Executive function deficits in comorbid RDMD show some evidence of under-additivity, especially in inhibition, shifting, and updating¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3 · i1 small
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person · recheck by 2028: baselines and conditions change

Subclaims¶

q3 i1 In inhibition, shifting, and updating, RDMD children were less impaired than expected under additivity (gAdd = 0.22, p < 0.01), i.e., clearly under-additive. → Nurit Viesel-Nordmeyer 2023 q3 i? At the overall EF level, the additivity result was less clear-cut (p = 0.06) than for math or reading. → Nurit Viesel-Nordmeyer 2023 (2)

Evidence¶

Nurit Viesel-Nordmeyer 2023¶

Nurit Viesel-Nordmeyer, Julia Reuber, Jörg-Tobias Kuhn, Kristina Moll, Heinz Holling, Christian Dobel. (2023). Cognitive Profiles of Children with Isolated and Comorbid Learning Difficulties in Reading and Math: a Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09735-3

q3 · i1 · quant-synthesis · r2

Linear hypothesis testing of additivity on EF outcomes in the meta-analysis. The printed under-additivity effect size gAdd = 0.22 (p < 0.01) indicates RDMD children were "less impaired in inhibition, shifting, and updating than expected in the case of additivity".

"in inhibition, shifting, and updating, profiles of children with comorbid RD and MD were clearly under-additive (gAdd = 0.22, p < 0.01), implying that children with RDMD were less impaired in inhibition, shifting, and updating than expected in the case of additivity"

Nurit Viesel-Nordmeyer 2023 (2)¶

Nurit Viesel-Nordmeyer, Julia Reuber, Jörg-Tobias Kuhn, Kristina Moll, Heinz Holling, Christian Dobel. (2023). Cognitive Profiles of Children with Isolated and Comorbid Learning Difficulties in Reading and Math: a Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09735-3

q3 · i? · quant-synthesis · r2

Overall linear hypothesis tests across the three outcome domains. The additivity result for executive functions was marginal (p = 0.06), motivating the outcome-specific analyses showing under-additivity.

"Overall results (Table 7) provided evidence for an additive effect for the cognitive profile of RDMD in math, reading, and executive function skills, respectively. However, this result seemed to be less clear-cut for EF (p = 0.06) than for math or reading."

Discussion¶

Related Claims¶

• Group differences in math skills between LD and comorbid groups are more pronounced in symbolic than non-symbolic math tasks — related
• The math deficit profile of children with comorbid RDMD is additive: it equals the sum of the deficits of isolated RD and MD groups — related
• Children with comorbid RDMD are significantly more impaired than children with isolated RD or MD in math, reading, and executive function outcomes — related
• The comorbid RD+MD group is more impaired than groups with RD only or MD only on seven of ten neuropsychological composites — related
• The reading deficit profile of children with comorbid RDMD is additive relative to isolated RD and MD — related