The relation between drawing and language in preschoolers: The role of working Memory and executive functions

2022 ◽  
Vol 61 ◽  
pp. 101142
Author(s):  
Sabrina Panesi ◽  
Sergio Morra
Keyword(s):  
Working Memory ◽  
Executive Functions

scholarly journals The role of FL aptitude and the executive functions of working memory and inhibition in FL vocabulary acquisition by young greek learners of english

2013 ◽  
Author(s):  
Καλλιόπη Ευσταθιάδη
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Vocabulary Acquisition ◽  
Stop Signal ◽  
Recall Task

Η έρευνα διεξήχθη σε δύο δημοτικά σχολεία της Θεσσαλονίκης, από το 2010-12. Το σχολείο ελέγχου διδάσκει την Αγγλική ως Ξένη Γλώσσα (ΑΞΓ) από την 3η δημοτικού, ενώ το πειραματικό σχολείο από την 1η τάξη.Στην προσπάθεια να εξηγήσει τις διαφορές που παρατηρούνται μεταξύ των μαθητών στην απόκτηση του ξένου λεξιλογίου, η έρευνα εξετάζει το κατά πόσον η πρώιμη έκθεση στην ΑΞΓ επηρεάζει θετικά τη γνωστική λειτουργία των μικρών Ελλήνων μαθητών. Οι κύριες γνωστικές μεταβλητές που εξετάστηκαν είναι η Γλωσσική Έφεση σε μικρούς μαθητές (Alexiou, 2005), η Φωνολογική Βραχυπρόθεσμη Μνήμη και ο Κεντρικός Εκτελεστικός Μηχανισμός της Εργαζόμενης Μνήμης (Baddeley & Hitch, 1974). Κάτι τέτοιο δεν έχει επιχειρηθεί ξανά, καθώς, μέχρι σήμερα, έχουν διερευνηθεί, κατά κύριο ρόλο, η επίδραση της Πρώιμης Εκμάθησης της ΞΓ στη γλωσσική και συναισθηματική ανάπτυξη των παιδιών (García Lecumberri & Gallardo 2003; Mihaljevic Djigunovic & Krevelj 2009; Mihaljevic Djigunovic & Lopriore 2010; Muñoz 2006, 2010; Nikolov 2009). Η κύρια ερευνητική υπόθεση είναι πως η πρώιμη και εντατική έκθεση των μικρών Ελλήνων μαθητών στην ΑΞΓ θα έχει θετική επίδραση στις νοητικές τους ικανότητες.Οι μη λεκτικές ικανότητες των μαθητών εξετάσθηκαν από το Τεστ Γλωσσικής Έφεσης για μικρούς μαθητές (YLAT) (Alexiou, 2005) και από το Stop-signal τεστ (Logan & Cowan, 1984). Τα λεκτικά τεστ εξέτασαν τη Φωνολογική Βραχυπρόθεσμη Μνήμη τους με την Επανάληψη Αριθμών προς τα εμπρός (Wechsler, 1991), την Επανάληψη Ψευδολέξεων για παιδιά (Gathercole & Baddeley, 1996), και την Επανάληψη Ψευδολέξεων για παιδιά που μιλούν την ελληνική (Maridaki-Kassotaki, 1998). Η λεκτική τους ευφυία στη μητρική γλώσσα εξετάστηκε με επιμέρους τεστ που σχετίζονται με το λεξιλόγιο και τη μεταγλωσσική γνώση των δύο μοντέλων του Διαγνωστικού Τεστ Λεκτικής Ευφυίας (DVIQ I & II) (Stavrakaki & Tsimpli, 2000). Ο Κεντρικός Εκτελεστικός Μηχανισμός της Εργαζόμενης Μνήμης διερευνήθηκε με την Επανάληψη Αριθμών προς τα πίσω (Wechsler, 1991) και με το Listening span and Recall task (Daneman & Carpenter, 1980). Τέλος, ένα τεστ λεξιλογίου στην Αγγλική σχεδιάστηκε από την ερευνήτρια, το οποίο εξέτασε τις ικανότητες κατανόησης και παραγωγής της πειραματικής ομάδας.Η παρούσα μελέτη επιθυμεί να απαντήσει σε τέσσερα ερευνητικά ερωτήματα. Το πρώτο, εξετάζει κατά πόσο η πρώιμη διδασκαλία της ΑΞΓ μπορεί να ενισχύσει κάποιες από τις νοητικές ικανότητες των μικρών μαθητών. Το δεύτερο ερώτημα διερευνά αν σ’ αυτό το αρχικό στάδιο εκμάθησης της ΞΓ, η Φωνολογική Βραχυπρόθεσμη Μνήμη είναι ο μοναδικός παράγοντας πρόβλεψης της επίδοσης των μικρών μαθητών στο ξένο λεξιλόγιο. Το τρίτο ερώτημα ελέγχει αν η πειραματική ομάδα, μετά τη διετή και εντατική έκθεση στην ΞΓ, θα ασκήσει καλύτερο έλεγχο από την ομάδα ελέγχου στον ανασταλτικό μηχανισμό. Τέλος, το τελευταίο ερώτημα επιχειρεί να αναδείξει αν μπορεί η Πρώιμη Εκμάθηση μίας ΞΓ να συσχετισθεί διαφορετικά μέ κάποιο από τα τα δύο φύλα.Τα αποτελέσματα της έρευνας είναι ενθαρρυντικά και πολλά υποσχόμενα. Υπάρχουν ισχυρές ενδείξεις πώς η Πρώιμη Εκμάθηση στη ΞΓ ενισχύει και ενδυναμώνει τις νοητικές ικανότητες των μικρών μαθητών και τη Λεκτική Εργαζόμενη Μνήμη τους. Κάτι τέτοιο, μπορεί να έχει ένα γενικότερο θετικό αντίκτυπο στις γλωσσικές τους ικανότητες, είτε αυτές αφορούν τη μητρική γλώσσα είτε την ξένη.

scholarly journals Reading in developmental dyslexia: the role of phonemic awareness and executive functions

2021 ◽  
Vol 38 ◽  
Author(s):  
Giovanna Beatriz Kalva MEDINA ◽  
Sandra Regina Kirchner GUIMARÃES
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Cognitive Flexibility ◽  
Phonemic Awareness ◽  
Developmental Dyslexia ◽  
Verbal Fluency ◽  
Reading Difficulties ◽  
Reading Performance ◽  
Spearman Test

Abstract This study investigated the correlations and the possible deficits in reading, phonemic awareness, and executive functions among students with developmental dyslexia. A total of 28 students participated in the study, between 9 and 11 years old, 14 with developmental dyslexia and 14 without reading difficulties. Specific instruments were used to assess reading, phonemic awareness, and executive functions. The Spearman test indicated moderate and very significant correlations between performance in tasks of phonemic awareness and reading (recognition and comprehension) and tasks that assessed cognitive functioning involving the following executive functions: cognitive flexibility, working memory, inhibitory control, and orthographic verbal fluency. No correlation was found between the reading and phonemic awareness assessments and the results of the planning done with the Tower of London instrument. The results allowed the researchers to hypothesize that an intervention planned for the development of phonemic awareness and executive functions may have an effect in improving the reading performance of dyslexics.

The Role of the Executive Functions of Working Memory in Metaphor Comprehension

2004 ◽  
Author(s):  
Dan L. Chiappe ◽  
Julia Chanes ◽  
Erika Ochoa ◽  
Kelly McCulloch ◽  
Jennifer Koontz
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Metaphor Comprehension

Relating mindfulness and executive function in children

2019 ◽  
Vol 25 (2) ◽  
pp. 435-445 ◽  
Author(s):  
Elena M C Geronimi ◽  
Brenda Arellano ◽  
Janet Woodruff-Borden
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Executive Functions ◽  
Cognitive Processes ◽  
Latent Variable ◽  
Theoretical Models ◽  
Clinical Implications ◽  
The Core ◽  
Core Executive

Despite the important role of cognitions in mindful awareness, research on the cognitive processes underlying mindfulness in young populations is scarce. This study explores the association between the core executive functions (i.e. inhibition, working memory, and shifting) and mindfulness within the same model in a sample of children. Seventy-two parent–child dyads participated in the study. Difficulties with executive functioning and child mindfulness level were assessed. Inhibition, working memory, and shifting were significantly correlated with mindfulness. Furthermore, moderate to good fit was found in a model testing the association between mindfulness and the latent executive function variable composed by the three executive functions, and individual executive functions demonstrated significant loadings in relation to the latent variable. In a model relating mindfulness to each individual executive function, mindfulness was uniquely associated with inhibition, working memory, and shifting. The application of current theoretical models of mindfulness to child populations and clinical implications are discussed.

Causal Evidence from Humans for the Role of Mediodorsal Nucleus of the Thalamus in Working Memory

2017 ◽  
Vol 29 (12) ◽  
pp. 2090-2102 ◽  
Author(s):  
Jari Peräkylä ◽  
Lihua Sun ◽  
Kai Lehtimäki ◽  
Jukka Peltola ◽  
Juha Öhman ◽  
...  
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
High Frequency ◽  
Electric Stimulation ◽  
Refractory Epilepsy ◽  
High Frequency Stimulation ◽  
General Effect ◽  
Mediodorsal Nucleus ◽  
Control Location

The mediodorsal nucleus of the thalamus (MD), with its extensive connections to the lateral pFC, has been implicated in human working memory and executive functions. However, this understanding is based solely on indirect evidence from human lesion and imaging studies and animal studies. Direct, causal evidence from humans is missing. To obtain direct evidence for MD's role in humans, we studied patients treated with deep brain stimulation (DBS) for refractory epilepsy. This treatment is thought to prevent the generalization of a seizure by disrupting the functioning of the patient's anterior nuclei of the thalamus (ANT) with high-frequency electric stimulation. This structure is located superior and anterior to MD, and when the DBS lead is implanted in ANT, tip contacts of the lead typically penetrate through ANT into the adjoining MD. To study the role of MD in human executive functions and working memory, we periodically disrupted and recovered MD's function with high-frequency electric stimulation using DBS contacts reaching MD while participants performed a cognitive task engaging several aspects of executive functions. We hypothesized that the efficacy of executive functions, specifically working memory, is impaired when the functioning of MD is perturbed by high-frequency stimulation. Eight participants treated with ANT-DBS for refractory epilepsy performed a computer-based test of executive functions while DBS was repeatedly switched ON and OFF at MD and at the control location (ANT). In comparison to stimulation of the control location, when MD was stimulated, participants committed 2.26 times more errors in general (total errors; OR = 2.26, 95% CI [1.69, 3.01]) and 2.86 times more working memory-related errors specifically (incorrect button presses; OR = 2.88, CI [1.95, 4.24]). Similarly, participants committed 1.81 more errors in general ( OR = 1.81, CI [1.45, 2.24]) and 2.08 times more working memory-related errors ( OR = 2.08, CI [1.57, 2.75]) in comparison to no stimulation condition. “Total errors” is a composite score consisting of basic error types and was mostly driven by working memory-related errors. The facts that MD and a control location, ANT, are only few millimeters away from each other and that their stimulation produces very different results highlight the location-specific effect of DBS rather than regionally unspecific general effect. In conclusion, disrupting and recovering MD's function with high-frequency electric stimulation modulated participants' online working memory performance providing causal, in vivo evidence from humans for the role of MD in human working memory.

scholarly journals The role of executive functions and working memory subsystems in the formation of the mental set

2018 ◽  
Vol 11 (3) ◽  
pp. 36-50
Author(s):  
I.Yu. Vladimirov ◽  
A.V. Karpov ◽  
N.Y. Lazareva
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Executive Control ◽  
Mental Set ◽  
The Core ◽  
Memory Subsystems ◽  
Learning Development ◽  
Processing And Storage ◽  
And Storage

The present paper investigates the problem of mechanisms of the development of the effect of mental set, which is at the core of the processes of the implicit learning, development of the experience and solving creative tasks. As such mechanisms we investigate the change of the parameters of functioning of executive control and working memory subsystems. As a result of an experimental study, based on modified tasks by A. Luchins, it was found that mechanisms of the development of the effect of mental set have a systematic nature and include such factors as the change of the parameters of the executive functions and the specifics of the processing and storage of information in modality-specific blocks of the working memory. The role of the executive control is dual: it is necessary for keeping in the sphere of the attention the operations during their automatization, and at the same it, it makes the automatized scheme conscient by destructing the developed effect of the mental set. The executive control plays a role of the element which sets the structure of mechanisms of the development and overcoming of the mental set effect. Processes which proceed during the information processing in working memory subsystems also play an important role in the development of the mental set effect, however their nature requires supplementary research.

scholarly journals Relationships Between the Early Development of Drawing and Language: The Role of Executive Functions and Working Memory

2018 ◽  
Vol 11 (1) ◽  
pp. 15-24 ◽  
Author(s):  
Sabrina Panesi ◽  
Sergio Morra
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Executive Functions ◽  
Relevant Literature ◽  
Future Research ◽  
Cognitive Resources ◽  
Representation Systems ◽  
Symbolic Resource ◽  
The Relationship

Background:Extensive research examined the development of both language and drawing, but the relationship between these symbolic representation systems is less investigated and controversial. Working memory and executive functions seem to be involved in the acquisition of both drawing and language, but how they are involved in the relation between language and drawing is still unclear.Objective:This article reviews the relevant literature and, as a synthesis, outlines a set of models that future research could use to specify the developmental relations between language, drawing, working memory, and executive functions.Drawing and Language:Four theoretical positions are discussed: (a) drawing and language emerge from the same general-domain symbolic resource; (b) drawing and language as two independent systems; (c) drawing as a form of language (d) drawing influenced by language.Executive Functions and Working Memory:The literature on the role of executive functions and working memory in the development of either drawing or language is rather fragmentary, but on the whole, it indicates that these domain-general cognitive resources and abilities are involved in supporting the development of these representation systems. An ongoing controversy on the structure of executive functions in early childhood adds further complexity to the debate on their role.Conclusions:A set of models is outlined that systematically embodies the different theoretical views regarding (a) executive function development and (b) the relations of drawing development with language, executive function, and working memory. Future research can benefit from explicit models of the causal relations between these aspects of cognitive development.

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