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

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 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)

scholarly journals Investigating Cognitive Flexibility in Preschool Children With Autism Spectrum Disorder

2021 ◽  
Vol 12 ◽  
Author(s):  
Oleg Zacharov ◽  
Rene Jürgen Huster ◽  
Anett Kaale
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Cognitive Flexibility ◽  
Children With Autism ◽  
Dimensional Change ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Card Sort ◽  
Mental Age ◽  
Significant Difference

The current study investigated cognitive flexibility in preschool children with Autism Spectrum Disorder (ASD) and those with typical development using the Reverse Categorization (RC) task and the Dimensional Change Card Sort (DCCS) task. We further examined the relationship between non-verbal mental age (NVMA) and the performance on the two tasks. While no significant difference in performance on the RC task between the two groups was found, significantly more children in the typical developing group passed the DCCS task than children in the ASD group. NVMA was found to correlate with performance in both tasks in the typical developing group but not in the ASD group. When the children were matched on NVMA, no differences in task performance between the two groups were found. The current study found the disparity in performance in two groups on the RC and the DCCS tasks, hence illuminating the importance related to the selection of tasks when studying cognitive flexibility in preschool children with ASD. The study also cast some light on the involvement of NVMA in the performance on the RC and DCCS tasks.

Cognitive gadgets and genetic accommodation

2019 ◽  
Vol 42 ◽  
Author(s):  
Eva Jablonka ◽  
Simona Ginsburg ◽  
Daniel Dor
Keyword(s):  
Cognitive Flexibility ◽  
Metacognitive Strategies ◽  
Genetic Evolution ◽  
Genetic Accommodation

Abstract Heyes argues that human metacognitive strategies (cognitive gadgets) evolved through cultural rather than genetic evolution. Although we agree that increased plasticity is the hallmark of human metacognition, we suggest cognitive malleability required the genetic accommodation of gadget-specific processes that enhanced the overall cognitive flexibility of humans.

ESEA Title III Project Design for Language-Handicapped Kindergarten and Preschool Children

1973 ◽  
Vol 4 (4) ◽  
pp. 174-181
Author(s):  
Marilyn J. Click ◽  
Jerrie K. Ueberle ◽  
Charles E. George
Keyword(s):  
Preschool Children ◽  
Project Design ◽  
Title Iii
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