The Relation Between Cognitive Flexibility and Language Production in Preschool Children

2021 ◽  
pp. 44-55
Author(s):  
Ekaterina Oshchepkova ◽  
Daria Bukhalenkova ◽  
Aleksander Veraksa
Keyword(s):  
Preschool Children ◽  
Cognitive Flexibility ◽  
Language Production

Cognitive flexibility in preschool children with and without stuttering disorders

2018 ◽  
Vol 57 ◽  
pp. 37-50 ◽  
Author(s):  
Naomi Eichorn ◽  
Klara Marton ◽  
Steven Pirutinsky
Keyword(s):  
Preschool Children ◽  
Cognitive Flexibility

Cognitive Flexibility, Approaches to Learning, and Academic School Readiness in Head Start Preschool Children

2011 ◽  
Vol 22 (3) ◽  
pp. 388-410 ◽  
Author(s):  
Virginia E. Vitiello ◽  
Daryl B. Greenfield ◽  
Pelin Munis ◽  
J'Lene George
Keyword(s):  
Preschool Children ◽  
Head Start ◽  
School Readiness ◽  
Cognitive Flexibility ◽  
Approaches To Learning ◽  
Academic School

Influences of language input and production on the language skills of Persian-English bilingual immersion preschool children

2020 ◽  
Vol 8 (1) ◽  
pp. 80-106
Author(s):  
Bita Payesteh ◽  
Lizbeth H. Finestack
Keyword(s):  
Preschool Children ◽  
Language Production ◽  
Heritage Language ◽  
Language Skills ◽  
Bilingual Children ◽  
Language Performance ◽  
English Bilingual ◽  
Language Input ◽  
Old Persian ◽  
The U.S

Abstract The purpose of this study was to better understand bilingualism in Persian-English preschool-aged children, and how their language performance across two domains of language related to their language production and parental language input. Participants were 15, 2- through 5-year old Persian-English bilingual children attending a Persian immersion preschool in the U.S. The participants completed a battery of language tasks in English and Persian and participants’ parents provided language input and production information. Data indicate that greater input in the heritage language outside school, Persian, will likely lead to better Persian skills, while greater English input may negatively affect the children’s Persian skills. Participants received consistent native-level Persian input in school, yet the results suggest that Persian as a heritage language in the U.S. may be susceptible to the same vulnerability that affects other non-mainstream languages.

Effect of bilingualism on infants’ cognitive flexibility

2021 ◽  
pp. 1-14
Author(s):  
Diane Poulin-Dubois ◽  
Cassandra Neumann ◽  
Sandra Masoud ◽  
Adina Gazith
Keyword(s):  
Conflict Resolution ◽  
Cognitive Flexibility ◽  
Language Proficiency ◽  
Language Production ◽  
Delayed Response ◽  
Reaching Task ◽  
Bilingual Advantage ◽  
Cognitive Benefit ◽  
Response Task ◽  
Current Exposure

Abstract Research suggests that bilinguals often outperform monolinguals on tasks that tap into executive functions, such as those requiring conflict resolution and cognitive flexibility. Recently, better attentional control has been detected in infants as young as 6 months, thereby providing a possible basis for a cognitive benefit before language production. The goal of the present study was to examine if cognitive flexibility is more advanced in bilingual infants. A detour reaching task assessing conflict resolution, a delayed response task assessing shifting, and a multiple location task assessing maintaining, were administered to 17-month-old infants. The main findings revealed that being bilingual did not improve performance on any of the executive function tasks. Furthermore, current exposure to a second language or language proficiency did not impact executive functioning. We conclude that a bilingual advantage in cognitive flexibility may not be present before children have enough experience in code switching.

Developing Executive Control Skills in Preschool Children With Language Impairment

2014 ◽  
Vol 21 (2) ◽  
pp. 51-60
Author(s):  
Karole Howland
Keyword(s):  
Working Memory ◽  
Preschool Children ◽  
Executive Functions ◽  
Cognitive Flexibility ◽  
Executive Control ◽  
Language Impairment ◽  
Language Impairments ◽  
Language Therapy ◽  
Key Skills ◽  
Therapy Sessions

This article discusses executive functions in preschool children with language impairments. Critical stages of executive function development are reviewed with respect to the key skills of inhibition, working memory and cognitive flexibility. Strategies for assessing executive functions are presented. Finally the article describes strategies for developing inhibitory control, planning and cognitive flexibility in preschool children, in the context of their language therapy sessions, in the classroom, and in the home.

scholarly journals The role of gesture in the language production of preschool children

Gesture ◽  
2011 ◽  
Vol 11 (2) ◽  
pp. 148-173 ◽  
Author(s):  
Kazuki Sekine
Keyword(s):  
Preschool Children ◽  
Language Development ◽  
Visual Feedback ◽  
Language Production ◽  
Temporal Order ◽  
Point Theory ◽  
Central Action ◽  
Spoken Discourse ◽  
Activity Sequence

The present study investigates the functions of gestures in preschoolers’ descriptions of activities. Specifically, utilizing McNeill’s growth point theory (1992), I examine how gestures contribute to the creation of contrast from the immediate context in the spoken discourse of children. When preschool children describe an activity consisting of multiple actions, like playing on a slide, they often begin with the central action (e.g., sliding-down) instead of with the beginning of the activity sequence (e.g., climbing-up). This study indicates that, in descriptions of activities, gestures may be among the cues the speaker uses for forming a next idea or for repairing the temporal order of the activities described. Gestures may function for the speaker as visual feedback and contribute to the process of utterance formation and provide an index for assessing language development.

scholarly journals Development of Preschool Children’s Executive Functions throughout a Play-Based Learning Approach That Embeds Science Concepts

2021 ◽  
Vol 18 (2) ◽  
pp. 588
Author(s):  
Clara Vidal Carulla ◽  
Nikolaos Christodoulakis ◽  
Karina Adbo
Keyword(s):  
Preschool Children ◽  
Executive Functions ◽  
Cognitive Flexibility ◽  
Royal Family ◽  
Attention Shifting ◽  
Experiment Data ◽  
Children’S Perspectives ◽  
Educational Experiment ◽  
Adult Supervision ◽  
Science Activities

This study focuses on the development of executive functions in preschool children during a series of science activities. A longitudinal play-based learning intervention was designed and implemented following the design of an educational experiment. Data were collected through visual ethnography in hot situations with adult supervision. Results show how entwined the concepts of inhibitory control and cognitive flexibility are within young children’s development. The development of cognitive flexibility or attention shifting readily occurred when there were fictive characters (such as the king and his royal family), but changing perspective toward a nonfictive environment (i.e., taking other children’s perspectives) was a more difficult and time-consuming process. This process began in an individual perspective and expanded to acknowledging others’ perspectives, then moved toward creating common perspectives or alternative narratives. Results show that science activities can be a bridge for preschool children to transfer their use of executive functions, from fairytales and games toward everyday tasks.

scholarly journals Cognitive Flexibility for Semantic and Perceptual Information in Developmental Stuttering

2020 ◽  
Vol 63 (11) ◽  
pp. 3659-3679
Author(s):  
Julie D. Anderson ◽  
Stacy A. Wagovich ◽  
Levi Ofoe
Keyword(s):  
Preschool Children ◽  
Reaction Time ◽  
Cognitive Flexibility ◽  
Target Object ◽  
Perceptual Information ◽  
Perceptual Representation ◽  
Perceptual Categorization ◽  
Dependent Variables ◽  
Perceptual Representations ◽  
Developmental Stuttering

Purpose The purpose of this study was to examine cognitive flexibility for semantic and perceptual information in preschool children who stutter (CWS) and who do not stutter (CWNS). Method Participants were 44 CWS and 44 CWNS between the ages of 3;0 and 5;11 (years;months). Cognitive flexibility was measured using semantic and perceptual categorization tasks. In each task, children were required to match a target object with two different semantic or perceptual associates. Main dependent variables were reaction time and accuracy. Results The accuracy with which CWS and CWNS shifted between one semantic and perceptual representation to another was similar, but the CWS did so significantly more slowly. Both groups of children had more difficulty switching between perceptual representations than semantic ones. Conclusion CWS are less efficient (slower), though not less accurate, than CWNS in their ability to switch between different representations in both the verbal and nonverbal domains.

scholarly journals Assessment of Executive Functions in Preschool Children With Sickle Cell Anemia

2018 ◽  
Vol 24 (9) ◽  
pp. 949-954 ◽  
Author(s):  
Michelle Downes ◽  
Fenella J. Kirkham ◽  
Paul T. Telfer ◽  
Michelle de Haan
Keyword(s):  
Working Memory ◽  
Preschool Children ◽  
Inhibitory Control ◽  
Cognitive Flexibility ◽  
Sickle Cell ◽  
Sickle Cell Anemia ◽  
Processing Speed ◽  
Preschool Age ◽  
Early Developmental Stage ◽  
Preschool Age Children

AbstractObjectives: Children with sickle cell anemia (SCA) are commonly reported to experience executive dysfunction. However, the development of executive function (EF) in preschool-age children without stroke in this patient population has not been investigated so it is unclear when and how these deficits emerge. Methods: This case-control study examines the feasibility of assessing the early development of executive functioning in 22 preschool children years with SCA in the domains of processing speed, working memory, attention, inhibitory control, and cognitive flexibility, as well as everyday function, in comparison to matched control children. Results: A pattern of potential deficits in early emerging executive skills was observed in the domains of inhibitory control and cognitive flexibility. Parents reported no differences for everyday EF and no significant differences were observed for working memory and processing speed. Conclusions: Results suggest that deficits in everyday executive difficulties, working memory, and processing speed, as commonly reported for older children with SCA, may not yet have emerged at this early developmental stage, despite specific deficits in cognitive flexibility and inhibitory control on behavioral measures. The feasibility of using available executive measures with preschool age children to characterize the development of early EF skills is discussed. (JINS, 2018, 24, 949–954)

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