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See detailChildhood Executive Functioning Inventory (CHEXI)
Thorell, Lisa B.; Catale, Corinne ULg

in Goldstein, S.; Naglieri, J. (Eds.) Handbook of Executive functioning (in press)

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See detailThe Childhood Executive Function Inventory (CHEXI): Confirmatory Factor Analyses and Cross-Cultural Clinical Validity in a Sample of 8- to 11-Year-Old Children
Catale, Corinne ULg; Meulemans, Thierry ULg; Thorell, Lisa B.

in Journal of Attention Disorders (in press)

The Childhood Executive Functioning Inventory (CHEXI) is a new rating instrument for executive functioning developed by Thorell and Nyberg (2008). Through exploratory factor analyses, this inventory has ... [more ▼]

The Childhood Executive Functioning Inventory (CHEXI) is a new rating instrument for executive functioning developed by Thorell and Nyberg (2008). Through exploratory factor analyses, this inventory has been shown to tap into working memory and inhibition-related behaviors in young children. In this study, we present the psychometric characteristics of the French adaptation of the CHEXI in 8- to 11-year-old children. In addition, we explore the cross-cultural validity of the CHEXI in discriminating between children with ADHD and normally developing children in two culturally different samples (Belgian and Swedish). Confirmatory factor analyses replicated the two-factor solution, referred to as inhibition and working memory, that was identified in the original study with Swedish children. Supplementary analyses indicated that both subscales have good psychometric properties. From a clinical point of view, the CHEXI was found to discriminate, with high sensitivity and specificity, between children with ADHD and normally developing controls in both cultural samples. Cross-cultural clinical implications are discussed. [less ▲]

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See detailL’apprentissage de résolution de problèmes complexes (ARP - C) : un dispositif d’entrainement au travail interdisciplinaire
Maillart, Christelle ULg; Leclercq, Anne-Lise ULg; Lejeune, Caroline ULg et al

Conference (2014, May 21)

Les futurs logopèdes et futurs psychologues doivent apprendre à s’intégrer dans une prise en charge multidisciplinaire, à interagir efficacement avec d’autres professionnels, et à comprendre les limites ... [more ▼]

Les futurs logopèdes et futurs psychologues doivent apprendre à s’intégrer dans une prise en charge multidisciplinaire, à interagir efficacement avec d’autres professionnels, et à comprendre les limites de leur champ d’intervention. Pour entrainer ces apprentissages critiques, un dispositif interdisciplinaire a été proposé à 36 étudiants en logopédie et 14 étudiants en psychologie, tous en cinquième année de leur formation initiale à l’Université de Liège. Ces étudiants ont été confrontés à une vignette clinique dont la complexité justife le recours à divers intervenants. Cette vignette a été, dans un premier temps, analysé en petits groupes disciplinaires avec l’aide d’un tuteur (4 groupes en logopédie et 2 groupes en neuropsychologie). Ensuite, des groupes interdisciplinaires (composés de logopèdes et de neuropsychologues) ont été formés pour partager leurs analyses et avancer dans la formulation du diagnostic. Enfin, les étudiants ont eu l’occasion de rencontrer des professionnels d’autres disciplines (instituteur, psycho-pédagogue, etc.) avec lesquels ils ont du discuter des questions en suspens liées à la vignette analysée. L’évaluation du dispositif suggère que globalement les étudiants ont le sentiment d’avoir progressé quant à la maitrise de certains apprentissages critiques. Plus de 90% des étudiants relatent avoir progressé en évaluation pluridisciplinaire et différents indices indiquent qu’ils perçoivent l’intérêt de recourir à un réseau de professionnels. Par ailleurs, la perception du dispositif peut être différente selon les disciplines. Ainsi, 90% des psychologues mais seulement 60% des logopèdes estiment avoir progressé dans la prise de décisions argumentées par rapport à l’évaluation. Inversement, 30% des psychologues mais plus de 70% des logopèdes relatent des progrès pour la capacité à prioriser les recommandations thérapeutiques. Ces résultats seront analysés et discutés. [less ▲]

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See detailRelationships between mind-wandering and attentional control abilities in young adults and adolescents
Stawarczyk, David ULg; Majerus, Steve ULg; Catale, Corinne ULg et al

in Acta Psychologica (2014), 148

Recent findings suggest that mind-wandering—the occurrence of thoughts that are both stimulus-independent and task-unrelated—corresponds to temporary failures in attentional control processes involved in ... [more ▼]

Recent findings suggest that mind-wandering—the occurrence of thoughts that are both stimulus-independent and task-unrelated—corresponds to temporary failures in attentional control processes involved in maintaining constant task-focused attention. Studies supporting this proposal are, however, limited by a possible confound between mind-wandering episodes and other kinds of conscious experiences, such as external distractions (i.e., interoceptive sensations and exteroceptive perceptions). In the present study, we addressed this issue by examining, in adolescents and young adults, the relations between tasks measuring attentional control abilities and a measure of mind-wandering that is distinct from external distractions. We observed (1) that adolescents experienced more frequent external distractions, but not more mind-wandering, than young adults during the Sustained Attention to Response Task (SART) and (2) that, in young adults, the influence of external distractions on SART performance was fully accounted for by attentional control abilities, whereas mind-wandering was associated with decreases in SART performance above and beyond what was explained by attentional control abilities. These results show that mind-wandering cannot be entirely reduced to failures in the ability to maintain one’s attention focused on task, and suggest that external distractions rather than mind-wandering are due to attentional control failures. [less ▲]

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See detailValidation d’un test d’inhibition auprès d’enfants présentant un trouble déficitaire de l’attention avec/sans hyperactivité
Catale, Corinne ULg; Lejeune, Caroline ULg; Schmitz, Xavier ULg et al

in Canadian Journal of Behavioural Science = Revue Canadienne des Sciences du Comportement (2014), 46(1), 66-72

The objective of this study was to assess the development of inhibition in 5-11 years old children with the “Stroop fruit” task (see Archibald & Kerns, 1999; Catale & Meulemans, 2005) and to examine the ... [more ▼]

The objective of this study was to assess the development of inhibition in 5-11 years old children with the “Stroop fruit” task (see Archibald & Kerns, 1999; Catale & Meulemans, 2005) and to examine the clinical value of this tool. 346 French-speaking children without any developmental disorders or learning disabilities were included in this study. A clinical group of 25 children with attention deficit and hyperactivity disorder was also assessed with this task. Developmental analyses on age groups show an enhancement of performance in the interference condition between 5 and 8 years old. Furthermore, results also show that the clinical group performed significantly less accurately that the control group for the interference condition, which confirms the clinical interest of this tool. [less ▲]

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See detailIntact procedural motor sequence learning in developmental coordination disorder
Lejeune, Caroline ULg; Catale, Corinne ULg; Willems, Sylvie ULg et al

in Research in Developmental Disabilities (2013), 34(6), 1974-1981

The purpose of the present study was to explore the possibility of a procedural learning deficit among children with developmental coordination disorder (DCD). We tested 34 children aged 6–12 years with ... [more ▼]

The purpose of the present study was to explore the possibility of a procedural learning deficit among children with developmental coordination disorder (DCD). We tested 34 children aged 6–12 years with and without DCD using the serial reaction time task, in which the standard keyboard was replaced by a touch screen in order to minimize the impact of perceptuomotor coordination difficulties that characterize this disorder. The results showed that children with DCD succeed as well as control children at the procedural sequence learning task. These findings challenge the hypothesis that a procedural learning impairment underlies the difficulties of DCD children in acquiring and automatizing daily activities. We suggest that the previously reported impairment of children with DCD on the serial reaction time task is not due to a sequence learning deficit per se, but rather due to methodological factors such as the response mode used in these studies. [less ▲]

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See detailDiagnostic, assessment and remediation of the attention deficit and hyperactivity disorder (ADHD): The neuropsychologist’s point of view
Catale, Corinne ULg; Meulemans, Thierry ULg

in Neuropsychiatrie de l'Enfance et de l'Adolescence (2013), 3

Despite the advances made regarding both the characterization and classification of the disorder (e.g., DSM-IV), the diagnosis of the Attention Deficit and Hyperactivity Disorder (ADHD) in children ... [more ▼]

Despite the advances made regarding both the characterization and classification of the disorder (e.g., DSM-IV), the diagnosis of the Attention Deficit and Hyperactivity Disorder (ADHD) in children remains very difficult. The principal aim of this paper is to present the interest of a integrative approach in the understanding, diagnosis and identification of difficulties in ADHD children. More particularly, it aims to underline the interest of the cognitive approach in the understanding of this disorder in the day-to-day life functioning, as well as the benefits of this approach when a specific remediation is planned. [less ▲]

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See detailFrench Adaptation of the Childhood ExecutivFe Function Inventory (CHEXI): Confirmatory Factor Analysis in a Sample of Young French-Speaking Belgian Children
Catale, Corinne ULg; Lejeune, Caroline ULg; Merbah, Sarah ULg et al

in European Journal of Psychological Assessment (2013), 29(2), 149-155

Thorell and Nyberg (2008) recently developed the Childhood Executive Functioning Inventory (CHEXI), a new rating instrument for executive functioning in day-to-day life that can be divided into four ... [more ▼]

Thorell and Nyberg (2008) recently developed the Childhood Executive Functioning Inventory (CHEXI), a new rating instrument for executive functioning in day-to-day life that can be divided into four subscales: working memory, planning, inhibition, and regulation. By using an exploratory factor analysis on data from young Swedish children attending kindergarten, Thorell and Nyberg (2008) found a two-factor solution tapping working memory and inhibition. In the present study, we explored the psychometric characteristics of the French adaptation of the CHEXI. Ninety-five parents of 5- and 6-year-old children completed the CHEXI. Eighty-seven children from this sample were given clinical inhibition and working memory tasks. Confirmatory factor analyses confirmed the two-factor solution based on inhibition and working memory that was identified in the original study of Swedish children. Supplementary results indicated good internal and test-retest reliability for the entire scale, as well as for the two subscales identified. Correlation analyses showed no relationship between cognitive measures and the CHEXI subscales. Possible clinical applications for the CHEXI scales are discussed. [less ▲]

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See detailThe way we learn this knowledge that dominates all other knowledge
Geurten, Marie ULg; Catale, Corinne ULg; Meulemans, Thierry ULg

Conference (2013)

Although much is known about how children use memory strategies, far fewer studies have examined how knowledge of those strategies improves during childhood or which variables are involved in this ... [more ▼]

Although much is known about how children use memory strategies, far fewer studies have examined how knowledge of those strategies improves during childhood or which variables are involved in this development. In this experiment, a scale designed to assess three main aspects of metamemory knowledge (internal strategy knowledge, external strategy knowledge, general knowledge) and a battery of executive tasks was administered to a group of 80 children aged 4, 6, and 11. At the same time, variables such as intelligence, vocabulary and parental education level were also taken into account. Stepwise analyses carried out on each of the three metamemory subscales showed that executive functions of inhibition and response monitoring, as well as verbal fluency, were single predictors of internal strategy knowledge for children aged 6 and 11. Only verbal fluency predicted external strategy knowledge. None of the variables included in the analyses could explain the children’s general knowledge of memory functioning or the 4-year-old group’s performance on any of the three subscales. Results are discussed in terms of ease of monitoring, access to explicit knowledge and influence of implicit learning. [less ▲]

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See detailChildren’s Knowledge About Memory: Adaptation and French Validation of a Scale to Assess it.
Geurten, Marie ULg; Catale, Corinne ULg; Meulemans, Thierry ULg

in INS Abstract Book (2013)

The present study aimed at adapting and testing a French version of Kreutzer et al.’s metamemory interview (1975) in a group of 128 children aged of 4, 6, 9, and 12. Following Fritz et al. (2010 ... [more ▼]

The present study aimed at adapting and testing a French version of Kreutzer et al.’s metamemory interview (1975) in a group of 128 children aged of 4, 6, 9, and 12. Following Fritz et al. (2010), adjustments have been made to reduce language skill contamination as well as to increase the developmental appropriateness and sensibility of the scale. Results show the emergence of two sub-scales (“strategy knowledge” and “general memory knowledge”) on the factor analysis and reveal an excellent interrater reliability as well as a good internal consistency for the global scale and two sub-scales (respectively, Cronbach α = .79; .81 and .71). As expected with regard to the literature, a significant correlation has appeared between the metamemory scale and short-term memory capacities (convergent validity). Similarly, the metamemory score has shown its ability to predict children memory performance (predictive validity). Finally, the lack of correlation between most of the scale’s items and vocabulary measurement (Peabody Picture Vocabulary Test) and the very good ability of the scale to distinguish between age groups demonstrate that the adaptations made to improve the Kreutzer et al.’s scale in terms of language’s contamination and developmental sensibility have reached their goal. Regarding its psychometric properties, these results suggest that this interview can be considered as a useful and reliable tool for developmental research. Furthermore, they confirm the importance of metamemory knowledge in memory performance. Future studies will have to be carried out to show the utility of this scale in a clinical population. [less ▲]

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See detailAge-Related Differences in Perceptuomotor Procedural Learning in Children
Lejeune, Caroline ULg; Catale, Corinne ULg; Schmitz, Xavier ULg et al

in Journal of Experimental Child Psychology (2013), 116

Procedural learning is generally considered to proceed in a series of phases, with cognitive resources playing an important role during the initial step. From a developmental perspective, little is known ... [more ▼]

Procedural learning is generally considered to proceed in a series of phases, with cognitive resources playing an important role during the initial step. From a developmental perspective, little is known about the development of procedural learning or the role played by explicit cognitive processes during learning. The main objectives of this study were: (1) to determine whether procedural learning performance improves with age by comparing groups of 7-yearold children, 10-year-old children, and adults, and (2) to investigate the role played by executive functions during the acquisition in these three age groups. Seventy-six subjects were assessed on a computerized adaptation of the mirror tracing paradigm. Results revealed that the youngest children had more difficulty adapting to the task (they were slower and committed more errors at the beginning of the learning process) than 10-year-olds, but despite this age effect observed at the outset, all children improved performance across trials and transferred their skill to a different figure as well as adults. Correlational analyses showed that inhibition abilities play a key role in the performance of 10-year-olds and adults at the beginning of the learning, but not in 7-year-olds. Overall, our results suggest that the age-related differences observed in our procedural learning task are at least partly due to the differential involvement of inhibition abilities, which may facilitate (so long as they are sufficiently developed) learning in the initial steps of learning process; however, they would not be a necessary condition for skill learning to occur. [less ▲]

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See detailValidation of a French Version of a New Anxiety Trait Scale for Children
Geurten, Marie ULg; Meulemans, Thierry ULg; Fresson, Megan ULg et al

Poster (2013)

Anxiety diagnosis is relatively complex in children because intensity as well as symptoms of anxiety change during childhood (Bouden, Halayem, & Fakhfakh, 2002). The principal aim of this study was to ... [more ▼]

Anxiety diagnosis is relatively complex in children because intensity as well as symptoms of anxiety change during childhood (Bouden, Halayem, & Fakhfakh, 2002). The principal aim of this study was to validate through Confirmatory Factor Analyses (CFA) the a priori three-factor structure of the French version of the anxiety trait scale for children which includes psychological (“tend to be worried about everything”), behavioral (“tend to be upset, nervous or grumbling”), and somatic symptoms (“headache complaints”) of anxiety. This scale was previously found to discriminate, with high sensitivity and specificity, children with anxiety from control group. A first CFA performed on 288 6-12 year-old children showed an acceptable fit (2/df =2.66; RMSEA=.07 and CFI=.94). A second three-factor model was constructed and showed a better fit with a new sample of 287 children (2/df =2.18; RMSEA=.06 and CFI=.96), with a lower ECVI value for the model 2. For this model, the Cronbach’s alpha for each of the subscales ranged from .71 to .86, which confirmed the good internal reliability of the scale. This study provides a new three-factor structure for this anxiety scale and proposes normative data for French-speaking children. [less ▲]

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See detailLa clinique psychologique et logopédique : une approche intégrée du patient
Maillart, Christelle ULg; Catale, Corinne ULg

Conference given outside the academic context (2013)

Le travail en équipe multidisciplinaire permet d’envisager l’évaluation et la prise en charge d’un patient de manière intégrée : illustration de la collaboration entre neuropsychologue et logopède dans le ... [more ▼]

Le travail en équipe multidisciplinaire permet d’envisager l’évaluation et la prise en charge d’un patient de manière intégrée : illustration de la collaboration entre neuropsychologue et logopède dans le cadre de suivis d’enfants et d’adolescents. [less ▲]

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See detailPerceptual andMotor Inhibition in ADHD:Evidence for a specific impairment?
Catale, Corinne ULg; Geurten, Marie ULg; Lejeune et al

in Abstracts book (2013)

Objective: Inhibition, one of the core executive processes in executive functioning (Miyake et al., 2000) is generally not considered as an unitary construct (see for example, Friedman & Miyake, 2004 ... [more ▼]

Objective: Inhibition, one of the core executive processes in executive functioning (Miyake et al., 2000) is generally not considered as an unitary construct (see for example, Friedman & Miyake, 2004; Nassauer & Halperin, 2003). Following the perceptual versus motor dissociation proposed by Nassauer and Halperin (2003), we studied perceptual and motor inhibition in children with AttentionDeficit andHyperactivity Disorder (ADHD). Participants and Methods: Sixteen 7-12 years old children with ADHD and 30 matched control children were administered a version of the Conflict Resolution task (Nassauer & Halperin, 2003) adapted for children. In this task, the perceptual inhibition task required the children to respond to the direction of a dog (running towards the left or the right) while ignoring its location (left or right) on a computer screen. In the motor inhibition task, the children had to press a key corresponding to the opposite direction of a centrally running dog. Results: Comparisons analyses of inhibition performances between ADHD children and matched controlled subjects showed that ADHD children performed significantly less accurately for stimulus-stimulus characteristic conflicts (i.e., perceptual inhibition) than for stimulus- response conflicts (i.e., motor inhibition), which suggests a specific impairment in perceptual inhibition in our group of ADHD children. Conclusions: In conclusion, this study supports the presence of two forms of inhibition which can be differentiated and specifically impaired in 7- to 12-year-old ADHD children. [less ▲]

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See detailInterference of a secondary task on procedural learning in children
Lejeune, Caroline ULg; Desmottes, Lise ULg; Catale, Corinne ULg et al

in Belgian Brain Congress 2012: Abstract Book (2012, October 27)

Introduction Procedural learning is generally considered as involving different learning phases, with cognitive resources playing an important role only during the initial learning step. Through repeated ... [more ▼]

Introduction Procedural learning is generally considered as involving different learning phases, with cognitive resources playing an important role only during the initial learning step. Through repeated practice, the skill becomes progressively more automatic and the involvement of controlled cognitive functions is progressively reduced (Anderson, 2000;Doyon and Benali, 2005;Beaunieux et al., 2006). This view has been supported by studies in which the mirror-tracing paradigm was used to evaluate procedural learning, demonstrating the implication of the executive mechanisms in the first phase of perceptuomotor learning (Rouleau, 2002;Brosseau et al., 2007). However, from a developmental perspective, little is known about the progression of learning in procedural tasks, as well as about the role played by the explicit cognitive processes during learning in children. We recently showed that the cognitive mechanisms involved during the procedural task differed between age groups (Lejeune et al., in press). Indeed, we observed that 7-year-old children performed the procedural task in a less controlled fashion than 10-year-olds, who used a more conscious strategy, which permits them to reach better performance levels. The aim of the present study was to confirm the differential implication of explicit mechanisms in procedural learning in children by using a dual-task paradigm. Objective The present study used a dual-task paradigm in order to further investigate the role played by explicit mechanisms during the early and final stages of procedural learning in two ages-groups (7- and 10 year-olds). An auditory interference task was introduced at the beginning and at the end of the procedural learning phase. According to Sun, Merrill, and Peterson (2001), the introduction of an interference task should affect more the explicit processes than the implicit processes, the latter being more automatic. Thus, we predict that performance would be altered by in the dual-task condition only during the first phase of learning, and not during the automation phase. Furthermore, considering that the cognitive mechanisms underlying procedural learning would be different between 7- and 10-year-old children, we predicted that the impact of the dual-task would differ between the two aged-groups: the dual-task condition should affect performance in 10-year-old children but not in the 7-year-old group. Method Seventy-six children were presented with a Mirror Tracing task under single or dual-task conditions. For the Mirror Tracing task, we conformed to the procedure used in previous studies in children (Vicari et al., 2005;Prehn-Kristensen et al., 2009) and we opted for a 5 points star with the double outline of 1 cm. The instruction was to follow the contour of the figure in order to “catch” different picture without leaving the limits of the contour. There were two learning sessions; the task included 10 trials, with a short break (2 min) between trials, and a second 10 trial session was conducted after a one-week delay. In dual-task condition, participants had to perform the procedural learning task while performing at the same time the interference auditory task (which consisted to answer to questions presented continuously). Results Results showed that completion time and accuracy during the mirror tracing task improved with each successive trial in both groups: all children learned the procedural skill regardless of their age and the experimental condition. As predicted, results showed that the impact of the dual-task differed between aged-groups during the first learning phase. While 10-year-old children were significantly slower and less accurate in the dual-task condition than 10-year-old children in the single-task condition, no difference between learning conditions was revealed in the 7-year-old group. Interestingly, at the end of learning (trials 19 and 20), the interference effect had disappeared: there was no impact of the secondary task on procedural performance, whatever the age-group. Discussion In this study, we explored with a dual-task paradigm the role played by explicit mechanisms during the early and final stages of procedural learning in two age-groups (7- and 10 year-olds). During the first learning step, 10-year-old children in the single-task condition used a conscious strategy to perform the task, which permits them to reach better performance levels than 10-year-old children in the dual-task condition (which prevents them from using their controlled cognitive processes). On the contrary, no impact of the interference task was observed in 7-year-old children, who performed the mirror tracing task similarly in the single- and dual-task conditions. This result supports our hypothesis that, in the beginning of a perceptuo-motor learning task, youngest children perform the procedural task in a more implicit fashion comparatively to older children. Thus, while performance of 10-year-old children is congruent with a top-down conception of procedural learning (i.e., performance in the first learning stages would be sustained by high-level explicit mechanisms), this is not the case for youngest children whose explicit mechanisms are not yet mature. So, our results confirm that the involvement of explicit learning mechanisms is not a “necessary condition” for motor skill learning to occur, a point of view supported by the bottom-up skill learning approach which postulates that explicit declarative knowledge is not necessarily associated with procedural skill learning and that the knowledge acquired could be stored in an implicit mode from the beginning of learning (Karmiloff-Smith, 1992;Sun et al., 2001). [less ▲]

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See detailProcedural learning in Developmental Coordination Disorder
Lejeune, Caroline ULg; Catale, Corinne ULg; Schmitz, Xavier ULg et al

in Books of Abstract: 1st Joint Meeting of the Belgian Association for Psychological Science & Sociedad Espanola de Psicologica Experimental (2012, May 11)

Developmental Coordination Disorder (DCD) is a developmental disorder characterized by marked impairments in motor skills. Despite its negative impact on daily activities and on cognitive and academic ... [more ▼]

Developmental Coordination Disorder (DCD) is a developmental disorder characterized by marked impairments in motor skills. Despite its negative impact on daily activities and on cognitive and academic performance, the mechanisms underlying DCD remain largely unknown. The aim of our study was to investigate the hypothesis of a motor procedural learning impairment in DCD, which would explain difficulties in motor learning and automation of novel motor skills in these children. A total of 32 children (16 with DCD and 16 typically developing [TD] children) aged between 6 and 12 years old participated in this study. Children were administered a task adapted from the traditional shapes’ mirror-tracing task. Results showed that DCD children were able to learn the skill as fast as TD children; the learning pattern of DCD and TD children in motor procedural learning is similar. But is there any generalization of a new perceptual-motor skill in DCD children? Actually, DCD children were slower during the transfer task (triangle task) than TD children; the transfer task was more difficult for the DCD children than their peers. DCD children and TD children differ in their abilities to generalize the motor schema to a new task, more complex. These results confirm the hypothesis of a motor procedural learning impairment in DCD. [less ▲]

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See detailThe Conners Parent Rating Scale: Confirmatory factorial analysis on preliminary data in a sample of 5-10 years old Belgian French Speaking Children
Catale, Corinne ULg; Meulemans, Thierry ULg; Lejeune, Caroline ULg et al

in Book of Abstracts (2012)

Introduction The Conners Parent Rating Scale-48 items (CPRS) is one of the most used behavioral scales in clinical and research settings with children suffering from neurodevelopmental disorders, and ... [more ▼]

Introduction The Conners Parent Rating Scale-48 items (CPRS) is one of the most used behavioral scales in clinical and research settings with children suffering from neurodevelopmental disorders, and particularly with children with Attention Deficit and Hyperactivity Disorder (ADHD). This scale provides an interesting qualitative and quantitative picture of the emotional and behavioural children’s attitude by including five subscales assessing conduct problem, learning problem, anxiety, impulsive/hyperactive behaviour and psychosomatic feelings (e.g., Goyette, Conners, & Ulrich, 1978). Previous versions of this scale were developed to contribute to the identification of hyperkinetic children and evaluate treatment efficiency. To our knowledge, no study has verified the factor structure of the French version of the CPRS. In this context, the principal aims of this study were to verify the five-factor structure of the French version of the CPRS and therefore to provide preliminary culturally adapted normative data for Belgian French-speaking children aged from 5 to 10 years old. Method The CPRS for parents was distributed in several schools in the region of Liège (Belgium). A total of 157 parents of normally developing 5-10 years old children participated in this study (Mean age: 7.94 years, SD: 2.01). Exclusion criteria for participation were a history of traumatic brain injury or neurological, developmental, learning, or psychiatric disorders. Results We carried out a Confirmatory Factor Analysis (CFA) using LISREL 8.80 (Jöreskog & Sörbom, 2006) to examine the factor structure of the French version of the CPRS. We tested the five-factor structure found in Goyette, Conners, and Ulrich (1978) with the English version including the five following subscales: [i] Conduct problem, [ii] Learning problem, [iii] Psychosomatic, [iv] Impulsive-hyperactive, and [v] Anxiety. To evaluate the fit of this model, different goodness-of-fit indexes were employed: (1) the chi2 value, (2) the Root Mean Square Error of Approximation (RMSEA; Browne & Cudeck, 1989), and (3) the Comparative Fit Index (CFI; Bentler, 1990). Generally, the fitness index is calculated from the value of the chi-square divided by the degrees of freedom. A value of chi2/df of less than 2 is considered to be an indication of an adequate fit. The RMSEA indicates a ‘good’ approximation if it is less than .05. A RMSEA between .05 and .08 reflects a ‘reasonable’ approximation, and a RMSEA greater than .08 indicates poor approximation. In line with Goyette, Conners, and Ulrich (1978), a five-factor model was constructed in which the items of the CPRS were hypothesized to reflect these factors. The chi-square of the model was not significant, chi2 (199) = 230.626, p > .05. The chi2/df ratio is 1.15, which indicates an adequate fit. For the other fit indices, we obtained a RMSEA of .07. The combination of these indices indicated an acceptable fit for the model tested. The standard item alpha for the whole-scale was .82. The reliability coefficient (Cronbach’s alpha) for each of the subscales ranged from .63 to .80 (Mean: .72). The coefficients confirmed the good internal reliability of the inventory. Discussion The principal aim of this study was to validate the five-factor structure of the French adaptation of the CPRS in Belgian French-speaking children. Interestingly, the CFA showed that, like the original version, the French adaptation of the CPRS presents good psychometric characteristics. More interestingly, the CFA confirmed that the 48-item scale of the French version of the CPRS specifically assessed the five different children’s behaviours described above. Furthermore, this study provides cultural-adapted normative data for Belgian French-speaking children. Future research will be necessary to examine to what extent this questionnaire can discriminate between children with ADHD and normally developing children. [less ▲]

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See detailDistrait? Agité? Mon enfant présente-t-il un trouble déficitaire de l'attention avec/sans hyperactivité?
Catale, Corinne ULg

Conference given outside the academic context (2012)

La Clinique Psychologique et Logopédique Universitaire (CPLU) a le plaisir de vous inviter à sa prochaine conférence donnée par Corinne Catale (Docteur en Sciences Psychologiques) Le diagnostic du trouble ... [more ▼]

La Clinique Psychologique et Logopédique Universitaire (CPLU) a le plaisir de vous inviter à sa prochaine conférence donnée par Corinne Catale (Docteur en Sciences Psychologiques) Le diagnostic du trouble déficitaire de l'attention chez l'enfant reste encore très complexe. L'exposé aura comme premier objectif de décrire le fonctionnement cognitif des enfants atteints de ce trouble et ses conséquences sur la vie quotidienne. Ensuite, nous montrerons l'intérêt de la neuropsychologie dans son diagnostic, mais également dans sa prise en charge, avec la mise en place d'une remédiation cognitive personnalisée et focalisée sur les difficultés que l'enfant présente. [less ▲]

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See detailIs motor sequence learning impaired in Developmental Coordination Disorder?
Lejeune, Caroline ULg; Catale, Corinne ULg; Schmitz, Xavier ULg et al

Poster (2012)

Developmental Coordination Disorder (DCD) is a developmental disorder characterized by marked impairments in motor skills. Despite its negative impact on daily activities and on cognitive and academic ... [more ▼]

Developmental Coordination Disorder (DCD) is a developmental disorder characterized by marked impairments in motor skills. Despite its negative impact on daily activities and on cognitive and academic performance, the mechanisms underlying this disorder remain largely unknown. One hypothesis that has been proposed is that the poor motor coordination abilities may be attributed to impairments in motor learning and, more specifically, in learning of the correct sequencing of movements (Gheysen et al., 2011). To date, only two studies have directly investigated sequence learning in DCD, but their results are contradictory. The aim of this study was to explore learning of motor sequence in DCD children by means of a modified version of the Serial Reaction Time (SRT) task where the standard keyboard was replaced by a touch screen in order to reduce the impact of the DCD group’s motor difficulties. A total of 34 children (17 with DCD and 17 typically developing (TD) children aged between 6 and 12 years old participated in this study. Results show that DCD children were able to learn the sequence as fast and as accurately as TD children. These findings, showing that children with DCD present the same degree of implicit learning as TD children, differ from those obtained by Gheysen et al. (2011) and so, challenge the motor sequence learning deficit hypothesis. We suggest that differences between studies are not related to an implicit sequence learning deficit per se in children with DCD, but rather to methodological aspects like the response mode used in the studies. [less ▲]

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See detailParental educational level influence on memory and executive performance in children
Catale, Corinne ULg; Willems, Sylvie ULg; Lejeune, Caroline ULg et al

in European Review of Applied Psychology = Revue Européenne de Psychologie Appliquée (2012), 62

Introduction. – The influence of Parental Educational Status (PES) on cognitive performance has been confirmed in several studies. Objective. – The aim of this study was to explore the relationship ... [more ▼]

Introduction. – The influence of Parental Educational Status (PES) on cognitive performance has been confirmed in several studies. Objective. – The aim of this study was to explore the relationship between PES and several domains of cognitive functioning and examine, through mediation analyses, the relationship between PES, language,and cognitive tasks. Method. – We first administered tasks measuring memory, executive and attentional abilities to 64 European native French speakers, divided into two groups of children according to parents’ educational status. Results. – The results suggest that, on most tasks, the effect of socio-educational status is mediated by language abilities. However, because the results were less clear for executive functions, we carried out a second experiment in which we administered more specific executive measures (i.e. inhibition, cognitive flexibility, updating and reasoning) to 80 children. Conclusion. – The results confirmed the influence of the parents’ educational status on the executive functioning and also that, contrary to other cognitive functions, this influence on executive tasks is not completely explained by language differences. [less ▲]

Detailed reference viewed: 49 (11 ULg)