Cognitive Profile Discrepancies among Typical University Students and Those with Dyslexia and Mixed-Type Learning Disorder

Scorza, Maristella; Gontkovsky, Samuel T.; Puddu, Marta; Ciaramidaro, Angela; Termine, Cristiano; Simeoni, Loriana; Mauro, Marcella; Benassi, Erika · 2023 · Crossref

DOI: 10.3390/jcm12227113

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Summary

This study addresses the scarcity of research regarding the cognitive profiles of adults with Specific Learning Disorders (SLD), particularly comparing university students with dyslexia (DD) against those with mixed-type SLD. While childhood studies have established that SLD is associated with weaknesses in working memory and processing speed, adult literature remains limited. The authors aimed to determine if the cognitive discrepancies observed in children—specifically a higher General Ability Index (GAI) compared to the Cognitive Proficiency Index (CPI)—persist in adulthood and to identify differences between DD and mixed-type SLD groups. The researchers utilized the Wechsler Adult Intelligence Scale—Fourth Edition (WAIS-IV) to assess 92 university students aged 17.9 to 27.1 years. The sample comprised three groups: 38 typically developing (TD) students, 16 students with a clinical diagnosis of dyslexia, and 38 students with mixed-type SLD (dyslexia combined with dysorthography, dysgraphia, and/or dyscalculia). Participants were recruited from clinical centers and the University of Modena and Reggio Emilia. Statistical analyses, including ANOVA and MANOVA controlling for age, were performed to compare Full-Scale IQ (FSIQ), main index scores (Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed), and additional indexes (GAI and CPI). Results indicated significant differences in FSIQ, with the TD group scoring highest (mean 113.00) and the mixed-SLD group lowest (mean 100.34). Both clinical groups exhibited strengths in perceptual reasoning and verbal comprehension but demonstrated weaknesses in working memory and processing speed. Consequently, both the DD and mixed-SLD groups showed significantly lower CPI scores than the TD group, while their GAI scores did not differ significantly from controls. This confirmed a persistent discrepancy where GAI exceeded CPI in students with SLD. Furthermore, students with mixed-type SLD performed worse than those with dyslexia alone, particularly in working memory and processing speed. A small percentage of the mixed-SLD group (10.53% for working memory, 5.26% for processing speed) scored below the normal range (<70), whereas no students in the other groups fell below this threshold. The findings confirm that the cognitive profile characterized by preserved higher-order reasoning abilities but impaired working memory and processing speed persists from childhood into adulthood for university students with SLD. The study highlights that mixed-type SLD is associated with more pronounced cognitive deficits than dyslexia alone. These results suggest that the GAI may serve as a more accurate estimate of intellectual potential for these individuals than the FSIQ. The authors conclude that these distinctive cognitive profiles should inform assessment practices, intervention programs, and compensatory strategies for students with special educational needs.

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• cognitive capacity variation