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Emotional dysregulation (ED) has not yet been defined as a clinical entity, although it plays an important role in child and adolescent psychopathology. It is a transdiagnostic construct defined as the inability to regulate the intensity and quality of emotions to produce an appropriate emotional response, to cope with excitability, mood instability, and emotional over-reactivity. The aim of this study is to assess, in a sample of female patients with internalizing disorders and suicidal behavior, the correlation between cognitive profile (assessed with Wechsler Scales) and the dimensions of emotion regulation assessed with the Difficulties in Emotion Regulation Scale (DERS). We also investigated whether a discrepancy between the General Ability Index (GAI) and the Cognitive Proficiency Index (CPI) could have predictive value for certain ED domains. Our results confirmed a statistically significant prediction of the ΔGAI-CPI for individual DERS domains and for the total (p = 0.014 for DERS-TOT, p = 0.04 for GOALS, p = 0.002 for STRATEGIES and p = 0.015 for CLARITY); furthermore, IAG and PRI correlate with worse ability to find ER strategies (p = 0.04, p = 0.010). These results suggest the importance of examining the impact of cognitive vulnerabilities on the ability to manage emotions and psychopathology in general, even with normal FSIQ/GAI. [ABSTRACT FROM AUTHOR]

Background/aim Epilepsy is a brain disorder affecting individuals of all ages. It is one of the most common neurological disorders, affecting about 50 million people globally. The study objective was to study the different genotypes of Apolipoprotein E (APOE) gene among adult idiopathic generalized epileptic patients and to assess their influence on cognitive functions of those patients. Patients and methods Forty adult patients with idiopathic generalized epilepsy (IGE) and 20 healthy controls were enrolled in this study from Kafrelsheikh Governorate, Egypt. Patients were recruited from the Neurology Department at Kafrelsheikh University Hospital. Neuropsychological evaluation was conducted to all participants. Genotyping of the APOE gene polymorphisms (rs429358 and rs7412) was then carried out using both restriction fragments length polymorphism and Sanger sequencing to evaluate the correlation between the genotype and cognitive functions of patients with IGE. Results Most of the patients and controls showed the wild type genotype ε3/ε3 of both polymorphisms of APOE gene; rs429358 and rs7412. Only six patients and one control had different genotypes other than the wild type. The study showed that a highly significant association (P

Objective: Attention-deficit/hyperactivity disorder (ADHD) frequently co-occurs with developmental coordination disorder (DCD). This study aimed to evaluate the association between DCD symptoms and neuropsychological characteristics in children with and without ADHD. Methods: We recruited 298 children aged 5-12 years. Motor performance was assessed using the Developmental Coordination Disorder Questionnaire (DCDQ), while ADHD symptoms were assessed using the ADHD Rating Scale (ARS) and the Advanced Test of Attention (ATA). Cognitive characteristics were measured using the Wechsler Intelligence Scale, and behavioral characteristics were assessed using the Korean Personality Rating Scale for Children. Results: The children had a mean age of 7.6 ± 1.7 years, with 214 (71.8%) being boys. Among children diagnosed with ADHD (n = 176), 39.2% exceeded the DCDQ cutoff score, compared to 4.1% in the neurotypical group (n = 122). In the correlation analysis, the DCDQ total score was significantly correlated with ARS, omission and commission errors in visual and auditory ATA, and fullscale intellectual quotient. In addition, symptoms of depression, social dysfunction, and psychosis were correlated with the DCDQ total score. In the between-group analysis, children with both ADHD and DCD exhibited more omission errors on the auditory ATA and behavioral problems related to depression, social dysfunction, and psychosis compared to children with ADHD only. Conclusion: Our study indicates that children with ADHD exhibit more difficulties in motor performance. Children with both ADHD and DCD may present with a greater burden of psychiatric conditions than children with ADHD only, suggesting the need for careful monitoring in clinical practice. [ABSTRACT FROM AUTHOR]

• Twenty-one children participated in this study of intellectual disability and epilepsy in hemiplegic (unilateral spastic) cerebral palsy. • 43% (n 9) developed epilepsy. • 57% (n 12) displayed uneven cognitive profiles, 38% (n 8) intellectual disability. • Individual cognitive assessment is therefore recommended to ensure an optimal school start. The purpose of this study was to describe intellectual disability and its association with epilepsy and brain imaging, in a population-based group of children with hemiplegic (unilateral) cerebral palsy, previously investigated and published in 2020. Forty-seven children of school age in northern Stockholm, fulfilling the Surveillance of Cerebral Palsy in Europe-criteria of hemiplegic (unilateral spastic) cerebral palsy, were invited to participate in the study. Twenty-one children consented to participate. A WISC (Wechsler Intelligence Scale for Children)-test was performed by an experienced psychologist. In the study population of twenty-one children, 57 % (n 12) displayed uneven cognitive profiles, 38 % (n 8) intellectual disability and 62 % (n 13) had a normal IQ. 43 % (n 9) developed epilepsy. Children with extensive brain lesions had more severe intellectual disability. In this study intellectual disability and/or epilepsy were associated with the type and extent of the underlying brain lesion. Intellectual disability and uneven cognitive profiles were common. We therefore recommend individual cognitive assessment to ensure an optimal school start. [ABSTRACT FROM AUTHOR]

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Traumatic brain injury (TBI) and stroke both have the potential to cause significant damage to the brain, with resultant neuropsychological impairments. How these different mechanisms of injury influence cognitive and behavioral changes associated with brain damage, however, is not well understood. Moreover, previous research directly comparing TBI and stroke has not accounted carefully for lesion location and size. Here, using a detailed lesion-matching approach that was used previously to compare neuropsychological outcomes in stroke versus tumor, we compared the neuropsychological profiles of 14 patients with focal lesions caused by TBI to those of 27 lesion-matched patients with stroke. Each patient with TBI was matched to two patients with stroke, based on lesion location and size (except 1 TBI case where only 1 stroke match was available). Demographic attributes (age, gender, handedness, education) were also matched in the TBI: stroke triplets, as much as possible. The patients with TBI versus stroke had similar performances across all cognitive and behavioral measures, with no significant or clinically meaningful differences. A supplemental analysis on developmental- versus adult-onset TBI cases (with their respective stroke matches) also yielded non-significant results, with TBI and stroke groups being statistically indistinguishable. Our results suggest that focal lesions caused by TBI versus stroke have similar neuropsychological outcomes in the chronic recovery phase, when location and size of lesion are comparable across TBI versus stroke mechanisms of injury. [ABSTRACT FROM AUTHOR]

Organizational ambidexterity has long been in the focus of understanding how organizations address tensions between exploitation, which implies building new competencies in order to drive radical change, and exploitation, which implies building on top of existing competencies in order to deliver persistent incremental improvements. Research has shown that, at the organizational level, established incumbent organizations tend to avoid exploration. In this paper, we focus on understanding which cognitive profiles tend to get promoted to the highest management positions in established incumbent organizations. To address this research question, we used a data set on 176 key decision‐makers at five multinational organizations. Results indicate that inherent biases in promotion decisions at the highest levels of the established incumbent organizations favor pattern‐recognition cognitive profiles of managers, thus influencing organizational preference for exploitation over exploration. Results have implications for theory, explaining neurocognitive underpinnings of preference for exploitation in case of established incumbent organizations which arise from biases in promotional decisions; and for practice, implying the importance of debiasing promotion decisions to ensure organizational ability to deliver on explorative strategies, favoring innovations and new market creation. [ABSTRACT FROM AUTHOR]

Objective Previous research has suggested that neurodevelopmental conditions may be associated with distinctive cognitive profiles on the Wechsler intelligence tests (of which the most recent editions are the WAIS-IV and WISC-V). However, the extent to which a cognitive profile can be reliably identified for individuals meeting criteria for autism or ADHD remains unclear. The present review investigated this issue. Method A search was conducted in PsycInfo, Embase, and Medline in October 2022 for papers reporting the performance of children or adults diagnosed with autism or ADHD on the WAIS-IV or the WISC-V. Test scores were aggregated using meta-analysis. Results Scores were analyzed from over 1,800 neurodivergent people reported across 18 data sources. Autistic children and adults performed in the typical range for verbal and nonverbal reasoning, but scored ~1 SD below the mean for processing speed and had slightly reduced scores on working memory. This provides evidence for a "spiky" cognitive profile in autism. Performance of children and adults with ADHD was mostly at age-expected levels, with slightly reduced scores for working memory. Conclusion Although the pattern of performance on the Wechsler tests is not sufficiently sensitive or specific to use for diagnostic purposes, autism appears to be associated with a cognitive profile of relative strengths in verbal and nonverbal reasoning and a weakness in processing speed. Attention deficit hyperactivity disorder appears less associated with a particular cognitive profile. Autistic individuals may especially benefit from a cognitive assessment to identify and support with their strengths and difficulties. [ABSTRACT FROM AUTHOR]

Abstract Cerebral amyloid angiopathy (CAA) is recognized as a cause of cognitive impairment, but its cognitive profile needs to be characterized, also respect to hypertension-related microangiopathy (HA). We aimed at comparing difference or similarity of CAA and HA patients’ cognitive profiles, and their associated factors. Participants underwent an extensive clinical, neuropsychological, and neuroimaging protocol. HA patients (n = 39) were more frequently males, with history of vascular risk factors than CAA (n = 32). Compared to HA, CAA patients presented worse performance at MoCA (p = 0.001) and semantic fluency (p = 0.043), and a higher prevalence of amnestic MCI (46% vs. 68%). In univariate analyses, multi-domain MCI was associated with worse performance at MoCA, Rey Auditory Verbal Learning Test (RAVLT), and semantic fluency in CAA patients, and with worse performance at Symbol Digit Modalities Test (SDMT) and phonemic fluency in HA ones. In multivariate models, multi-domain deficit remained as the only factor associated with RAVLT (β = − 0.574) in CAA, while with SDMT (β = − 0.364) and phonemic fluency (β = − 0.351) in HA. Our results highlight different patterns of cognitive deficits in CAA or HA patients. While HA patients’ cognitive profile was confirmed as mainly attentional/executive, a complex cognitive profile, characterized also by deficit in semantic memory, seems the hallmark of CAA patients.

The objective of this study was to describe the neuropsychological profile of a 54-year-old female patient with a 5-year clinical history of a frontoparietal lesion due to recurrent atypical grade II meningioma. A descriptive cross-sectional study was carried out using a single-case design, in which the patient's cognitive, affective, and functional components were evaluated. The results revealed a profile with dysexecutive characteristics due to deficits in auditory working memory, verbal and graphic fluency, attention, processing speed, and prolonged response times caused by an overexertion of inhibition; in addition, delays and difficulties in tactile recognition and impairments in visuoconstructional praxis tasks were identified. The strengths of the profile were centered on abstraction, planning, cognitive flexibility, and problem-solving. This study highlights the importance of further analyzing the implications of the neoplasm at cognitive, emotional, and functional levels. [ABSTRACT FROM AUTHOR]

Objective The cognitive profile of any neurological disorder is very important throughout the duration of a person's treatment. It has a role in diagnosis, prognosis, and even after remission of active symptoms. It is a common trend among clinicians to monitor and compare the cognitive profiles of different disease conditions to locate the area of maximum dysfunction, with respect to a particular diagnosis. This study correlates the cognitive profiles of mild traumatic brain injury (mTBI) and mild vascular cognitive impairment (mVCI). Materials and Methods The study population comprised 30 mTBI and 30 mVCI patients medically diagnosed by a neurologist. The patients were been selected from the neuromedical outpatient department (OPD) and neurosurgery OPD of the Sree Chitra Tirunal Institute for Medical Sciences and Technology (SCTIMST), Trivandrum. Simple random sampling had been used to select the sample. The patients diagnosed with the stated disease conditions were referred for neuropsychological assessment. Testable and cooperative patients were recruited for the study. To stabilize the data and for a transparent comparison, 30 healthy controls with no medically diagnosed illnesses were also added to the study. The results were analyzed using R. Results and Conclusion The study concluded that cognitive profiles of mTBI and mVCI patients were significantly different from the cognitive profiles of healthy controls, but there was no statistically significant difference between the cognitive profiles of mVCI and mTBI patients except in confrontation naming and recognition memory. [ABSTRACT FROM AUTHOR]

Background: Sotos syndrome is a genetic disorder caused by NSD1 gene (nuclear receptor binding SET domain containing protein 1) variants and characterized by overgrowth, macrocephaly, learning disabilities, and co-occurring neuropsychiatric symptoms. Methods: Literature sources published in 2002–2023 were selected and analyzed from PubMed and Google Scholar databases. Results: Neuropsychiatric symptoms are observed among children and adolescents with Sotos syndrome. The majority have intellectual disabilities or borderline intellect. Verbal IQ is higher than performance IQ. Individuals display difficulties in expressing language. Aggression is reported by parents. Children express autistic behavior, ADHD, anxiety based on phobias, and early bedtime-wake times. Conclusions: Sotos syndrome is associated with neuropsychiatric disorders in children. Slow intellectual and language development, aggressive outbursts, anxiety, autism spectrum disorder, and hyperactivity are present in the newest studies. Comprehensive assistance is needed for Sotos syndrome patients in responding to areas of difficulty. There is still a lack of research on the developmental characteristics of these children and the possibilities of improving psychosocial adaptation by providing multidisciplinary long-term medical, educational, and social care. [ABSTRACT FROM AUTHOR]

The aim of this study was to verify the cognitive performance and personality traits of individuals convicted of committing sexual violence against children and adolescents. The sample was 217 participants, average age was 49 years and poor education. Rape (49.8%) and sexual abuse (47%) were the most frequent crimes. Main victims (93%) were girls about 10-years-old who were known by their aggressors. Cognitively, difficulties were observed in visuoconstruction skills, planning, ability to perform tasks and apply problem-solving strategies, cognitive flexibility, and inhibitory control. Regarding personality traits, low levels of openness to experience, high conscientiousness and failures of impulse control were observed. [ABSTRACT FROM AUTHOR]

Background: Cognitive functions represent foundational factors for mental health and quality of life (QoL). In Tourette syndrome (TS), psychiatric comorbidities are common and have been inconsistently reported to affect the cognition and QoL of patients, while the role of tic disorder duration has not been yet explored. Methods: To examine how comorbidities and TS duration may influence cognition and QoL, N = 80 children with TS (6–16 years) were evaluated using the Wechsler Intelligence Scale for Children (WISC-IV). Standardized questionnaires were used to assess the presence and severity of TS main comorbidities and QoL. Data were interpreted using linear correlations, regression, and mediation analysis. Results: Depression and attention-deficit/hyperactivity disorder (ADHD) symptoms accounted for poorer cognitive performance. Anxiety oppositely predicted better cognitive performance, while no significant role for obsessive compulsive disorder (OCD) was observed. Disease duration was associated with lower total IQ, verbal reasoning, and working memory abilities. Depression, anxiety, and TS duration also deeply influenced QoL measures. Conclusions: TS common comorbidities have a differential impact on the cognitive abilities of children and adolescents, which translates into a complex influence on their perceived QoL. A longer clinical history of tics was related to worse cognitive outcomes, which prompts further consideration of disease duration in both clinical and research settings involving children and adolescents. [ABSTRACT FROM AUTHOR]

Objective: Essential tremor (ET), while defined by progressive motor symptoms, is increasingly associated with cognitive impairments (e.g. attention, memory, and executive functions). This study characterizes the cognitive profile of individuals with ET on the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS), a commonly-used neuropsychological screening measure. Method: Seventy-seven individuals (mean age: 70.6, 34% female) diagnosed with ET and being considered for surgical/procedural intervention were recruited from a Movement Disorders Clinic. All participants completed the RBANS, Grooved Pegboard Test (GPB), and Fahn, Tolosa, Marin Tremor Scale (FTMTS) in the clinical evaluation of their tremor. Results: One-sample t-tests found Immediate Memory, Language, Attention, and Total Scale Index scores to be significantly lower than the expected population mean (p <.05). List Learning, Semantic Fluency, Coding, and List Recall subtests were significantly lower and Picture Naming was significantly higher than the expected population mean (p <.05). GPB scores were correlated with the Attention Index as well as List Learning and Coding subtests. FTMTS Severity was correlated with the Coding subtest and FTMTS Disability was correlated with the Figure Recall subtest. Conclusions: Results support prior literature indicating cognitive weaknesses in those with ET. Individuals with ET had poorer global cognitive abilities, with specific decrements in Immediate Memory, Attention, and Language. Notably, the Attention Index and Coding subtest were most affected by motor functioning. Cognitive screening measures, like the RBANS, can efficiently identify strengths and weaknesses in individuals with ET seeking surgical/procedural interventions. [ABSTRACT FROM AUTHOR]

Background: Cognitive functional ability affects the accessibility of IT and is thus something that should be controlled for in user experience (UX) research. However, many cognitive function assessment batteries are long and complex, making them impractical for use in conventional experimental time frames. Therefore, there is a need for a short and reliable cognitive assessment that has discriminant validity for cognitive functions needed for general IT tasks. One potential candidate is the Trail Making Test (TMT). Objective: This study investigated the usefulness of a digital TMT as a cognitive profiling tool in IT-related UX research by assessing its predictive validity on general IT task performance and exploring its discriminant validity according to discrete cognitive functions required to perform the IT task. Methods: A digital TMT (parts A and B) named Axon was administered to 27 healthy participants, followed by administration of 5 IT tasks in the form of CAPTCHAs (Completely Automated Public Turing tests to Tell Computers and Humans Apart). The discrete cognitive functions required to perform each CAPTCHA were rated by trained evaluators. To further explain and cross-validate our results, the original TMT and 2 psychological assessments of visuomotor and short-term memory function were administered. Results: Axon A and B were administrable in less than 5 minutes, and overall performance was significantly predictive of general IT task performance (F 5,19=6.352; P =.001; Λ=0.374). This result was driven by performance on Axon B (F 5,19=3.382; P =.02; Λ=0.529), particularly for IT tasks involving the combination of executive processing with visual object and pattern recognition. Furthermore, Axon was cross-validated with the original TMT (P corr=.001 and P corr=.017 for A and B, respectively) and visuomotor and short-term memory tasks. Conclusions: The results demonstrate that variance in IT task performance among an age-homogenous neurotypical population can be related to intersubject variance in cognitive function as assessed by Axon. Although Axon's predictive validity seemed stronger for tasks involving the combination of executive function with visual object and pattern recognition, these cognitive functions are arguably relevant to the majority of IT interfaces. Considering its short administration time and remote implementability, the Axon digital TMT demonstrates the potential to be a useful cognitive profiling tool for IT-based UX research. [ABSTRACT FROM AUTHOR]

This article discusses the Polish vocabulary related to the act of eating. Assuming that lexis acts as a sensitive device to detect and record changes in history and culture, and referring to the methodology of cognitive linguistics, I describe three conceptualisation profiles of the act of eating. The first one described is the biological profile (with 3 cognitive pathways: food is life, food is strength, and food is protection). In the field of "verbs of eating" treated as a biological fact, I distinguish the ones describing the act of eating from the viewpoint of the way it is performed, particularly the speed (fast - slow) and the size of the portions put into the mouth (small or large bites), the amount of food consumed, aesthetics, apparent appetite, and a kind of rhythmicity and automatism of eating or using cutlery, the function of which in eating is compared to an oar - while sailing a boat or a sword - during a fight. Atierwards, I deal with more recent cognitive profiles: psychological and cultural. In particular, I am interested in the contemporary changes, established in language, in the approach to the act of eating towards treating it, for instance, as a threat or disturbance from the sphere of the human psyche (cf. jedzenioholizm (binge eating), feederyzm (feederism), manoreksja (manorexia), ortoreksja (orthorexia), etc.), a way of spending time (cf. gastroturystyka (gastrotourism), foodie, pornografia jedzenia (food pornography), etc.), or as a specific philosophy of life and a component of the human cultural identity (cf. freeganin (a freegan), frutarianin (a fruitarian), fleksitarianin (a flexitarian), solarianin (a solarian)). [ABSTRACT FROM AUTHOR]

Background: Previous studies have identified areas of cognitive weakness in children diagnosed with Specific Learning Disorder (SLD), in the areas of working memory and processing speed in particular. In adulthood, this literature is still scant, and no studies have compared the cognitive profile of university students with dyslexia (DD) with that of students with Mixed-type SLD. Method: Thus, in this study, the WAIS-IV was used to examine the cognitive functioning of three groups of university students: students with DD, with Mixed-type SLD, and typical students. Statistical analyses were performed to examine differences in WAIS-IV FSIQ, main, and additional indexes and subtests. Results: The results showed strengths in perceptual reasoning and good verbal comprehension abilities in both the DD and Mixed-type SLD group, with weaknesses in working memory and processing speed, leading to a pattern of a better General Ability Index (GAI) than Cognitive Proficiency Index (CPI) in both clinical groups. Thus, discrepancies between GAI and CPI, well documented in children with SLD, still manifest in adulthood in university students. Our findings also revealed worse cognitive performance in university students with mixed learning disorder relative to students with only a reading deficit. Conclusions: The cognitive features and distinctive subtest profiles that emerged should guide the assessment and the definitions of intervention programs, special educational needs, and strategies of compensation. [ABSTRACT FROM AUTHOR]

Introduction: Patients with functional disorders (FD) often experience cognitive problems such as forgetfulness and distractibility alongside physical symptoms that cannot be attributed to a known somatic disease. Method: Test scores of cognitive tests and psychiatric rating scales of 100 outpatients diagnosed with a functional disorder were compared to a control group (n = 300) of patients with other diagnoses and to test norms for the general population. Results: Out of the 100 patients with functional disorders, 59 reported significant subjective cognitive symptoms. A moderate difference (d = 0.5-0.7) was found between the FD group mean and the population mean in processing speed tests, as well as in four psychiatric rating scales (depression, anxiety, phobias, somatisation) but there were no statistically significant differences in verbal and nonverbal reasoning or in logical memory. Somatisation and logical verbal memory scores were higher in the FD group compared to the control group. Conclusion: The findings of the study suggest that a decline in processing speed is a central feature in the cognitive profile of patients with functional disorders. [ABSTRACT FROM AUTHOR]

Introduction: Cognitive symptoms persisting beyond 3 months following COVID-19 present a considerable disease burden. We aimed to establish a domain-specific cognitive profile of post-COVID-19 syndrome (PCS). We examined the deficits' persistence, relationships with subjective cognitive complaints, and clinical variables, to identify the most relevant cognitive deficits and their predictors. Methods: This cross-sectional study examined cognitive performance and patient-reported and clinical predictors of cognitive deficits in PCS patients (n = 282) and socio-demographically comparable healthy controls (n = 52). Results: On the Oxford Cognitive Screen-Plus, the patient group scored significantly lower in delayed verbal memory, attention, and executive functioning than the healthy group. In each affected domain, 10 to 20% of patients performed more than 1.5 SD below the control mean. Delayed memory was particularly affected, with a small effect of hospitalization and age. Attention scores were predicted by hospitalization and fatigue. Discussion: Thus, PCS is associated with long-term cognitive dysfunction, particularly in delayed memory, attention, and executive functioning. Memory deficits seem to be of particular relevance to patients' experience of subjective impairment. Hospitalization, fatigue, and age seem to predict cognitive deficits, while time since infection, depression, and pre-existing conditions do not. [ABSTRACT FROM AUTHOR]

Many physicians rely on sum score cognitive screening tests to evaluate patients for cognitive decline. Because the vast majority of cognitively impaired patients never receive more extensive testing, the results of these screening tests impact patients and their family members profoundly. No previous study has examined whether the metrics used by the popular Mini‐Mental State Examination, Montreal Cognitive Assessment, and Saint Louis University Mental Status tests reliably identify single‐domain deficits or allow clinicians to adequately track disease progression. We compare side by side the metrics used by these three tests to highlight the differences in the ways they measure domain impairments. We then contrast the sum score approach to cognitive screening with brief domain‐specific tests that use extended metrics in each domain examined. Last, we suggest that moderate‐to‐severe domain‐specific deficits on these tests should lead physicians to anticipate specific functional problems and alert family members. [ABSTRACT FROM AUTHOR]

The aim of our study was to characterize the face recognition skills, theory of mind skills, and language skills of a single group of French participants with Williams syndrome (WS) compared to a group of participants with Down syndrome (DS). Twelve French-speaking participants with WS and 12 French-speaking participants with DS took part in this study. The two groups were matched for nonverbal and verbal levels. We used the Benton Facial Recognition test to study the groups’ ability to recognize faces, the Theory of Mind Test Revised, and the morphosyntactic production and morphosyntactic comprehension subtests from the French test battery “Instruments pour le Screening et l’Approfondissement de l’examen des DYsfonctionnements du Langage chez l’Enfant (ISADYLE)”. The results of the participants with WS were systematically better than those of the participants with DS. Nevertheless, although they outperformed the participants with DS, the participants with WS were far from performing at ceiling level. Most importantly, we found no significant correlations between performances on the various standardized tests for either group of participants. The evaluation of cognitive skills in a single group of French participants with WS confirmed that they present a complex profile. Because these competences are strongly influenced by social and cultural aspects, it is therefore essential to develop studies for specific languages, including when one is examining a rare developmental disability.

Background: The “Guidelines for the Management of Specific Learning Disorders” provide clear diagnostic and evaluative guidance on Reading Comprehension Disorder (RCD), as suggested by the DSM-5. The present study investigated the relationship between cognitive abilities in university students with RCD compared to students with Decoding Difficulties—i.e., dyslexia (DD)—and examined possible diagnostic procedures for RCD in young adults. Methods: Twenty university students from the University of Salerno “Disabilities/SLD Help Desk” participated. The sample was divided into the RCD Group (10) and DD Group (10). They were administered (a) the Wechsler Adult Intelligence Scale—Fourth Edition (WAIS-IV) to assess their cognitive profile; and (b) the LSC-SUA-Reading tests for the assessment of text comprehension, writing, and calculation skills. Results: With regard to their cognitive profile, the DD Group had a lower mean of FSIQ (91.90 ± 5.82 vs. 92.50 ± 2.41). The RCD Group showed higher means in the subscales of CPI (94.80 ± 5.77), WMI (91.80 ± 78.80), and PSI (101.20 ± 6.20). Text comprehension assessment showed high averages in the DD Group (Track A = 11.50 ± 1.08; Track B = 11.40 ± 0.95). Conclusions: A valid psychodiagnostic model to examine reading comprehension skills for adults must assess the interaction between higher-level linguistic and cognitive processes in order to best define the pathways of skill enhancement.

Introduction: Specific Learning Disorder (SLD) is a neurodevelopmental disorder characterized by difficulties in perceiving and processing verbal and non-verbal information. It is usually accompanied by impaired academic skills leading to school dropout and emotional disturbances, resulting in significant distress and behavioral problems. Methods: A cognitive, academic, and emotional-behavioral assessment was performed at T0 and T1 in children and adolescents with SLD. Participants received psychotherapy and speech therapy treatment from T0 to T1. Results: In SLD, the most compromised cognitive functions were working memory and writing skills. An impact on academic abilities was found. Children and adolescents with SLD experience greater anxiety and depression levels compared to their control peers. Conclusions: SLD may adversely influence psychological well-being. To counteract such a consequence, more specific cognitive and academic skill-oriented strategies should be taken into consideration. [ABSTRACT FROM AUTHOR]

IntroductionCognitive symptoms persisting beyond 3 months following COVID-19 present a considerable disease burden. We aimed to establish a domain-specific cognitive profile of post-COVID-19 syndrome (PCS). We examined the deficits’ persistence, relationships with subjective cognitive complaints, and clinical variables, to identify the most relevant cognitive deficits and their predictors.MethodsThis cross-sectional study examined cognitive performance and patient-reported and clinical predictors of cognitive deficits in PCS patients (n = 282) and socio-demographically comparable healthy controls (n = 52).ResultsOn the Oxford Cognitive Screen-Plus, the patient group scored significantly lower in delayed verbal memory, attention, and executive functioning than the healthy group. In each affected domain, 10 to 20% of patients performed more than 1.5 SD below the control mean. Delayed memory was particularly affected, with a small effect of hospitalization and age. Attention scores were predicted by hospitalization and fatigue.DiscussionThus, PCS is associated with long-term cognitive dysfunction, particularly in delayed memory, attention, and executive functioning. Memory deficits seem to be of particular relevance to patients’ experience of subjective impairment. Hospitalization, fatigue, and age seem to predict cognitive deficits, while time since infection, depression, and pre-existing conditions do not.

The Wechsler scales are among the most widely used tests in cognitive and neuropsychological assessments. When assessing children aged 6:0–7:7 years the clinician can choose between Wechsler Preschool and Primary Scale of Intelligence – Fourth Edition (WPPSI-IV) and Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V). Information about how the tests function and differ in this overlapping age range is limited. Using a between-subjects design, the present study compared the cognitive profiles of typically developing Swedish-speaking children in Finland in this overlapping age range (6:1 – 7:2 years), assessed with the Swedish versions of either WPPSI-IV (n = 38) or WISC-V (n = 24). Profile analyses and one-way ANCOVA were performed to investigate differences in the comparable subtests, indexes and Full Scale IQ. On the subtest level, children assessed with WISC-V had significantly lower scores on the subtests Vocabulary, Matrix Reasoning, and Bug/Symbol Search compared to children assessed with WPPSI-IV. On the index level, scores for the Verbal Comprehension Index and the Fluid Reasoning Index were significantly lower for children assessed with WISC-V. The Full Scale IQ was significantly lower on WISC-V. Taken together, the findings indicate that WPPSI-IV and WISC-V produce partly different cognitive profiles. These differences are important to recognize when choosing which test to use and when interpreting the results of clinical assessments of children in this age group. [ABSTRACT FROM AUTHOR]

Introduction: The neuropsychological profile of CSF1R-related leukoencephalopathy (CRL) is undefined. This study defines the profile, contrasts it with that of other dementia syndromes, and highlights measures sensitive to cognitive impairment. Methods: We administered a standardized battery of neuropsychological tests to five consecutive CRL cases. Results: The neuropsychological profile of CRL reflects impaired general cognitive function, processing speed, executive function, speeded visual problem solving, verbal fluency, and self-reported depression and anxiety. Confrontation naming and memory are preserved. Within cognitive domains, certain measures more frequently identified impairment than others. Discussion: CRL impairs general cognitive function, processing speed, executive function. Language and visual problem solving may be impaired if processing speed is required. Confrontation naming and memory are uniquely preserved, contrasting CRL to other dementia syndromes. Cognitive screens excluding processing speed and executive function may not detect CRL cognitive manifestations. Findings sharply define cognitive impairment of CRL and inform cognitive test selection. [ABSTRACT FROM AUTHOR]

Atypical Parkinsonism (AP) syndromes are characterized by a wide spectrum of non-motor symptoms including prominent attentional and executive deficits. However, the cognitive profile of AP and its differences and similarities with that of Parkinson's Disease (PD) are still a matter of debate. The present meta-analysis aimed at identifying patterns of cognitive impairment in AP by comparing global cognitive functioning, memory, executive functions, visuospatial abilities, language, non-verbal reasoning, and processing speed test performances of patients with AP relative to healthy controls and patients with PD. All investigated cognitive domains showed a substantial impairment in patients with AP compared to healthy controls. When AP syndromes were considered separately, their cognitive functioning was distributed along a continuum from Multiple Systemic Atrophy at one extreme, with the least impaired cognitive profile (similar to that observed in PD) to Progressive Supranuclear Palsy, with the greatest decline in global cognitive and executive functioning (similar to Corticobasal Syndrome). These findings indicate that widespread cognitive impairment could represent an important clinical indicator to distinguish AP from other movement disorders. [ABSTRACT FROM AUTHOR]

Previous literature has suggested the existence of a close relationship between individuals’ intellectual abilities and their cognitive profile, understood as their performance in tasks tapping into the different cognitive domains. This relationship has typically been discussed in populations characterized as having high intellectual abilities, as is the case of gifted children and adolescents. In this study, the cognitive profile in domains of memory, attention, coordination, perception, and reasoning of a group of gifted children and adolescents was contrasted with a control group similar in age distribution, gender and socioeconomic level but with normotypical development. The results indicated that participants in the gifted group scored higher than those in the control group in all cognitive domains. The differences in cognitive abilities were not consistent across all areas, meaning that some cognitive abilities did not show significant differences, while others did. These results help to identify a more precise cognitive profile of gifted individuals, yielding a better understanding of the relationship between intelligence and cognitive abilities. The study provides evidence that allows delving into the most differential and characteristic aspects of giftedness.

IntroductionThe neuropsychological profile of CSF1R-related leukoencephalopathy (CRL) is undefined. This study defines the profile, contrasts it with that of other dementia syndromes, and highlights measures sensitive to cognitive impairment.MethodsWe administered a standardized battery of neuropsychological tests to five consecutive CRL cases.ResultsThe neuropsychological profile of CRL reflects impaired general cognitive function, processing speed, executive function, speeded visual problem solving, verbal fluency, and self-reported depression and anxiety. Confrontation naming and memory are preserved. Within cognitive domains, certain measures more frequently identified impairment than others.DiscussionCRL impairs general cognitive function, processing speed, executive function. Language and visual problem solving may be impaired if processing speed is required. Confrontation naming and memory are uniquely preserved, contrasting CRL to other dementia syndromes. Cognitive screens excluding processing speed and executive function may not detect CRL cognitive manifestations. Findings sharply define cognitive impairment of CRL and inform cognitive test selection.

The behavioural phenotype in Turner syndrome (TS) is associated with an uneven cognitive profile and social and executive difficulties. Still, studies in adult populations of TS are scarce, and the interactions between different behavioural domains are unclear. The aim of this study was to examine the cognitive profile in relation to measures of ADHD and ASD in a Swedish sample of 30 adult women with TS. Standardized psychological tests and questionnaires were used for behavioural assessments in a sample of adult women with a diagnosis of TS (n = 30). Both frequentist and Bayesian statistics were applied. The cognitive profile was characterized by a verbal > non-verbal intelligence quotient (IQ) split, and 77% of the sample displayed a split exceeding cut-off for clinical significance. Symptoms on screening measures reaching thresholds for ADHD were reported in two of the 30 participants (7%) and thresholds for autism spectrum disorders (ASD) in one participant (3%). Bayesian statistics gave substantial evidence for no association between the IQ split and symptoms of ADHD/ASD. These results show that the TS phenotype in adulthood is associated with a clinically significant uneven cognitive profile, and particular impairments in integrative executive functions. [ABSTRACT FROM AUTHOR]

The aim of this research was to characterize cognitive abilities in patients with Glut1-Deficiency syndrome (Glut1DS) following ketogenic diet therapy (KDT). Methods: The cognitive profiles of eight children were assessed using the Wechsler Intelligence Scale (WISC-IV). The effect of ketogenic diet therapy (KDT) on individual subareas of intelligence was analyzed considering the potential influence of speech motor impairments. Results: Patients with Glut1DS showed a wide range of cognitive performance levels. Some participants showed statistically and clinically significant discrepancies between individual subdomains of intelligence. Both variables, KDT initiation as well as duration, had a positive effect on the overall IQ score. Significant correlations were partially found between the time of KDT initiation and the level of IQ scores, depending on the presence of expressive language test demands of the respective subtests of the WISC-IV. Accordingly, the participants benefited les in the linguistic cognitive domain. The discrepancies in cognitive performance profiles of patients with Glut1DS can be attributed to the possibility of a negative distortion of the results due to the influence of speech motor impairments. Conclusions: The individual access skills of test persons should be more strongly considered in test procedures for the assessment of intelligence to reduce the negative influence of motor deficits on test performance. Specific characterization and systematization of the speech disorder are indispensable for determining the severity of speech motor impairment in Glut1DS. Therefore, a stronger focus on dysarthria during diagnosis and therapy is necessary. [ABSTRACT FROM AUTHOR]

Specific Learning Disabilities (SLD) are often associated with emotional-behavioral problems. Many studies highlighted a greater psychopathological risk in SLD, describing both internalizing and externalizing problems. The aims of this study were to investigate the emotional-behavioral phenotype through the Child Behavior Checklist (CBCL), and evaluate the mediating role of background and cognitive characteristics on the relationship between CBCL profile and learning impairment in children and adolescents with SLD. One hundred and twenty-one SLD subjects (7–18 years) were recruited. Cognitive and academic skills were assessed, and parents completed the questionnaire CBCL 6–18. The results showed that about half of the subjects manifested emotional-behavioral problems with a prevalence of internalizing symptoms, such as anxiety and depression, over externalizing ones. Older children showed greater internalizing problems than younger ones. Males have greater externalizing problems compared to females. A mediation model analysis revealed that learning impairment is directly predicted by age and familiarity for neurodevelopmental disorders and indirectly via the mediation of the WISC-IV/WAIS-IV Working Memory Index (WMI) by the CBCL Rule-Breaking Behavior scale. This study stresses the need to combine the learning and neuropsychological assessment with a psychopathological evaluation of children and adolescents with SLD and provides new interpretative insights on the complex interaction between cognitive, learning, and emotional-behavioral phenotypes. [ABSTRACT FROM AUTHOR]

Spinal muscular atrophy (SMA) type 1 represents the most severe condition of the spectrum of SMA 5q. In the absence of therapeutic interventions, patients do not achieve any motor milestone and their life expectancy does not exceed two years of age. To date, three disease-modifying drugs have been approved for SMA type I. These treatments have radically changed the natural history of the disease, improving motor, respiratory and bulbar functions. In recent years huge amount of data have been collected worldwide related to motor, respiratory and swallowing function outcome in treated patients, whereas the neurocognitive profile of treated patients has been poorly explored. Here we report the neurocognitive development profile of a cohort of SMA type I children treated with a disease modifying therapy. We also describe the burden and resilience as well as the coping strategies of their caregivers. Our finding show a global developmental delay in most patients and defects in gross motor functions contribute most to lower the general development quotient of Griffiths III, whereas the scores obtained on evaluating learning and language abilities scales suggest a positive trend in the developmental trajectory of general neurocognitive abilities. Some parents reported anxiety and stress but overall they were resilient (and had good coping strategies towards the burden of care for their child. These results reinforce the importance of routinely assessing the neurocognitive aspects in SMA type I patients and to offer an early intervention to favor the psychosocial development of these children. • Treatments approved for SMA have radically changed the natural history. • The neurocognitive profile of treated patients has been poorly explored. • We deeply investigated the neurocognitive profile and the emotionalburden of caregivers. • Our finding show a global developmental delay. • Positive trend of general neurocognitive abilities (language, learning). [ABSTRACT FROM AUTHOR]

The aim of our study was to characterize the face recognition skills, theory of mind skills, and language skills of a single group of French participants with Williams syndrome (WS) compared to a group of participants with Down syndrome (DS). Twelve French-speaking participants with WS and 12 French-speaking participants with DS took part in this study. The two groups were matched for nonverbal and verbal levels. We used the Benton Facial Recognition test to study the groups' ability to recognize faces, the Theory of Mind Test Revised, and the morphosyntactic production and morphosyntactic comprehension subtests from the French test battery "Instruments pour le Screening et l'Approfondissement de l'examen des DYsfonctionnements du Langage chez l'Enfant (ISADYLE)". The results of the participants with WS were systematically better than those of the participants with DS. Nevertheless, although they outperformed the participants with DS, the participants with WS were far from performing at ceiling level. Most importantly, we found no significant correlations between performances on the various standardized tests for either group of participants. The evaluation of cognitive skills in a single group of French participants with WS confirmed that they present a complex profile. Because these competences are strongly influenced by social and cultural aspects, it is therefore essential to develop studies for specific languages, including when one is examining a rare developmental disability. [ABSTRACT FROM AUTHOR]

Background: The "Guidelines for the Management of Specific Learning Disorders" provide clear diagnostic and evaluative guidance on Reading Comprehension Disorder (RCD), as suggested by the DSM-5. The present study investigated the relationship between cognitive abilities in university students with RCD compared to students with Decoding Difficulties—i.e., dyslexia (DD)—and examined possible diagnostic procedures for RCD in young adults. Methods: Twenty university students from the University of Salerno "Disabilities/SLD Help Desk" participated. The sample was divided into the RCD Group (10) and DD Group (10). They were administered (a) the Wechsler Adult Intelligence Scale—Fourth Edition (WAIS-IV) to assess their cognitive profile; and (b) the LSC-SUA-Reading tests for the assessment of text comprehension, writing, and calculation skills. Results: With regard to their cognitive profile, the DD Group had a lower mean of FSIQ (91.90 ± 5.82 vs. 92.50 ± 2.41). The RCD Group showed higher means in the subscales of CPI (94.80 ± 5.77), WMI (91.80 ± 78.80), and PSI (101.20 ± 6.20). Text comprehension assessment showed high averages in the DD Group (Track A = 11.50 ± 1.08; Track B = 11.40 ± 0.95). Conclusions: A valid psychodiagnostic model to examine reading comprehension skills for adults must assess the interaction between higher-level linguistic and cognitive processes in order to best define the pathways of skill enhancement. [ABSTRACT FROM AUTHOR]

Background: Cognitive functions represent foundational factors for mental health and quality of life (QoL). In Tourette syndrome (TS), psychiatric comorbidities are common and have been inconsistently reported to affect the cognition and QoL of patients, while the role of tic disorder duration has not been yet explored. Methods: To examine how comorbidities and TS duration may influence cognition and QoL, N = 80 children with TS (6–16 years) were evaluated using the Wechsler Intelligence Scale for Children (WISC-IV). Standardized questionnaires were used to assess the presence and severity of TS main comorbidities and QoL. Data were interpreted using linear correlations, regression, and mediation analysis. Results: Depression and attention-deficit/hyperactivity disorder (ADHD) symptoms accounted for poorer cognitive performance. Anxiety oppositely predicted better cognitive performance, while no significant role for obsessive compulsive disorder (OCD) was observed. Disease duration was associated with lower total IQ, verbal reasoning, and working memory abilities. Depression, anxiety, and TS duration also deeply influenced QoL measures. Conclusions: TS common comorbidities have a differential impact on the cognitive abilities of children and adolescents, which translates into a complex influence on their perceived QoL. A longer clinical history of tics was related to worse cognitive outcomes, which prompts further consideration of disease duration in both clinical and research settings involving children and adolescents.

Intelligence scales are widely used for cognitive profile analyses in the diagnosis of learning disabilities. The purpose of this study was to explore the cognitive profiles of children with learning disabilities on a new test of intelligence, the Anadolu-Sak Intelligence Scale. The intelligence test was administered to 89 children diagnosed with general learning disabilities. A matched control group (N = 92) was randomly selected from the norm sample. Data analyses included latent profile analyses and comparisons of scores across groups and within-group comparisons. The findings showed that the mean general intelligence and means of the verbal and visual ability of children with learning disabilities were in the average range but closer to the lower boundary. The mean of working memory was slighdy below the average range and significantly lower than the mean of the matched control group, latent profile analyses showed three distinct profiles: the zigzag profile, the wavy profile, the and waterfall profile. The only weakness shared by the three profiles is visual sequential processing memory. The results imply that weak sequential processing memory may contribute to learning disabilities. [ABSTRACT FROM AUTHOR]

Background: The aim of this study was to evaluate the long-term sequelae and cognitive profiles resulting from severe hand, foot, and mouth disease (HFMD) with central nervous system (CNS) involvement. Methods: 294 HFMD cases were included in a retrospective follow-up study. Physical examinations were conducted. The Chinese Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (WPPSI-IV) was used to assess intelligence. Results: 58 mild HFMD cases and 99 severe HFMD cases with mild CNS involvement did not present any neurological sequelae. In comparison, the sequelae incidence for severe HFMD with more severe CNS complications was 50.0%. The proportion of full-scale intelligence quotient (FSIQ) impairment was 45.0%. In the 2:6–3:11 age group, severe HFMD with more severe CNS complications and lower maternal education level were risk factors for verbal comprehension disorder. Urban–rural residence and lower paternal education level were risk factors for FSIQ disorder. Furthermore, in the 4:0–6:11 age group, severe HFMD with more severe CNS complication was a risk factor for visual spatial disorder and fluid reasoning disorder. Lower paternal education level was a risk factor for FSIQ disorder. Conclusion: Early assessment and intervention among severe HFMD patients with more severe CNS involvement at a very young age will prove beneficial for their future performance.

Developmental dyslexia is a specific learning disorder that presents cognitive and neurobiological impairments related to different patterns of brain activation throughout development, continuing in adulthood. Lexical decision tasks, together with electroencephalography (EEG) measures that have great temporal precision, allow the capture of cognitive processes during the task, and can assist in the understanding of altered brain activation processes in adult dyslexics. High-density EEG allows the use of temporal analyses through event-related potentials (ERPs). The aim of this study was to compare and measure the pattern of ERPs in adults with developmental dyslexia and good readers, and to characterize and compare reading patterns between groups. Twenty university adults diagnosed with developmental dyslexia and 23 healthy adult readers paired with dyslexics participated in the study. The groups were assessed in tests of intelligence, phonological awareness, reading, and writing, as well as through the lexical decision test (LDT). During LDT, ERPs were recorded using a 128-channel EEG device. The ERPs P100 occipital, N170 occipito-temporal, N400 centro-parietal, and LPC centroparietal were analyzed. The results showed a different cognitive profile between the groups in the reading, phonological awareness, and writing tests but not in the intelligence test. In addition, the brain activation pattern of the ERPs was different between the groups in terms of hemispheric lateralization, with higher amplitude of N170 in the dyslexia group in the right hemisphere and opposite pattern in the control group and specificities in relation to the items of the LDT, as the N400 were more negative in the Dyslexia group for words, while in the control group, this ERP was more pronounced in the pseudowords. These results are important for understanding different brain patterns in developmental dyslexia and can better guide future interventions according to the changes found in the profile. [ABSTRACT FROM AUTHOR]

It is widely recognized that Alzheimer's disease (AD) is the main cause of dementia in the elderly. AD is typically characterized by the extraneuronal plaque made up essentially of the amyloid β peptide and intraneuronal tangles of hyperphosphorylated microtubule-associated Tau protein. This study investigates the possible interaction between AD and the deletion/insertion polymorphism in intron 9 of the Tau gene haplotype and APOE state in a Tunisian AD cases population (n = 85) and control (n = 91). The H2/H2 genotype was higher in the AD group as compared to the controls (22.4% vs. 7.8%). The frequency of H2 allele is higher in the patients group, and the difference of allele frequency is statistically significant between the two groups (χ2 = 12.220, p < 0.05). H2 allele is correlated with the female gender within the patient group (χ2 = 7.649, p = 0.006) Tau H2 haplotype can be identified as a risk factor of AD in the studied Tunisian population and was associated to female gender. There is no significant correlation between the frequency of Tau gene ins/del polymorphism and cognitive profile distribution in the patient group (p > 0.05). [ABSTRACT FROM AUTHOR]

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Developmental dyslexia is a specific learning disorder that presents cognitive and neurobiological impairments related to different patterns of brain activation throughout development, continuing in adulthood. Lexical decision tasks, together with electroencephalography (EEG) measures that have great temporal precision, allow the capture of cognitive processes during the task, and can assist in the understanding of altered brain activation processes in adult dyslexics. High-density EEG allows the use of temporal analyses through event-related potentials (ERPs). The aim of this study was to compare and measure the pattern of ERPs in adults with developmental dyslexia and good readers, and to characterize and compare reading patterns between groups. Twenty university adults diagnosed with developmental dyslexia and 23 healthy adult readers paired with dyslexics participated in the study. The groups were assessed in tests of intelligence, phonological awareness, reading, and writing, as well as through the lexical decision test (LDT). During LDT, ERPs were recorded using a 128-channel EEG device. The ERPs P100 occipital, N170 occipito-temporal, N400 centro-parietal, and LPC centro-parietal were analyzed. The results showed a different cognitive profile between the groups in the reading, phonological awareness, and writing tests but not in the intelligence test. In addition, the brain activation pattern of the ERPs was different between the groups in terms of hemispheric lateralization, with higher amplitude of N170 in the dyslexia group in the right hemisphere and opposite pattern in the control group and specificities in relation to the items of the LDT, as the N400 were more negative in the Dyslexia group for words, while in the control group, this ERP was more pronounced in the pseudowords. These results are important for understanding different brain patterns in developmental dyslexia and can better guide future interventions according to the changes found in the profile.

Introduction: Specific Learning Disorder (SLD) is a neurodevelopmental disorder characterized by difficulties in perceiving and processing verbal and non-verbal information. It is usually accompanied by impaired academic skills leading to school dropout and emotional disturbances, resulting in significant distress and behavioral problems. Methods: A cognitive, academic, and emotional-behavioral assessment was performed at T0 and T1 in children and adolescents with SLD. Participants received psychotherapy and speech therapy treatment from T0 to T1. Results: In SLD, the most compromised cognitive functions were working memory and writing skills. An impact on academic abilities was found. Children and adolescents with SLD experience greater anxiety and depression levels compared to their control peers. Conclusions: SLD may adversely influence psychological well-being. To counteract such a consequence, more specific cognitive and academic skill-oriented strategies should be taken into consideration.

Previous research on Borderline Personality Disorder (BPD) demonstrated dysfunction across a broad range of cognitive domains. However, the limited number of neuropsychological studies on BPD and their occasionally conflicting results have precluded a clear characterization of the neuropsychological features associated with this personality disorder. Therefore, the main aim of the present study is to provide an updated overview of neuropsychological functions related to BPD. A meta-analysis of 36 studies was performed, comparing the performance of BPD patients and healthy controls (HCs) across several cognitive domains. Significant differences between BPD patients and HCs in multiple cognitive domains were found. The smallest effect size was observed for general executive function, while the largest effect sizes were found in the long-term spatial memory and inhibition domains. In conclusion, the neuropsychological profile of BPD, characterized by deficits in inhibition as well as attention, memory, and executive functions, can result in difficulties in performing everyday activities. Accordingly, assessing neuropsychological functions could assist clinicians in developing more targeted non-pharmacological treatments. • BPD profile is characterized by deficits in multiple cognitive domains. • Early intervention on the neurocognitive functions could lead to better outcomes. • More targeted non-pharmacological treatments could improve quality of life. [ABSTRACT FROM AUTHOR]

• This study relates executive functions and academic achievement in 7–15 year-olds. • Using a person-centered approach, we computed six different cognitive profiles. • Some discordant EF profiles still performed above average on academic measures. • Strength in at least one EF was associated with at least average math skill. • Only profiles strong in Context Monitoring achieved above average reading skill. Executive functions (EFs) are thought to work in concert to support academic skill. However, EFs are often examined independently, obscuring their symbiotic contribution. We examined the relationship between students' holistic EF profiles and their academic success. We sampled over 1200 7–15 year old students from a diverse school district (16 % White; 32 % low income) in the United States. We used 9 EF assessments to construct cognitive profiles via self-organizing maps. We then related profiles to academic achievement scores from both laboratory-based assessments and state-administered standardized tests of reading and math. Six profiles differed in EF performance, but their differences in academic achievement did not suggest a linear relationship between individual EFs and academic skill. We show cognitive profiles based on individual strengths and weaknesses in EFs can reveal multiple cognitive paths to the same academic outcome. [Display omitted] [ABSTRACT FROM AUTHOR]