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The article analyzes the relationship between IQ scores and the total IQ (CIT) in individuals with dyslexia. It was found that there is a low performance in working memory (MT) and processing speed (VP) indexes in individuals with dyslexia. Additionally, it is mentioned that dyslexia is more prevalent in men and that the MT index is the most affected compared to the other CIT indexes. Findings are also presented on the difficulties in the working memory index in individuals with Down syndrome, which affects their reading abilities. Finally, it is mentioned that the document is a list of bibliographic references from different studies related to environmental factors, dyslexia, learning difficulties, and developmental disorders in children and adolescents. [Extracted from the article]

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental clinical entity associated with a reduction in brain maturation mainly at the frontotemporal level, generating neurocognitive deficits. This disorder usually presents in a comorbid form. Our research aimed to identify the neurocognitive characteristics of ADHD (combined, hyperactive/impulsive and inattentive) of pure presentation or with comorbidity with oppositional defiant disorder, specific learning disorder or autism spectrum disorder. We used a sample of N=712 school children with a diagnosis of ADHD, aged between 6 and 13 years, using non-probability sampling. We built predictive models to establish probabilistic rules with different types of variables (total IQ, working memory index, perceptual reasoning index, processing speed index, phonological/semantic fluency, attention, visuoverbal memory, verbal memory, working memory, visual memory, visual perception, constructional praxias), we used the automatic learning technique of Decision Trees (DTCM) in Rcran 4.2.1 software, which allowed us to establish a clinical hierarchy. The data for the analysis were obtained from the results of the psychometric tests provided to the sample (WISC-IV, Verbal Fluency, TMT, Visuoverbal Memory Scale, Verbal Memory Curve, Wechsler Memory Scale, Rey/Osterrieth Complex Figure). We conclude that children with pure ADHD present poor performance on tasks assessing the working memory index and perceptual reasoning that are not explained by deficits in IQ. Deficits in working memory are generalizable to all presentations and comorbidities of ADHD. One of the main advantages of DTCM over other predictive machine learning techniques is the possibility of differentiating the hierarchy of importance of the dependent variables, in this case, allowing the identification of the most important variables in four different populations of children diagnosed with ADHD. [ABSTRACT FROM AUTHOR]

Introduction: The specific learning disorder is a nosological entity of neurodevelopment, the clinical manifestations become evident in the school stage and are persistent throughout life. Dyslexia (DS) is characterized by an impairment in the comprehension and fluency of the reading process, associated with neurocognitive deficits. Objective: To analyze the relationship between phonological fluency, repetition, naming and verbal comprehension in children diagnosed with dyslexia (DS). Method: A sample of (N=114) school patients with DS diagnosis between the ages of 7 and 16 years, selected by non-probability sampling, was used. We built a structural equation model (MEE) in RCran 4.0.4 software, to analyze the relationship between the latent variables (phonological fluency, semantic fluency, pseudoword repetition, sentence repetition, naming and verbal comprehension), through the results of standardized psychometric tests; Verbal Fluency Test, Boston Test, Child Neuropsychological Assessment and Weschler Intelligence Scale IV. Results: Covariances between phonological fluency and all language (LG) components were positive; semantic fluency (σxy=0.55), pseudoword repetition (σxz=0.53), sentence repetition (σxw=0.64), LG naming (σxv=0.60), verbal comprehension (σxy=0.57), indicating a direct relationship. In people with DS, the lower the phonological fluency the greater the language deficits. Conclusion: In DS, phonological and semantic fluency is limited and is directly related to the clinical manifestations of this neurodevelopmental disorder (TN). [ABSTRACT FROM AUTHOR]

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