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Auteur Elena L. GRIGORENKO |
Documents disponibles écrits par cet auteur (21)
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Lexical processing deficits in children with developmental language disorder: An event-related potentials study / Sergey A. KORNILOV in Development and Psychopathology, 27-2 (May 2015)
[article]
Titre : Lexical processing deficits in children with developmental language disorder: An event-related potentials study Type de document : Texte imprimé et/ou numérique Auteurs : Sergey A. KORNILOV, Auteur ; James S. MAGNUSON, Auteur ; Natalia RAKHLIN, Auteur ; Nicole LANDI, Auteur ; Elena L. GRIGORENKO, Auteur Article en page(s) : p.459-476 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Lexical processing deficits in children with developmental language disorder (DLD) have been postulated to arise as sequelae of their grammatical deficits (either directly or via compensatory mechanisms) and vice versa. We examined event-related potential indices of lexical processing in children with DLD (n = 23) and their typically developing peers (n = 16) using a picture–word matching paradigm. We found that children with DLD showed markedly reduced N400 amplitudes in response both to auditorily presented words that had initial phonological overlap with the name of the pictured object and to words that were not semantically or phonologically related to the pictured object. Moreover, this reduction was related to behavioral indices of phonological and lexical but not grammatical development. We also found that children with DLD showed a depressed phonological mapping negativity component in the early time window, suggesting deficits in phonological processing or early lexical access. The results are partially consistent with the overactivation account of lexical processing deficits in DLD and point to the relative functional independence of lexical/phonological and grammatical deficits in DLD, supporting a multidimensional view of the disorder. The results also, although indirectly, support the neuroplasticity account of DLD, according to which language impairment affects brain development and shapes the specific patterns of brain responses to language stimuli. En ligne : http://dx.doi.org/10.1017/S0954579415000097 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257
in Development and Psychopathology > 27-2 (May 2015) . - p.459-476[article] Lexical processing deficits in children with developmental language disorder: An event-related potentials study [Texte imprimé et/ou numérique] / Sergey A. KORNILOV, Auteur ; James S. MAGNUSON, Auteur ; Natalia RAKHLIN, Auteur ; Nicole LANDI, Auteur ; Elena L. GRIGORENKO, Auteur . - p.459-476.
Langues : Anglais (eng)
in Development and Psychopathology > 27-2 (May 2015) . - p.459-476
Index. décimale : PER Périodiques Résumé : Lexical processing deficits in children with developmental language disorder (DLD) have been postulated to arise as sequelae of their grammatical deficits (either directly or via compensatory mechanisms) and vice versa. We examined event-related potential indices of lexical processing in children with DLD (n = 23) and their typically developing peers (n = 16) using a picture–word matching paradigm. We found that children with DLD showed markedly reduced N400 amplitudes in response both to auditorily presented words that had initial phonological overlap with the name of the pictured object and to words that were not semantically or phonologically related to the pictured object. Moreover, this reduction was related to behavioral indices of phonological and lexical but not grammatical development. We also found that children with DLD showed a depressed phonological mapping negativity component in the early time window, suggesting deficits in phonological processing or early lexical access. The results are partially consistent with the overactivation account of lexical processing deficits in DLD and point to the relative functional independence of lexical/phonological and grammatical deficits in DLD, supporting a multidimensional view of the disorder. The results also, although indirectly, support the neuroplasticity account of DLD, according to which language impairment affects brain development and shapes the specific patterns of brain responses to language stimuli. En ligne : http://dx.doi.org/10.1017/S0954579415000097 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 P. Kluth and L. Chandler-Olcott, A Land We Can Share: Teaching Literacy to Students with Autism / Elena L. GRIGORENKO in Journal of Autism and Developmental Disorders, 38-5 (May 2008)
[article]
Titre : P. Kluth and L. Chandler-Olcott, A Land We Can Share: Teaching Literacy to Students with Autism : Paul H. Brookes Publishing Company, Baltimore, MD, 2008, 248 pp., $24.95 (paper), ISBN 978-1-55766-855-4 Type de document : Texte imprimé et/ou numérique Auteurs : Elena L. GRIGORENKO, Auteur Année de publication : 2008 Article en page(s) : p.999-1000 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-008-0562-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418
in Journal of Autism and Developmental Disorders > 38-5 (May 2008) . - p.999-1000[article] P. Kluth and L. Chandler-Olcott, A Land We Can Share: Teaching Literacy to Students with Autism : Paul H. Brookes Publishing Company, Baltimore, MD, 2008, 248 pp., $24.95 (paper), ISBN 978-1-55766-855-4 [Texte imprimé et/ou numérique] / Elena L. GRIGORENKO, Auteur . - 2008 . - p.999-1000.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 38-5 (May 2008) . - p.999-1000
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-008-0562-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418 Regulation of Cerebral Cortical Size and Neuron Number by Fibroblast Growth Factors: Implications for Autism / Flora M. VACCARINO in Journal of Autism and Developmental Disorders, 39-3 (March 2009)
[article]
Titre : Regulation of Cerebral Cortical Size and Neuron Number by Fibroblast Growth Factors: Implications for Autism Type de document : Texte imprimé et/ou numérique Auteurs : Flora M. VACCARINO, Auteur ; Elena L. GRIGORENKO, Auteur ; Karen MULLER SMITH, Auteur ; Hanna E. STEVENS, Auteur Année de publication : 2009 Article en page(s) : p.511-520 Langues : Anglais (eng) Mots-clés : Fibroblast-growth-factors Excitatory-pyramidal-neurons Cerebral-cortex Autism-spectrum-disorders Progenitor-cells Index. décimale : PER Périodiques Résumé : Increased brain size is common in children with autism spectrum disorders. Here we propose that an increased number of cortical excitatory neurons may underlie the increased brain volume, minicolumn pathology and excessive network excitability, leading to sensory hyper-reactivity and seizures, which are often found in autism. We suggest that Fibroblast Growth Factors (FGF), a family of genes that regulate cortical size and connectivity, may be responsible for these developmental alterations. Studies in animal models suggest that mutations in FGF genes lead to altered cortical volume, excitatory cortical neuron number, minicolum pathology, hyperactivity and social deficits. Thus, many risk factors may converge upon FGF-regulated pathogenetic pathways, which alter excitatory/inhibitory balance and cortical modular architecture, and predispose to autism spectrum disorders. En ligne : http://dx.doi.org/10.1007/s10803-008-0653-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=696
in Journal of Autism and Developmental Disorders > 39-3 (March 2009) . - p.511-520[article] Regulation of Cerebral Cortical Size and Neuron Number by Fibroblast Growth Factors: Implications for Autism [Texte imprimé et/ou numérique] / Flora M. VACCARINO, Auteur ; Elena L. GRIGORENKO, Auteur ; Karen MULLER SMITH, Auteur ; Hanna E. STEVENS, Auteur . - 2009 . - p.511-520.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 39-3 (March 2009) . - p.511-520
Mots-clés : Fibroblast-growth-factors Excitatory-pyramidal-neurons Cerebral-cortex Autism-spectrum-disorders Progenitor-cells Index. décimale : PER Périodiques Résumé : Increased brain size is common in children with autism spectrum disorders. Here we propose that an increased number of cortical excitatory neurons may underlie the increased brain volume, minicolumn pathology and excessive network excitability, leading to sensory hyper-reactivity and seizures, which are often found in autism. We suggest that Fibroblast Growth Factors (FGF), a family of genes that regulate cortical size and connectivity, may be responsible for these developmental alterations. Studies in animal models suggest that mutations in FGF genes lead to altered cortical volume, excitatory cortical neuron number, minicolum pathology, hyperactivity and social deficits. Thus, many risk factors may converge upon FGF-regulated pathogenetic pathways, which alter excitatory/inhibitory balance and cortical modular architecture, and predispose to autism spectrum disorders. En ligne : http://dx.doi.org/10.1007/s10803-008-0653-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=696 Risk factors and resilience in the developing world: One of many lessons to learn / Elena L. GRIGORENKO in Development and Psychopathology, 19-3 (Summer 2007)
[article]
Titre : Risk factors and resilience in the developing world: One of many lessons to learn Type de document : Texte imprimé et/ou numérique Auteurs : Elena L. GRIGORENKO, Auteur ; Linda JARVIN, Auteur ; Bestern KAANI, Auteur ; Paula PULE KAPUNGULYA, Auteur ; Jonna KWIATKOWSKI, Auteur ; Robert J. STERNBERG, Auteur Année de publication : 2007 Article en page(s) : p.747-765 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This article summarizes the results of an intervention study with approximately 4,000 Zambian children, in which risk of helminth infection and related health problems were ameliorated with medication and micronutrient and vitamin supplementation. The results of this intervention were tracked with a newly developed cognitive assessment battery for Zambian school children in Grades 3–7. The quantification of cognitive functioning manifested after the intervention indicated treatment-related improvements in the cognitive skill of following instructions. This skill is fundamental to success in school. It constitutes an important indicator of resilience in overcoming difficulties related to growing up and being educated under the pressure of the multiple risk factors characteristic of the developing world. En ligne : http://dx.doi.org/10.1017/s0954579407000375 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166
in Development and Psychopathology > 19-3 (Summer 2007) . - p.747-765[article] Risk factors and resilience in the developing world: One of many lessons to learn [Texte imprimé et/ou numérique] / Elena L. GRIGORENKO, Auteur ; Linda JARVIN, Auteur ; Bestern KAANI, Auteur ; Paula PULE KAPUNGULYA, Auteur ; Jonna KWIATKOWSKI, Auteur ; Robert J. STERNBERG, Auteur . - 2007 . - p.747-765.
Langues : Anglais (eng)
in Development and Psychopathology > 19-3 (Summer 2007) . - p.747-765
Index. décimale : PER Périodiques Résumé : This article summarizes the results of an intervention study with approximately 4,000 Zambian children, in which risk of helminth infection and related health problems were ameliorated with medication and micronutrient and vitamin supplementation. The results of this intervention were tracked with a newly developed cognitive assessment battery for Zambian school children in Grades 3–7. The quantification of cognitive functioning manifested after the intervention indicated treatment-related improvements in the cognitive skill of following instructions. This skill is fundamental to success in school. It constitutes an important indicator of resilience in overcoming difficulties related to growing up and being educated under the pressure of the multiple risk factors characteristic of the developing world. En ligne : http://dx.doi.org/10.1017/s0954579407000375 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 Schooling and variation in the COMT gene: the devil is in the details / Daniel B. CAMPBELL in Journal of Child Psychology and Psychiatry, 54-10 (October 2013)
[article]
Titre : Schooling and variation in the COMT gene: the devil is in the details Type de document : Texte imprimé et/ou numérique Auteurs : Daniel B. CAMPBELL, Auteur ; Johanna BICK, Auteur ; Carolyn M. YRIGOLLEN, Auteur ; Maria LEE, Auteur ; Antony JOSEPH, Auteur ; Joseph T. CHANG, Auteur ; Elena L. GRIGORENKO, Auteur ; LEARNING DISABILITIES PROJECT ZAMBIA,, Auteur Article en page(s) : p.1056-1065 Langues : Anglais (eng) Mots-clés : Schooling nonverbal intelligence the COMT gene haplotype analysis haplo.glm interaction effects Index. décimale : PER Périodiques Résumé : Background Schooling is considered one of the major contributors to the development of intelligence within societies and individuals. Genetic variation might modulate the impact of schooling and explain, at least partially, the presence of individual differences in classrooms. Method We studied a sample of 1,502 children (mean age = 11.7 years) from Zambia. Approximately 57% of these children were enrolled in school, and the rest were not. To quantify genetic variation, we investigated a number of common polymorphisms in the catechol-O-methyltransferase (COMT) gene that controls the production of the protein thought to account for 60% of the dopamine degradation in the prefrontal cortex. Results Haplotype analyses generated results ranging from the presence to absence of significant interactions between a number of COMT haplotypes and indicators of schooling (i.e., in- vs. out-of-school and grade completed) in the prediction of nonverbal intelligence, depending on the parameter specification. However, an investigation of the distribution of corresponding p-values suggested that these positive results were false. Conclusions Convincing evidence that the variation in the COMT gene is associated with individual differences in nonverbal intelligence either directly or through interactions with schooling was not found. p-values produced by the method of testing for haplotype effects employed here may be sensitive to parameter settings, invalid under default settings, and should be checked for validity through simulation. En ligne : http://dx.doi.org/10.1111/jcpp.12120 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
in Journal of Child Psychology and Psychiatry > 54-10 (October 2013) . - p.1056-1065[article] Schooling and variation in the COMT gene: the devil is in the details [Texte imprimé et/ou numérique] / Daniel B. CAMPBELL, Auteur ; Johanna BICK, Auteur ; Carolyn M. YRIGOLLEN, Auteur ; Maria LEE, Auteur ; Antony JOSEPH, Auteur ; Joseph T. CHANG, Auteur ; Elena L. GRIGORENKO, Auteur ; LEARNING DISABILITIES PROJECT ZAMBIA,, Auteur . - p.1056-1065.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 54-10 (October 2013) . - p.1056-1065
Mots-clés : Schooling nonverbal intelligence the COMT gene haplotype analysis haplo.glm interaction effects Index. décimale : PER Périodiques Résumé : Background Schooling is considered one of the major contributors to the development of intelligence within societies and individuals. Genetic variation might modulate the impact of schooling and explain, at least partially, the presence of individual differences in classrooms. Method We studied a sample of 1,502 children (mean age = 11.7 years) from Zambia. Approximately 57% of these children were enrolled in school, and the rest were not. To quantify genetic variation, we investigated a number of common polymorphisms in the catechol-O-methyltransferase (COMT) gene that controls the production of the protein thought to account for 60% of the dopamine degradation in the prefrontal cortex. Results Haplotype analyses generated results ranging from the presence to absence of significant interactions between a number of COMT haplotypes and indicators of schooling (i.e., in- vs. out-of-school and grade completed) in the prediction of nonverbal intelligence, depending on the parameter specification. However, an investigation of the distribution of corresponding p-values suggested that these positive results were false. Conclusions Convincing evidence that the variation in the COMT gene is associated with individual differences in nonverbal intelligence either directly or through interactions with schooling was not found. p-values produced by the method of testing for haplotype effects employed here may be sensitive to parameter settings, invalid under default settings, and should be checked for validity through simulation. En ligne : http://dx.doi.org/10.1111/jcpp.12120 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 Speaking genes or genes for speaking? Deciphering the genetics of speech and language / Elena L. GRIGORENKO in Journal of Child Psychology and Psychiatry, 50-1-2 (January/February 2009)
PermalinkSpecial Issue: In Honor of Sara S. Sparrow, Ph.D / Fred R. VOLKMAR in Journal of Autism and Developmental Disorders, 44-2 (February 2014)
PermalinkTeaching Children with Autism to Read for Meaning: Challenges and Possibilities / Judi RANDI in Journal of Autism and Developmental Disorders, 40-7 (July 2010)
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