Previous studies showed that patients with specific learning disorder could have neuropsychological deficit in comorbidity. The aim of this study was to investigate the performances on neuropsychological tests in a sample of 168 adult patients (mean age 24,529) with specific learning disorder grouped according to the number of diagnoses as reported by ICD-10 criteria. A neuropsychological battery was administered to analyse the following cognitive domains: verbal and visuo-spatial short-term memory, visual selective attention, working memory and attentional control, verbal categorical and phonological fluency. Our results showed that only patient groups with diagnoses in three and four learning categories reported deficits on visual selective attention and working memory and attentional control tests (speed measure). In addition, the performances of patients with diagnosis in just one category were better than those of patients with multi-diagnoses. It was hypothesized that subjects with single diagnosis would have developed greater resilience abilities and increased coping strategies to manage cognitive difficulties.
L’analisi della letteratura mostra come i pazienti con disturbo specifico dell’apprendimento possano avere deficit neuropsicologici in comorbidità. Il presente studio si proponeva di analizzare le prestazioni ai test neuropsicologici in un campione di 168 pazienti adulti (età media 24,529) con disturbi specifici dell’apprendimento, suddivisi in base al numero di diagnosi secondo i criteri ICD-10. I pazienti sono stati sottoposti ad una valutazione neuropsicologica che indagava le seguenti funzioni cognitive: memoria a breve termine verbale e visuo-spaziale, attenzione selettiva visiva, memoria di lavoro e controllo attentivo, abilità linguistiche di accesso al lessico su base fonemica e semantica. Le analisi hanno mostrato che solo i gruppi di pazienti con diagnosi in tre e quattro categorie riportavano prestazioni deficitarie ai test di attenzione selettiva visiva e di memoria di lavoro e controllo attentivo (parametro velocità). Inoltre, le prestazioni del gruppo di pazienti con una diagnosi erano migliori rispetto a quelle dei gruppi di pazienti con diagnosi multiple in tutti i test somministrati. E’ stato quindi ipotizzato che i soggetti con singola diagnosi potrebbero aver sviluppato maggiori abilità di resilienza e strategie di coping per gestire le difficoltà cognitive.
Analisi del profilo neuropsicologico in soggetti adulti con disturbo specifico dell'apprendimento.
BOLLANI, ALESSANDRA
2014/2015
Abstract
Previous studies showed that patients with specific learning disorder could have neuropsychological deficit in comorbidity. The aim of this study was to investigate the performances on neuropsychological tests in a sample of 168 adult patients (mean age 24,529) with specific learning disorder grouped according to the number of diagnoses as reported by ICD-10 criteria. A neuropsychological battery was administered to analyse the following cognitive domains: verbal and visuo-spatial short-term memory, visual selective attention, working memory and attentional control, verbal categorical and phonological fluency. Our results showed that only patient groups with diagnoses in three and four learning categories reported deficits on visual selective attention and working memory and attentional control tests (speed measure). In addition, the performances of patients with diagnosis in just one category were better than those of patients with multi-diagnoses. It was hypothesized that subjects with single diagnosis would have developed greater resilience abilities and increased coping strategies to manage cognitive difficulties.È consentito all'utente scaricare e condividere i documenti disponibili a testo pieno in UNITESI UNIPV nel rispetto della licenza Creative Commons del tipo CC BY NC ND.
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https://hdl.handle.net/20.500.14239/7380