Object Recognition Memory Deficits in ADHD: A Meta-analysis.

Object recognition memory allows us to identify previously seen objects. This type of declarative memory is a primary process for learning. Despite its crucial role in everyday life, object recognition has received far less attention in ADHD research compared to verbal recognition memory. In addition to the existence of a small number of published studies, the results have been inconsistent, possibly due to the diversity of tasks used to assess recognition memory. In the present meta-analysis, we have collected studies from Web of Science, Scopus, PubMed, and Google Scholar databases up to May 2023. We have compiled studies that assessed visual object recognition memory with specific visual recognition tests (sample-match delayed tasks) in children and adolescents diagnosed with ADHD. A total of 28 studies with 1619 participants diagnosed with ADHD were included. The studies were assessed for risk of bias using the Quadas-2 tool and for each study, Cohen's d was calculated to estimate the magnitude of the difference in performance between groups. As a main result, we have found a worse recognition memory performance in ADHD participants when compared to their matched controls (overall Cohen's d ~ 0.492). We also observed greater heterogeneity in the magnitude of this deficit among medicated participants compared to non-medicated individuals, as well as a smaller deficit in studies with a higher proportion of female participants. The magnitude of the object recognition memory impairment in ADHD also seems to depend on the assessment method used.

The psychometric properties of PSYCHLOPS, an individualized patient-reported outcome measure of personal distress.

OBJECTIVE: Few studies report the psychometric properties of individualized patient-reported outcome measures (I-PROMs) combining traditional analysis and Item Response Theory (IRT). METHODS: Pre- and posttreatment PSYCHLOPS data derived from six clinical samples (n = 939) were analyzed for validity, reliability, and responsiveness; caseness cutoffs and reliable change index were calculated. Exploratory and confirmatory factor analyses were used to determine whether items represented a unidimensional construct; IRT examined item properties of this construct. RESULTS: Values for internal consistency, construct validity, convergent and discriminant validity, and structural validity were satisfactory. Responsiveness was high: Cohen's d, 1.48. Caseness cutoff and reliable clinical change scores were 6.41 and 4.63, respectively. IRT analysis confirmed that item scores possess strong properties in assessing the underlying trait measured by PSYCHLOPS. CONCLUSION: PSYCHLOPS met the criteria for norm-referenced measurement of patient psychological distress. PSYCHLOPS functioned as a measure of a single latent trait, which we describe as "personal distress."

Idiographic patient reported outcome measures (I-PROMs) for routine outcome monitoring in psychological therapies: Position paper.

Idiographic patient-reported outcome measures (I-PROMs) are a growing set of individualized tools for use in routine outcome monitoring (ROM) in psychological therapies. This paper presents a position statement on their conceptualization, use, and analysis, based on contemporary evidence and clinical practice. Four problem-based, and seven goal-based, I-PROMs, with some evidence of psychometric evaluation and use in psychotherapy, were identified. I-PROMs may be particularly valuable to the evaluation of psychological therapies because of their clinical utility and their alignment with a patient-centered approach. However, there are several challenges for I-PROMs: how to generate items in a robust manner, their measurement model, methods for establishing their reliability and validity, and the meaning of an aggregated I-PROM score. Based on the current state of the literature, we recommend that I-PROMs are used to complement nomothetic measures. Research recommendations are also made regarding the most appropriate methods for analyzing I-PROM data.

Emotional Recognition and Empathy both in Deaf and Blind Adults.

Studies addressing the recognition of emotions in blind or deaf participants have been carried out only with children and adolescents. Due to these age limits, such studies do not clarify the long-term effects of vision and hearing disabilities on emotion recognition in adults. We assessed the ability to recognize basic emotions in 15 deaf adults (aged 32.4 ± 8.1 yrs) and in 15 blind adults (48.3 ± 10.5 yrs). Auditory and visual stimuli expressing six basic emotional states were presented to participants (Florida Affect Battery). Participants also performed an empathy test. Deaf participants showed difficulties in emotion recognition tasks compared to the typical hearing participants; however, differences were only statistically reliable for Facial Emotion Discrimination and Naming tasks (specifically, naming expressions of fear). Deaf participants also revealed inferior levels of cognitive empathy. Concerning blind participants, their performance was lower than the controls' only when the task required the evaluation of emotional prosody while ignoring the semantic content of the sentence. Overall, although deaf and blind participants performed reasonably well on tasks requiring recognition of basic emotions, sensory loss may hinder their social perception skills when processing subtle emotions or when the extraction of simultaneous prosodic and semantic information is required.

Eye-Tracking Evidence of a Maintenance Bias in Social Anxiety.

BACKGROUND: The mechanisms and triggers of the attentional bias in social anxiety are not yet fully determined, and the modulating role of personality traits is being increasingly acknowledged. AIMS: Our main purpose was to test whether social anxiety is associated with mechanisms of hypervigilance, avoidance (static biases), vigilance-avoidance or the maintenance of attention (dynamic biases). Our secondary goal was to explore the role of personality structure in shaping the attention bias. METHOD: Participants with high vs low social anxiety and different personality structures viewed pairs of faces (free-viewing eye-tracking task) representing different emotions (anger, happiness and neutrality). Their eye movements were registered and analysed for both whole-trial (static) and time-dependent (dynamic) measures. RESULTS: Comparisons between participants with high and low social anxiety levels did not yield evidence of differences in eye-tracking measures for the whole trial (latency of first fixation, first fixation direction, total dwell time), but the two groups differed in the time course of overt attention during the trial (dwell time across three successive time segments): participants with high social anxiety were slower in disengaging their attention from happy faces. Similar results were obtained using a full-sample, regression-based analysis. CONCLUSION: Our results speak in favour of a maintenance bias in social anxiety. Preliminary results indicated that personality structure may not affect the maintenance (dynamic) bias of socially anxious individuals, although depressive personality structures may favour manifestations of a (static) hypervigilance bias.

Portuguese Adaptation of a Faux Pas Test and a Theory of Mind Picture Stories Task.

BACKGROUND: Developmental concepts of 'Theory of Mind' (ToM) suggest that this cognitive domain is an innate human capacity requiring input from the social environment to mature. Research suggests substantial individual differences in ToM, depending on childhood experiences, genetics, and the presence or absence of a neuropsychiatric disorder. None of the existing ToM tests for adult populations have been made available in Portuguese. Accordingly, the main objective of this study was to evaluate the psychometric properties of the Portuguese versions of the Faux Pas (FP) Recognition Test and the ToM Picture Stories Task. SAMPLING AND METHODS: Both tests were given to a sample of 200 Portuguese adults (125 women and 75 men) aged between 18 and 60 years. RESULTS AND CONCLUSIONS: The psychometric analyses of the results indicate that the Portuguese version of the FP Recognition Test is appropriate for use in research and clinical settings, providing a composite score that reliably measures the ability to infer the thoughts and feelings of others in a 'faux pas' situation (Cronbach's α = 0.82). However, the ToM Picture Stories Task did not show acceptable psychometric qualities.

Lexical and phonological processes in dyslexic readers: evidence from a visual lexical decision task.

The aim of the present study was to investigate whether reading failure in the context of an orthography of intermediate consistency is linked to inefficient use of the lexical orthographic reading procedure. The performance of typically developing and dyslexic Portuguese-speaking children was examined in a lexical decision task, where the stimulus lexicality, word frequency and length were manipulated. Both lexicality and length effects were larger in the dyslexic group than in controls, although the interaction between group and frequency disappeared when the data were transformed to control for general performance factors. Children with dyslexia were influenced in lexical decision making by the stimulus length of words and pseudowords, whereas age-matched controls were influenced by the length of pseudowords only. These findings suggest that non-impaired readers rely mainly on lexical orthographic information, but children with dyslexia preferentially use the phonological decoding procedure--albeit poorly--most likely because they struggle to process orthographic inputs as a whole such as controls do. Accordingly, dyslexic children showed significantly poorer performance than controls for all types of stimuli, including words that could be considered over-learned, such as high-frequency words. This suggests that their orthographic lexical entries are less established in the orthographic lexicon.

Electrophysiological correlates of impaired reading in dyslexic pre-adolescent children.

In this study, event related potentials (ERPs) were used to investigate the extent to which dyslexics (aged 9-13 years) differ from normally reading controls in early ERPs, which reflect prelexical orthographic processing, and in late ERPs, which reflect implicit phonological processing. The participants performed an implicit reading task, which was manipulated in terms of letter-specific processing, orthographic familiarity, and phonological structure. Comparing consonant- and symbol sequences, the results showed significant differences in the P1 and N1 waveforms in the control but not in the dyslexic group. The reduced P1 and N1 effects in pre-adolescent children with dyslexia suggest a lack of visual specialization for letter-processing. The P1 and N1 components were not sensitive to the familiar vs. less familiar orthographic sequence contrast. The amplitude of the later N320 component was larger for phonologically legal (pseudowords) compared to illegal (consonant sequences) items in both controls and dyslexics. However, the topographic differences showed that the controls were more left-lateralized than the dyslexics. We suggest that the development of the mechanisms that support literacy skills in dyslexics is both delayed and follows a non-normal developmental path. This contributes to the hemispheric differences observed and might reflect a compensatory mechanism in dyslexics.

The interaction between surface color and color knowledge: behavioral and electrophysiological evidence.

In this study, we used event-related potentials (ERPs) to evaluate the contribution of surface color and color knowledge information in object identification. We constructed two color-object verification tasks - a surface and a knowledge verification task - using high color diagnostic objects; both typical and atypical color versions of the same object were presented. Continuous electroencephalogram was recorded from 26 subjects. A cluster randomization procedure was used to explore the differences between typical and atypical color objects in each task. In the color knowledge task, we found two significant clusters that were consistent with the N350 and late positive complex (LPC) effects. Atypical color objects elicited more negative ERPs compared to typical color objects. The color effect found in the N350 time window suggests that surface color is an important cue that facilitates the selection of a stored object representation from long-term memory. Moreover, the observed LPC effect suggests that surface color activates associated semantic knowledge about the object, including color knowledge representations. We did not find any significant differences between typical and atypical color objects in the surface color verification task, which indicates that there is little contribution of color knowledge to resolve the surface color verification. Our main results suggest that surface color is an important visual cue that triggers color knowledge, thereby facilitating object identification.

Does emotional valence modulate word recognition? A behavioral study manipulating frequency and arousal.

Effects of emotional valence have been observed in lexical decision tasks, suggesting that valence information modulates early word recognition. However, is still unclear the processing advantage of the different valence categories, and how these advantages might be modulated by word frequency and arousal. To clarify this question, a lexical decision task was designed using emotional words as stimuli. Emotional words were divided into three categories: 60 positive, 60 negative, and 60 neutral words. Word frequency was manipulated into low and high conditions and arousal was controlled among experimental conditions (word valence and frequency). In the first experiment, 54 participants performed the task with a maximum stimuli exposure time of 2000 ms. In a follow-up experiment, 42 participants performed the same task with two shorter fixed time exposures (150 ms and 300 ms). The results were similar between experiments: positive words were recognized faster and negative words were recognized slower than neutral ones. Furthermore, this valence effect was modulated by word frequency, affecting only words that take longer to be recognized (low-frequency words). However, the valence by frequency interaction was attenuated for high-arousal words when the pressure to respond was high (short exposure time - 150 ms). Overall, the results confirm that the emotional status of a word can affect word processing at early stages when automatic processes are taking place.

Component processes subserving rapid automatized naming in dyslexic and non-dyslexic readers.

The current study investigated which time components of rapid automatized naming (RAN) predict group differences between dyslexic and non-dyslexic readers (matched for age and reading level), and how these components relate to different reading measures. Subjects performed two RAN tasks (letters and objects), and data were analyzed through a response time analysis. Our results demonstrated that impaired RAN performance in dyslexic readers mainly stem from enhanced inter-item pause times and not from difficulties at the level of post-access motor production (expressed as articulation rates). Moreover, inter-item pause times account for a significant proportion of variance in reading ability in addition to the effect of phonological awareness in the dyslexic group. This suggests that non-phonological factors may lie at the root of the association between RAN inter-item pauses and reading ability. In normal readers, RAN performance was associated with reading ability only at early ages (i.e. in the reading-matched controls), and again it was the RAN inter-item pause times that explain the association.

The influence of color information on the recognition of color diagnostic and noncolor diagnostic objects.

In the present study, the authors explore in detail the level of visual object recognition at which perceptual color information improves the recognition of color diagnostic and noncolor diagnostic objects. To address this issue, 3 object recognition tasks with different cognitive demands were designed: (a) an object verification task; (b) a category verification task; and (c) a name verification task. The authors found that perceptual color information improved color diagnostic object recognition mainly in tasks for which access to the semantic knowledge about the object was necessary to perform the task; that is, in category and name verification. In contrast, the authors found that perceptual color information facilitates noncolor diagnostic object recognition when access to the object's structural description from long-term memory was necessary--that is, object verification. In summary, the present study shows that the role of perceptual color information in object recognition is dependent on color diagnosticity.

Object naming in dyslexic children: more than a phonological deficit.

In the present study, the authors investigate how some visual factors related to early stages of visual-object naming modulate naming performance in dyslexia. The performance of dyslexic children was compared with 2 control groups-normal readers matched for age and normal readers matched for reading level-while performing a discrete naming task in which color and dimensionality of the visually presented objects were manipulated. The results showed that 2-dimensional naming performance improved for color representations in control readers but not in dyslexics. In contrast to control readers, dyslexics were also insensitive to the stimulus's dimensionality. These findings are unlikely to be explained by a phonological processing problem related to phonological access or retrieval but suggest that dyslexics have a lower capacity for coding and decoding visual surface features of 2-dimensional representations or problems with the integration of visual information stored in long-term memory.

The Influence of Parental Perfectionism and Parenting Styles on Child Perfectionism.

Perfectionism is a significant transdiagnostic process related to the development and maintenance of several psychological disorders. The main models of the development of perfectionism focus on early childhood experiences and postulate that parental relation is an important factor for understanding this construct in children. The purpose of this study was to examine the relationship between child and parental perfectionism, seeking to evaluate the empirical support of the Social Learning Model and the Social Expectations Model and children's perception of parenting styles. The present study included 119 children (51.2% girls, Mage = 11.67 years) and their parents. Data were collected through administration of several self-report measures. The results show a relationship between the majority of the same parent and child perfectionism dimensions, thus providing supportive evidence for the Social Learning Model. Concerning the analysis of the role of gender in the transmission of perfectionism, observed fathers' perfectionism only relates with the sons' perfectionism, and mothers' perfectionism relates with daughters' perfectionism. Our findings allow for a deeper understanding of the role of the perception of an authoritarian parenting style in the development of maladaptive perfectionism. Mother and fathers' perceived parenting styles contribute more to daughter than son perfectionism. The results contribute to expanding the understanding of the role of parental factors in the development of perfectionism.

Reading Comprehension Predictors in European Portuguese Adults.

Research on the predictors of reading comprehension has been largely focused on school-aged children and mainly in opaque orthographies, hindering the generalization of the results to adult populations and more transparent orthographies. In the present study, we aim to test two versions of the Simple View of Reading (SVR): the original model and an extended version, including reading fluency and vocabulary. Additional mediation models were analyzed to verify if other reading comprehension predictors (rapid automatized naming, phonological decoding, phonological awareness, morphological awareness, and working memory) have direct effects or if they are mediated through word reading and reading fluency. A sample of 67 typical adult Portuguese readers participated in this study. The SVR model accounted for 27% of the variance in reading comprehension, with oral language comprehension displaying a larger contribution than word reading. In the extended SVR model, reading fluency and vocabulary provided an additional and significant contribution of 7% to the explained variance. Moreover, vocabulary influenced reading comprehension directly and indirectly, via oral language comprehension. In the final mediation model, the total mediation hypothesis was rejected, and only morphological awareness showed a direct effect on reading comprehension. These results provide preliminary evidence that the SVR (with the possible addition of vocabulary) might be a reliable model to explain reading comprehension in adult typical readers in a semitransparent orthography. Furthermore, oral language comprehension and vocabulary were the best predictors in the study, suggesting that remediation programs addressing reading comprehension in adults should promote these abilities.

Behavioral Inhibition in Childhood: European Portuguese Adaptation of an Observational Measure (Lab-TAB).

The assessment of behaviorally inhibited children is typically based on parent or teacher reports, but this approach has received criticisms, mainly for being prone to bias. Several researchers proposed the additional use of observational methods because they provide a direct and more objective description of the child's functioning in different contexts. The lack of a laboratory assessment of temperament for Portuguese children justifies the adaptation of some episodes of the Laboratory Temperament Assessment Battery (Lab-TAB) as an observational measure for behavioral inhibition. Method: In our study, we included 124 children aged between 3 and 9 years and their parents. The evaluation of child behavioral inhibition was made by parent report (Behavioral Inhibition Questionnaire) and through Lab-TAB episodes. Parental variables with potential influence on parents' reports were also collected using the Social Interaction and Performance Anxiety and Avoidance Scale (SIPAAS) and the Parental Overprotection Measure (POM). Results and Discussion: The psychometric analyses provided evidence that Lab-TAB is a reliable instrument and can be incorporated in a multi-method approach to assess behavioral inhibition in studies involving Portuguese-speaking children. Moderate convergence between observational and parent report measures of behavioral inhibition was obtained. Mothers' characteristics, as well as child age, seem to significantly affect differences between measures, being potential sources of bias in the assessment of child temperament.

The use of an Ebola virus reporter cell line in a semi-automated microtitration assay.

A variety of methods have been developed for quantification of infectious Ebola virus in clinical or laboratory samples, but existing methods often require extensive operator involvement, manual assay scoring, or the use of custom reagents. In this study, we utilize a recently developed Ebola-specific reporter cell line that expresses ZsGreen in response to Ebola virus infection, in conjunction with semi-automated processing and quantification techniques, to develop an unbiased, high-throughput microtitration assay for quantification of infectious Ebola virus in vitro. This assay was found to have equivalent sensitivity to a standardized plaque assay for quantifying viral titers. However, the new assay could be implemented with fewer reagents and processing steps, reduced subjectivity, and higher throughput. This assay may be useful for a variety of applications, particularly studies that require the detection or quantification of infectious Ebola virus in large numbers of samples.

Orthographic depth and its impact on universal predictors of reading: a cross-language investigation.

Alphabetic orthographies differ in the transparency of their letter-sound mappings, with English orthography being less transparent than other alphabetic scripts. The outlier status of English has led scientists to question the generality of findings based on English-language studies. We investigated the role of phonological awareness, memory, vocabulary, rapid naming, and nonverbal intelligence in reading performance across five languages lying at differing positions along a transparency continuum (Finnish, Hungarian, Dutch, Portuguese, and French). Results from a sample of 1,265 children in Grade 2 showed that phonological awareness was the main factor associated with reading performance in each language. However, its impact was modulated by the transparency of the orthography, being stronger in less transparent orthographies. The influence of rapid naming was rather weak and limited to reading and decoding speed. Most predictors of reading performance were relatively universal across these alphabetic languages, although their precise weight varied systematically as a function of script transparency.

The influence of surface color information and color knowledge information in object recognition.

In order to clarify whether the influence of color knowledge information in object recognition depends on the presence of the appropriate surface color, we designed a name-object verification task. The relationship between color and shape information provided by the name and by the object photo was manipulated in order to assess color interference independently of shape interference. We tested three different versions for each object: typically colored, black and white, and nontypically colored. The response times on the nonmatching trials were used to measure the interference between the name and the photo. We predicted that the more similar the name and the photo are, the longer it would take to respond. Overall, the color similarity effect disappeared in the black-and-white and nontypical color conditions, suggesting that the influence of color knowledge on object recognition depends on the presence of the appropriate surface color information.

Visual rapid naming and phonological abilities: different subtypes in dyslexic children.

One implication of the double-deficit hypothesis for dyslexia is that there should be subtypes of dyslexic readers that exhibit rapid naming deficits with or without concomitant phonological processing problems. In the current study, we investigated the validity of this hypothesis for Portuguese orthography, which is more consistent than English orthography, by exploring different cognitive profiles in a sample of dyslexic children. In particular, we were interested in identifying readers characterized by a pure rapid automatized naming deficit. We also examined whether rapid naming and phonological awareness independently account for individual differences in reading performance. We characterized the performance of dyslexic readers and a control group of normal readers matched for age on reading, visual rapid naming and phonological processing tasks. Our results suggest that there is a subgroup of dyslexic readers with intact phonological processing capacity (in terms of both accuracy and speed measures) but poor rapid naming skills. We also provide evidence for an independent association between rapid naming and reading competence in the dyslexic sample, when the effect of phonological skills was controlled. Altogether, the results are more consistent with the view that rapid naming problems in dyslexia represent a second core deficit rather than an exclusive phonological explanation for the rapid naming deficits. Furthermore, additional non-phonological processes, which subserve rapid naming performance, contribute independently to reading development.