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C Roncadin

Publications and source records attributed to C Roncadin.

2 recordsLinked to original sources

Attentional-inhibitory control and social-behavioral regulation after childhood closed head injury: do biological, developmental, and recovery variables predict outcome?

Attentional-inhibitory control and social-behavioral regulation are two outcome domains commonly impaired after childhood closed head injury (CHI). We compared neuropsychological tests of attentional-inhibitory control (vigilance, selective attention, response modulation) and social discourse and intentionality (inferencing, figurative language, and speech acts) with parent ratings of attention and behavioral regulation in relation to four injury-related variables: age at CHI, time since CHI, CHI injury severity, and frontal lobe injury moderated by CHI severity. Participants were 105 school-aged children in the chronic stage of CHI, divided into mild, moderate, and severe injury severity groups, and further subdivided according to frontal lobe injury. Outcome indices were imperfectly correlated in the group as a whole, although several relations between neurocognitive tests and parent ratings were observed within CHI subgroups. Different domains of cognitive function had different predictors. For attentional-inhibitory control, age at injury and time since injury were most predictive of outcome; for social discourse, predictors were injury severity and frontal lobe injury moderated by injury severity. Variability in cognitive outcome after childhood CHI is not random, but appears related to age, time, and biological features of the injury.

Adolescent↗

Mental-attentional capacity: does cognitive style make a difference?

There is currently no consensus on whether the difference between field-dependent and field-independent subjects on tasks of cognitive abilities result from different mental processing strategies, from true group differences in cognitive ability, or from both. School-age children (N = 239) were tested for field dependence/independence using the Children's Embedded Figures Test and for mental-attentional capacity using the Figural Intersection Task. Multigroup scaling models were used to separate the contributions of style from ability in children's performance on Figural Intersection items. Results show that field-dependent children have greater odds of success than field-independent children in Figural Intersection items when the task's mental-attentional demand is above the child's mental attentional capacity, as assessed in the same task. The contrary is true when the task's mental-attentional demand is below or equal to the mental-attentional capacity of the child. Overall, field-dependent children obtain lower estimates of mental-attentional capacity than field-independent children in this task. We discuss the implications of these results for the measurement of mental-attentional capacity and the conceptualization of field dependence/independence.

Adolescent↗