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Influence of slower processing speed (PS) in children with high cognitive ability on parent- and teacher-reported psychosocial outcomes.

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Title: Influence of slower processing speed (PS) in children with high cognitive ability on parent- and teacher-reported psychosocial outcomes.
Authors: Forchelli, Gina A. (AUTHOR), Vuijk, Pieter J. (AUTHOR), Colvin, Mary K. (AUTHOR), Wolfe, Lauren E. (AUTHOR), Koven, Maya R. (AUTHOR), Tetreau, Emily N. (AUTHOR), Doyle, Alysa E. (AUTHOR), Braaten, Ellen B. (AUTHOR)
Source: Child Neuropsychology. Feb2026, Vol. 32 Issue 2, p214-226. 13p.
Subjects: Cognitive processing speed, Cognitive ability, Educational counseling, School children, Learning disabilities, Social interaction, Longitudinal method, Social skills
Abstract: Processing Speed (PS) has become established as an area of concern in pediatric populations. Research suggests that it can differentially impact academic, social, and adaptive outcomes. A relationship between cognitive ability, PS weakness, and psychosocial outcomes has been indicated in recent literature. The current study sought to explore the relationship between those with higher cognitive ability and a relative difficulty in PS (Weschler VCI > 110 and Weschler VCI – PSI ≥ 15) in parent and teacher reported behaviors, specifically school engagement and services, social relationships, adaptability/resilience, and negative legal outcomes (e.g. substance use). Data were used from a clinically referred sample of 679 children ages 6–17 (11.2 ± 3.2; 37.3% girls) with high cognitive ability that were part of a larger study (Longitudinal Study of Genetic Influences on Cognition (LOGIC)). Results suggest that parents and teachers observe children with a relative PS difficulty to have more struggle with their approach to work. There were particularly strong associations on teacher rating scales. Discussion highlights the importance of teacher input as an indicator of academic struggle in these youth and discuss implications for further research. [ABSTRACT FROM AUTHOR]
Copyright of Child Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Influence of slower processing speed (PS) in children with high cognitive ability on parent- and teacher-reported psychosocial outcomes.
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  Data: <searchLink fieldCode="AR" term="%22Forchelli%2C+Gina+A%2E%22">Forchelli, Gina A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vuijk%2C+Pieter+J%2E%22">Vuijk, Pieter J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Colvin%2C+Mary+K%2E%22">Colvin, Mary K.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wolfe%2C+Lauren+E%2E%22">Wolfe, Lauren E.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Koven%2C+Maya+R%2E%22">Koven, Maya R.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tetreau%2C+Emily+N%2E%22">Tetreau, Emily N.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Doyle%2C+Alysa+E%2E%22">Doyle, Alysa E.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Braaten%2C+Ellen+B%2E%22">Braaten, Ellen B.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Child+Neuropsychology%22">Child Neuropsychology</searchLink>. Feb2026, Vol. 32 Issue 2, p214-226. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Cognitive+processing+speed%22">Cognitive processing speed</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+counseling%22">Educational counseling</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink>
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  Data: Processing Speed (PS) has become established as an area of concern in pediatric populations. Research suggests that it can differentially impact academic, social, and adaptive outcomes. A relationship between cognitive ability, PS weakness, and psychosocial outcomes has been indicated in recent literature. The current study sought to explore the relationship between those with higher cognitive ability and a relative difficulty in PS (Weschler VCI > 110 and Weschler VCI – PSI ≥ 15) in parent and teacher reported behaviors, specifically school engagement and services, social relationships, adaptability/resilience, and negative legal outcomes (e.g. substance use). Data were used from a clinically referred sample of 679 children ages 6–17 (11.2 ± 3.2; 37.3% girls) with high cognitive ability that were part of a larger study (Longitudinal Study of Genetic Influences on Cognition (LOGIC)). Results suggest that parents and teachers observe children with a relative PS difficulty to have more struggle with their approach to work. There were particularly strong associations on teacher rating scales. Discussion highlights the importance of teacher input as an indicator of academic struggle in these youth and discuss implications for further research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09297049.2025.2539695
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        Text: English
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      – SubjectFull: Social interaction
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      – SubjectFull: Social skills
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              Text: Feb2026
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              Y: 2026
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