Relations Between Executive Functioning, Second Language Fluency, and Externalizing Behavior Problems in Early Childhood
Relations Between Executive Functioning, Second Language Fluency, and Externalizing Behavior Problems in Early Childhood

Author: Lindsey A. Hutchison

Publisher:

Published: 2012

Total Pages: 0

ISBN-13:

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The current study explores relations between executive functioning (EF), degree of bilingualism, and externalizing behavior problems in a sample (N = 79) of 5- to 7-yearold monolingual (n = 33) and bilingual (n = 46) children. The bilingual group included both children who were fully fluent in two languages (balanced bilinguals; n = 17) and children who were still learning their second language (Dual Language Learners; DLLs; n = 29). The main components of EF included inhibitory control, cognitive flexibility, and planning/problem-solving skills. Parents and children came into the lab for a onetime, two-hour session. Parents completed surveys on children's language background, EF, and behavior problems while children worked with the researcher in a separate room. EF was measured with a go/no-go task (GNG), the Head-Toes-Knees-Shoulders task (HTKS), the Dimensional Change Card Sort (DCCS), the Simon task, and the Tower of London (TOL). Children's language proficiency in English and Spanish was measured with direct assessments. Results revealed no language group differences for simple inhibitory control (i.e. tasks that were more response-based in nature; GNG, HTKS), but the "bilingual advantage" was demonstrated for more complex inhibitory control (i.e. task that involved control of attention; Simon) and cognitive flexibility (DCCS). Bilinguals also demonstrated superior planning/problem-solving skills (TOL), an area with little prior research. Contrary to prior research, there was some evidence that DLLs had an advantage over monolinguals in interference control and cognitive flexibility. There was no evidence that EF mediated the relationship between language group and behavior problems. There was some evidence that the relationships between EF and behavior problems were stronger for balanced bilinguals compared to DLLs and monolinguals. Findings have important implications in light of the growing population of Spanish-English balanced bilinguals and DLLs in the U.S.

Child Development in Russia
Child Development in Russia

Author: Aleksander Veraksa

Publisher: Springer Nature

Published: 2022-09-02

Total Pages: 273

ISBN-13: 3031055241

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This book presents unique results of complex studies from the all-Russian longitudinal study “Grow with Russia”. In the framework of the cultural-historical concept, it focuses on the social situation of development, which is organized by adults, and its influence on cognitive and emotional development of children. It examines the role of the traditional play in children's development in modern conditions. The book explores the changes in social situation of development due to the digitalization of the world and its impact on child development, child groups and play development. The book searches for cognitive cultural tools as means of concept acquisition by preschool children in different domains as well as key factors that influence effectiveness of different cultural tools usage. This book provides international perspectives, making results from the study applicable to different cultural contexts.

Understanding Variability in Second Language Acquisition, Bilingualism, and Cognition
Understanding Variability in Second Language Acquisition, Bilingualism, and Cognition

Author: Kristin Kersten

Publisher: Taylor & Francis

Published: 2022-07-29

Total Pages: 338

ISBN-13: 100060960X

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This collection brings together linguistic, psychological, and sociological perspectives reflecting on the relationships and interactions of the multilayered factors impacting second language development and cognitive competence. The book advocates a system approach as a counterpoint to existing scholarship, which has tended to focus on a small set of variables. The 13 chapters demonstrate the ways in which cognitive and linguistic development are intrinsically linked, occurring within a nested structure of multiple levels: individual neuro-cognitive systems and processes, individual engagement with the social world, and the wider social and institutional environments and cultural contexts affecting the belief systems and linguistic conventions of social groups. The volume begins by outlining the theoretical and methodological foundations before moving into a more focused look at the interplay of these different variables at the macro, meso, and micro levels. A final section features two commentary chapters from linguistics and psychology, respectively, synthesizing insights from earlier chapters and situating the collection within broader scholarship on linguistic and cognitive development, theoretical and methodological implications, and discussions of avenues for future empirical research. This book will be of particular interest to scholars in second language acquisition, psycholinguistics, cognition, psychology, and sociology.

Shyness
Shyness

Author: W. Ray Crozier

Publisher: Routledge

Published: 2002-01-04

Total Pages: 300

ISBN-13: 1134591810

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Written by some of the leading international authorities in the field, this volume provides an overview of significant contemporary psychological research into shyness. It brings together perspectives from developmental psychology, social psychology and clinical psychology.

The Relation Between Language Fluency and Language Application with Executive Functioning in Monolingual, Bi/Multilingual College-Aged Individuals
The Relation Between Language Fluency and Language Application with Executive Functioning in Monolingual, Bi/Multilingual College-Aged Individuals

Author: Shelby Lee Johnson

Publisher:

Published: 2021

Total Pages: 75

ISBN-13:

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Research has shown that bilingual individuals may have an advantage pertaining to tasks of executive functioning (EF) due to greater mental flexibility and inhibition of non-relevant stimuli. However, the extent of this advantage is unknown especially related to how often the additional language(s) is used, the level of language fluency in one or more languages, and, if any, when additional languages were learned. The current study aimed to understand the relation between language fluency and EF among monolingual and bi/multilingual individuals, how language usage frequency may relate to EF, and the importance of age of acquisition of language. No significant relation between language fluency and EF or between language application and EF was found for the full sample. Likewise, age of acquisition did not predict EF among the bi/multilingual group, nor did it moderate the relation of other language variables with EF. Potential explanations for the lack of significant findings related to specific neurocognitive measures given and demographics of participants are explored.

Transforming the Workforce for Children Birth Through Age 8
Transforming the Workforce for Children Birth Through Age 8

Author: National Research Council

Publisher: National Academies Press

Published: 2015-07-23

Total Pages: 587

ISBN-13: 0309324882

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Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Developmental Language Disorders in Childhood and Adolescence
Developmental Language Disorders in Childhood and Adolescence

Author: Katsarou, Dimitra V.

Publisher: IGI Global

Published: 2023-10-16

Total Pages: 464

ISBN-13:

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The field of language disorders often lacks comprehensive resources that address the diverse range of developmental language disorders and provide insights into effective treatment and special education approaches. Many existing books focus on specific disorders or groups of disorders, leaving a gap in knowledge and understanding for academic scholars and professionals seeking a broader perspective. This limitation hampers efforts to support individuals with developmental language disorders and integrate them into schools and society. Developmental Language Disorders in Childhood and Adolescence, edited by Dimitra Katsarou, is a groundbreaking book that fills the void in literature by offering a holistic and inclusive approach to developmental language disorders. Unlike other publications, this edited volume covers a wide range of disorders and provides insights into linguistic approaches, treatment methods, and special education practices. It serves as a comprehensive resource that equips academic scholars, educators, clinicians, therapists, and parents with the knowledge and strategies needed to address developmental language disorders effectively. With chapters authored by experts in the field, the book explores topics such as psycholinguistics, neurolinguistics, etiology, differential diagnosis, genetic syndromes, dyslexia, autism, aphasias, stuttering, psychological problems and language, developmental psychopathology, cognitive and linguistic profiles, special education, therapy, inclusion, and the roles of schools, families, and caregivers. By encompassing this broad range of subjects, the book provides readers with a deep understanding of the complexities of developmental language disorders and offers practical guidance for supporting individuals with language challenges. Developmental Language Disorders in Childhood and Adolescence is an essential resource for academic scholars, professionals, and individuals interested in developmental language disorders. By offering a comprehensive exploration of the subject and highlighting inclusive pedagogical approaches, the book empowers readers to better understand, diagnose, and support individuals with developmental language disorders. With its emphasis on treatment methods and special education practices, this book paves the way for more effective integration of individuals with language challenges into schools and society.

Cassidy and Allanson's Management of Genetic Syndromes
Cassidy and Allanson's Management of Genetic Syndromes

Author: John C. Carey

Publisher: John Wiley & Sons

Published: 2021-01-27

Total Pages: 1104

ISBN-13: 1119432677

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MANAGEMENT OF GENETIC SYNDROMES THE MOST RECENT UPDATE TO ONE OF THE MOST ESSENTIAL REFERENCES ON MEDICAL GENETICS Cassidy and Allanson’s Management of Genetic Syndromes, Fourth Edition is the latest version of a classic text in medical genetics. With newly covered disorders and cutting-edge, up-to-date information, this resource remains the most crucial reference on the management of genetic syndromes in the field of medical genetics for students, clinicians, caregivers, and researchers. The fourth edition includes current information on the identification of genetic syndromes (including newly developed diagnostic criteria), the genetic basis (including diagnostic testing), and the routine care and management for more than 60 genetic disorders. Written by experts, each chapter includes sections on: Incidence Diagnostic criteria Etiology, pathogenesis and genetics Diagnostic testing Differential diagnosis Manifestations and Management (by system) The book focuses on genetic syndromes, primarily those involving developmental disabilities and congenital defects. The chapter sections dealing with Manifestations and Management represents the centerpiece of each entry and is unmatched by other genetic syndrome references. Management of Genetic Syndromes is perfect for medical geneticists, genetic counselors, primary care physicians and all healthcare professionals seeking to stay current on the routine care and management of individuals with genetic disorders.

The Relationship Between Bilingualism and Executive Functioning in Spanish- and English-Speaking Head Start Preschoolers
The Relationship Between Bilingualism and Executive Functioning in Spanish- and English-Speaking Head Start Preschoolers

Author: Lisa J White

Publisher:

Published: 2014

Total Pages:

ISBN-13:

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Executive functions (EF) are an important aspect of school readiness that have been shown to predict higher achievement in language, math, and science starting in the early years (Blair & Razza, 2007; Bull, Espy, & Wiebe, 2008; Nayfeld, Fuccillo, & Greenfield, 2013; Ponitz, McClelland, Matthews, & Morrison, 2009). Children who are bilingual have been shown to have enhanced EF skills when compared to their monolingual peers (Bialystok & Viswanathan, 2009; Carlson & Meltzoff, 2008; Poulin-Dubois, Blaye, Coutya, & Bialystok, 2011; Riggs, Shin, Unber, Spruijt-Metz, Pentz, 2013). While this association has been found among children of different ages, languages, and socioeconomic statuses, to date, no study has addressed this relationship in low-income bilingual Latino preschoolers, one of the fastest growing populations of children in the United States (Barrueco, Lopez, Ong, & Lozano, 2012). The current study examined the link between the degree of bilingualism and EF in a sample of 303 Spanish- and English-speaking Head Start preschoolers. Data on children's language ability and EF were collected. Results revealed that bilingual children performed better than monolingual children on EF, and that the degree of bilingualism predicted EF in the entire sample. Findings from this study offer new insights into both the language and cognitive development of young Latinos growing up in the United States. These findings can help inform teachers and policy-makers about the importance of fostering dual-language learning and executive functioning in preschool, especially in at-risk bilingual populations.

Handbook of Executive Functioning
Handbook of Executive Functioning

Author: Sam Goldstein

Publisher: Springer Science & Business Media

Published: 2013-11-19

Total Pages: 565

ISBN-13: 1461481066

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Planning. Attention. Memory. Self-regulation. These and other core cognitive and behavioral operations of daily life comprise what we know as executive functioning (EF). But despite all we know, the concept has engendered multiple, often conflicting definitions and its components are sometimes loosely defined and poorly understood. The Handbook of Executive Functioning cuts through the confusion, analyzing both the whole and its parts in comprehensive, practical detail for scholar and clinician alike. Background chapters examine influential models of EF, tour the brain geography of the executive system and pose salient developmental questions. A section on practical implications relates early deficits in executive functioning to ADD and other disorders in children and considers autism and later-life dementias from an EF standpoint. Further chapters weigh the merits of widely used instruments for assessing executive functioning and review interventions for its enhancement, with special emphasis on children and adolescents. Featured in the Handbook: The development of hot and cool executive function in childhood and adolescence. A review of the use of executive function tasks in externalizing and internalizing disorders. Executive functioning as a mediator of age-related cognitive decline in adults. Treatment integrity in interventions that target executive function. Supporting and strengthening working memory in the classroom to enhance executive functioning. The Handbook of Executive Functioning is an essential resource for researchers, scientist-practitioners and graduate students in clinical child, school and educational psychology; child and adolescent psychiatry; neurobiology; developmental psychology; rehabilitation medicine/therapy and social work.