With my training in neuropsychology and clinical psychology I have been interested in cognitive disorders. One of our major projects on children with ADHD offers a classification system based on cognitive-motivational functions that are specifically impaired in ADHD children. This study indicates that response inhibition, error monitoring, task switching, and motivational style show considerable promise for the differential classification of ADHD (see Figure 16) (Gupta, Kar & Srinivasan, 2011). Our studies on dyslexia have looked at phonological awareness, central auditory processing deficits and script dependent vs central processing deficits in dyslexia. We have also been a part of a large-scale project on development and validation of a multilingual tool for Dyslexia assessment for language of India (DALI) (Rao et al., 2021). We have also looked at the effect of anxiety on dynamic adjustments in cognitive control using the AX-CPT task with EEG/ERP among trait anxious and those with generalized anxiety disorder.
Rao, C., Sumathi, T. A., Midha, R. Oberoi, G., Kar, B. R., Khan, M., Vaidya, K., Midya, V., Raman, N., Gajre, M., & Singh, N. C. (2021). Development and Standardization of the DALI-DAB (Dyslexia Assessment for Languages of India–Dyslexia Assessment Battery). Annals of Dyslexia. doi: 10.1007/s11881-021-00227-z
Singh, N.C., Cherodath, S., Sumathi, T. A., Kosera, R., Currawala, K., Kar, B. R., Oberoi, G. Reading skills in children provided simultaneous instruction in two distinct writing systems – insights from behaviour and neuroimaging. In, Peer, L. and Reid, G. (Eds.) (2016). Multilingualism, Literacy and Dyslexia – Breaking down barriers for educators London: Routledge
Joshi, G., Daksha, C. P., Pammi, V. S. C., & Kar, B. R. (2021, March 8th). Standardization and Convergent Validation of the State-Trait Anxiety Inventory with measures of Personality, Affective Control and, Risk Propensity. https://doi.org/10.31234/osf.io/845bj
Dash T. & Kar, B. R. (2014). Bilingual language control and general-purpose cognitive control among individuals with bilingual aphasia: Evidence based on negative priming and flanker tasks. Behavioural Neurology, 679706. doi.org/10.1155/2014/679706
Gupta, R. & Kar, B. R. (2012). Attention and memory bias among currently depressed and remitted individuals. Frontiers in Psychiatry, 3: 99.
Gupta, R., Kar, B. R., & Srinivasan, N. (2011). Cognitive-Motivational Deficits in ADHD: Development of a Classification System. Child Neuropsychology, 17(1), 67-81.
Pal, A. K. & Kar, B. R. (2010). Auditory processing and phonological awareness among biliterate normally progressing readers and dyslexic readers. International Journal of Mind Brain and Cognition. 1, 5-29
Kar, B. R., Rao, S. L., Chandramouli, B. A., Thennarasu, K., & Satishchandra, P. (2010). Neuropsychological lateralization of brain dysfunction in children with mesial temporal sclerosis: A presurgical evaluation. Journal of Child Neurology, 25 (6): 705-714.
Gupta R. & Kar, B. R. (2010). Specific Cognitive Deficits in ADHD: A Diagnostic Concern in Differential Diagnosis. Journal of Child and Family Studies, 19, (6): 778-786.
Kar, B. R. & Rao, S. L. (2008). Cognitive development in children with chronic protein energy malnutrition. Behavioural and Brain Functions, 4: 31.