ELIZA

return kwic search for through out of >500 occurrences
437431 occurrences (No.38 in the rank) during 5 years in the PubMed. [no cache] 500 found

294) Results revealed significant differences between groups, with intellectually gifted youth with ADHD achieving lower T scores on CVLT-C Trials 1 through 5 compared with intellectually gifted youth without ADHD, and intellectually gifted youth with ADHD achieving higher T scores than youth of average intellectual abilities with ADHD.

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PMID:24191777 DOI:10.1080/21622965.2013.790821

2015 Applied neuropsychology. Child

* A neurodevelopmental approach to understanding memory processes among intellectually gifted youth with attention-deficit hyperactivity disorder.

- Intellectual giftedness is associated with strong strategic verbal memory while attention-deficit hyperactivity disorder (ADHD) is associated with strategic verbal memory deficits; however, no previous research has explored how this contradiction manifests in gifted populations with diagnoses of ADHD. The purpose of this study was to explore strategic verbal memory processes among intellectually gifted youth with and without ADHD to provide clarification regarding this specific aspect of neuropsychological functioning within this population. One hundred twenty-five youth completed neuropsychological evaluations including the Wechsler Intelligence Scale for Children-Fourth Edition and California Verbal Learning Test-Children's Version (CVLT-C). Results revealed significant differences between groups, with intellectually gifted youth with ADHD achieving lower T scores on CVLT-C Trials 1 through 5 compared with intellectually gifted youth without ADHD, and intellectually gifted youth with ADHD achieving higher T scores than youth of average intellectual abilities with ADHD. Additionally, repeated-measures analysis of variance revealed a main effect improvement among gifted youth with ADHD in short-delay recall when provided with organizational cues. Findings revealed new evidence about the role of twice exceptionality (specifically intellectual giftedness and ADHD) in strategic verbal memory and have important implications for parents, educators, psychologists and neuropsychologists, and other mental health professionals working with this population.

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(1)113 the	(12)3 biological	(23)2 direct	(34)2 low
(2)51 a	(13)3 both	(24)2 evidence	(35)2 maternal
(3)11 an	(14)3 cortical	(25)2 focus	(36)2 paracrine
(4)10 which	(15)3 histological	(26)2 four	(37)2 promoting
(5)5 their	(16)3 infancy	(27)2 human	(38)2 rat
(6)4 activation	(17)3 interaction	(28)2 information,	(39)2 reward
(7)4 its	(18)3 simulation	(29)2 inhibition	(40)2 skin
(8)4 median	(19)2 2012	(30)2 interactions	(41)2 such
(9)4 three	(20)2 August	(31)2 international	(42)2 these
(10)4 use	(21)2 PCR-based	(32)2 intersection
(11)3 analysis	(22)2 different	(33)2 interviews

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--- WordNet output for through --- =>直通の, のために, の間じゅう, 終わって, を貫いて, の中を通って, のいたるところに, を通じて Overview of adj through The adj through has 2 senses (first 1 from tagged texts) 1. (4) done, through, through with -- (having finished or arrived at completion; "certain to make history before he's done"; "it's a done deed"; "after the treatment, the patient is through except for follow-up"; "almost through with his studies") 2. through -- ((of a route or journey etc.) continuing without requiring stops or changes; "a through street"; "a through bus"; "through traffic") Overview of adv through The adv through has 5 senses (first 3 from tagged texts) 1. (5) through -- (from beginning to end; "read this book through") 2. (2) through -- (over the whole distance; "this bus goes through to New York") 3. (1) through -- (to completion; "think this through very carefully!") 4. through -- (in diameter; "this cylinder measures 15 inches through") 5. through, through and through -- (throughout the entire extent; "got soaked through in the rain"; "I'm frozen through"; "a letter shot through with the writer's personality"; "knew him through and through"; "boards rotten through and through") --- WordNet end ---