci sono file associati a questo prodotto.
Pubblicazioni consigliate

Caricamento pubblicazioni consigliate

Licenza Creative Commons
I metadati presenti in IRIS UNIMORE sono rilasciati con licenza Creative Commons CC0 1.0 Universal, mentre i file delle pubblicazioni sono rilasciati con licenza Attribuzione 4.0 Internazionale (CC BY 4.0), salvo diversa indicazione.
In caso di violazione di copyright, contattare Supporto Iris

Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11380/1182608
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact