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This study aims to analyze knowledge and attitudes toward attention-deficit/hyperactivity disorder (ADHD) in university students (infant education, primary education, teaching, and psychology students) and teachers (elementary, primary and secondary school teachers, and university teachers). A total of 417 university students and 170 teachers took part in the study. All of the participants completed the Questionnaire for the Evaluation of Teachers' Knowledge of ADHD and a scale about specific attitudes toward ADHD. The results indicated differences in knowledge between the teachers and the university students but no differences in attitudes. Teachers had deeper knowledge about ADHD than the university students, with greater knowledge in the dimensions of Treatment and Symptoms/Diagnosis. Furthermore, the levels of knowledge predicted attitudes, reflecting the importance of more educational training programs (for students and professionals) providing information about ADHD.

In this review, we discuss the historic evolution of ADHD research up until the present, and explain the actual theoretical models of writing in relation to ADHD and attention. Given the characterization of writing as a recursive process, and in order to show its relationship with attention disorders, examples of applicable writing models are also described. These models contribute to a far better understanding of the findings from empirical studies. Additionally, a review of the empirical research on ADHD and writing conducted in the last decades is presented. The conclusions obtained from this analytical review suggest a lack of empirical studies concerning writing and ADHD. Specifically, this shortfall is even more obvious in those studies that have focused on the relationship among written composition, processes followed by ADHD students during tasks, and the written products they construct. Only a few studies have been carried out in this context, however, they have approached the combined problem in a superficial way without examining it in detail. A review and analysis of the association between ADHD and writing learning difficulties is the most novel and fundamental element with respect to the theoretical contribution we herein present.

Introduction: Further inquiry into constructs such as creativity, intelligence and scholastic abilities, and understanding how they relate to each other, can promote better understanding of the variables involved in academic achievement. Consequently, the objective of the present study was to examine the predictive value of creativity and multiple intelligences (self-perceived, perceived by families and by teachers) in scholastic aptitudes related to academic achievement in primary education. Method: For this purpose, 98 third- and sixth-graders from several schools of the north of Spain completed different tests: an objective test of creative intelligence (CREA), a scholastic aptitude test (TEA1) and a self-report questionnaire on their perceived multiple intelligences. In addition, parents and teachers also completed a questionnaire on the multiple intelligences of the participating students. Results: The results of the linear regression showed that students' creative intelligence predicted students' non-verbal scholastic aptitudes in part, and that naturalistic, linguistic and logical-mathematical intelligences showed some predictive ability of students' general scholastic ability, and of verbal and non-verbal components in particular. Discussion and conclusions: Creativity and some multiple intelligences were predictive of scholastic aptitudes, but not in the same way, and without generalized agreement among the informants. Teachers were taken to be the group that most accurately assessed levels of multiple intelligences that were predictive in this study.

Background: Students commonly struggle with mathematics and mathematical problem-solving. Therefore, it is necessary to design and implement interventions aimed at improving these essential components of learning. Furthermore, the outcomes of these interventions can vary significantly and appear to be a function of a student's initial competencies in mathematics. Aim: This study attempts to analyse the influence of initial levels of mathematics competency with respect to the benefits of a specific intervention known as the Integrated Dynamic Representation (IDR). Sample: Participants were 288 students (aged 6-8 years) who were divided according to their levels of mathematics competency (low-medium-high). Methods: Students were assigned to the two primary intervention groups, experimental group (EG; students who received the IDR intervention) and control group (CG; students who followed the traditional instructional methods). All participants completed the Test of Early Mathematics Abilities (TEMA-3) both before and after the intervention. Results and conclusions: Although all the three competency levels of the EG improved, the progression was different for each level. Results showed that students with low competency level improved substantially more than the students with medium and/or high baseline competency level.

Problem solving represents a salient deficit in students with mathematical learning difficulties (MLD) primarily caused by difficulties with informal and formal mathematical competencies. This study proposes a computerized intervention tool, the integrated dynamic representation (IDR), for enhancing the early learning of basic mathematical competencies and word problem solving skills. The goal was to compare and contrast the effects of IDR on the acquisition of informal and formal mathematical competencies in students with attention deficit/hyperactivity disorder (ADHD) and MLD. Participants were 216 students (6-9 years), who were classified into three groups: ADHD (n = 72), MLD (n = 82), ADHD and MLD (n = 62). They completed the "Test of Early Mathematics Ability" (Third Edition). The results showed that all three diagnosed groups improved significantly postintervention in all mathematical competencies, with the MLD-only group benefiting the most at posttest.

(1) Background: Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Language Disorder (DLD) are neurodevelopmental disorders that affect various areas of children's development, such as language. It exists an emerging idea that ADHD is characterised by the presence of language difficulties, which can be explained by the high comorbidity between ADHD and DLD. The aim of this review is to analyse the empirical evidence of language competence in children aged 6–17 years old, diagnosed with ADHD and/or DLD. (2) Method: Fifteen studies with experimental designs were identified from Scopus, PsycINFO, and WoS databases, reporting on language skills in children diagnosed with ADHD and/or DLD. Studies relating executive functioning to language skills in this target population were also included. (3) Results: The literature is heterogeneous and different components of language are also examined. Even though the results are contradictory, they convincingly demonstrate there are overlapping symptoms between ADHD and DLD, such as language skills and executive functions. (4) Conclusions: The differences in the samples limit the generalisability of the results. Therefore, this review highlights the importance of considering language skills when designing individualised interventions for the population with ADHD and DLD, both in comorbidity and in isolation. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Psychology & Education / Revista de Psicología y Educación is the property of Revista de Psicologia de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Psychology & Education / Revista de Psicología y Educación is the property of Revista de Psicologia de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Psicología y Salud is the property of Revista Iberoamericana de Psicologia y Salud and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Attentional and working memory (WM) processes undergo significant changes during different stages of development. However, currently there are not many continuous performance tools based on virtual reality (VR) for measuring attentional capacity in adults. The present study aimed to obtain normative data for the Nesplora Aquarium VR test in a Spanish population, looking at sex and age variables. In addition, this study also aimed to analyze the psychometric properties of the tool such as scale, internal consistency, and item difficulty and discrimination indices. A total of 1,469 participants from different regions of Spain (57.6% female) with ages ranging from 16 to 90 years old took part in this normative study. Nesplora Aquarium was developed in order to support clinicians in the assessment of attentional processes and WM in adults over 16 years old. It is an 18-minute individual test performed through a VR system. The system provides better visual and auditory immersion in the task than computerized CPTs. This study revealed that the new VR tool, designed to measure adult attention and working memory levels, exhibited good psychometric properties related to reliability and internal consistency. In addition, item difficulty and discrimination values were also acceptable. [ABSTRACT FROM AUTHOR]

Background: Early mathematical skills may be important indicators of school success. Executive Functions (EFs) such as attention and inhibitory control may be related to the development of early mathematical skills. Method: This study is aimed at understanding the relationship between two EFs (attention and inhibitory control) and low and high relational and numerical mathematical skills in preschool students (143 children between 4 and 6 years old). Participants completed the Early Numeracy Test Revised and a continuous performance test which assessed attention (omissions and response time [RT]) and inhibitory control (commissions and variability). Results: Logistic Binomial Regression Analysis was carried out showing that in 4 to 6-year olds there are differences in omissions, RT and variability between the groups (low and high relational and numerical mathematical skills). However, once the effect of the age was controlled for, only RT predicted numerical mathematical skills. Conclusions: The results highlight the importance of attention in the numerical skills of preschool students, with a greater weight of response time which is better in students with higher numerical mathematics skills. [ABSTRACT FROM AUTHOR]