An assessment of the effects of SES on the development of executive attention in Singapore: Early English–Malay bilinguals

2014 ◽  
pp. 1-16
Author(s):  
CARISSA K. KANG ◽  
FELIX THOEMMES ◽  
BARBARA LUST
Keyword(s):  
Low Socioeconomic Status ◽  
Executive Control ◽  
Parental Education ◽  
Bilingual Children ◽  
Executive Attention ◽  
Regression Analyses ◽  
Negative Effects ◽  
Low Socioeconomic ◽  
Cultural Variations ◽  
Early English

Thirty-four English–Malay bilinguals of between four and six years of age (both balanced and dominant) characterized as low socioeconomic status (SES) on income and parental education were tested on the child-Attentional Network Task (child-ANT; Rueda, Fan, McCandliss, Halparin, Gruber, Lercari & Posner, 2004) measuring executive attention. Although SES measures fell below the Singapore median, Malay children's performance on the child-ANT remained high when compared to other age-matched monolingual and bilingual children previously tested with the child-ANT (Yang, Yang & Lust, 2011), and English–Chinese Singaporean bilinguals (Kang, 2009). None of the three SES measures – father's and mother's education, and income, significantly correlated with child-ANT components. Regression analyses confirmed that none of the SES measures significantly predicted performance on the child-ANT. Caregiver reports suggested that both balanced and dominant bilinguals displayed high executive control. We consider the possibility that cultural variations – simultaneous and pervasiveness of bilingualism in Singapore, or pervasive code-switching – may ameliorate potential negative effects of SES on executive control development.

Effects of SES on Executive Attention in Malay–English bilingual children in Singapore

2015 ◽  
Vol 19 (5) ◽  
pp. 1042-1056 ◽  
Author(s):  
CARISSA KANG ◽  
FELIX THOEMMES ◽  
BARBARA LUST
Keyword(s):  
Executive Control ◽  
Parental Education ◽  
Bilingual Children ◽  
Low Ses ◽  
Executive Attention ◽  
Regression Analyses ◽  
Negative Effects ◽  
Cultural Variations ◽  
English Bilingual ◽  
Attentional Network

Thirty-four 4 to 6-year-old Malay–English bilinguals (both balanced and dominant) characterized as low SES on income and parental education were tested on the child-Attentional Network Task (ANT) (Rueda, Rothbart, McCandliss, Saccomanno & Posner, 2004) measuring executive attention. Although SES measures fell below the Singapore median, Malay children's performance on the child-ANT remained high when compared to other age-matched monolingual and bilingual children previously tested with the child-ANT (Yang, Yang & Lust, 2011), and Chinese–English Singaporean bilinguals (Yang, Yang & Kang, 2014). None of the three SES measures – father's and mother's education, and income – significantly correlated with child-ANT components. Regression analyses confirmed that none of the SES measures significantly predicted performance on the child-ANT. Both balanced and dominant bilinguals displayed high executive control. We consider the possibility that cultural variations, (e.g., simultaneous and pervasiveness of bilingualism in Singapore, or pervasive code-switching), may ameliorate potential negative effects of SES on executive control development.

scholarly journals Implications of Socioeconomic Status on Academic Competence: A Perspective for Teachers

2016 ◽  
Vol 9 (4) ◽  
pp. 257
Author(s):  
Luis F. Cedeño ◽  
Rosario Martínez-Arias ◽  
José A. Bueno
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Cognitive Training ◽  
Low Socioeconomic Status ◽  
Strong Predictor ◽  
School Achievement ◽  
Intervention Programs ◽  
Negative Effects ◽  
Low Socioeconomic ◽  
Socially Disadvantaged

<p class="apa">Studies suggest that socioeconomic status is a strong predictor of academic achievement. This theoretical paper proposes that despite the fact that low-socioeconomic status represents a risk factor that seems to undermine attentional skills and thus academic achievement, emerging evidence suggests the potential of new approaches, interventions and cognitive training programs to reverse the negative effects of poverty. The evidence presented in this paper may be of particular interest for teachers because it provides a larger scope to better understand the implications of socioeconomic status on learning and school achievement. This paper intends to make teachers aware that today more than ever they count on important knowledge and valuable resources like cognitive training intervention programs to help students. These intervention programs correct dysfunctional attention bringing hope to socially disadvantaged students who struggle in school.</p>

Relationship between Family Socioeconomic Status and Cognitive/Affective Responses to the Threat of Nuclear War

1986 ◽  
Vol 58 (1) ◽  
pp. 247-250 ◽  
Author(s):  
Scott B. Hamilton ◽  
Thomas A. Knox ◽  
William G. Keilin
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Parental Education ◽  
Nuclear War ◽  
Nuclear Threat ◽  
Family Socioeconomic Status ◽  
Low Socioeconomic ◽  
College Age ◽  
Life Impact ◽  
Cognitive Rumination

The current study involved 214 families (i.e., mother, father, and a college-age child), who were divided into high and low socioeconomic status groups on the basis of parental education and income. Dependent measures included 16 Likert-type items which provided a broad assessment of nuclear war-related thoughts, feelings, and attitudes. Results indicated that families high in socioeconomic status were more worried about nuclear war, more confident in their ability to help reduce the nuclear threat, and more supportive of proposals for arms reduction. However, groups did not differ on several other important measures (e.g., over-all life impact resulting from the nuclear threat), and the absolute levels of worry and cognitive rumination were relatively low.

scholarly journals Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Svenja Hammerstein ◽  
Christoph König ◽  
Thomas Dreisörner ◽  
Andreas Frey
Keyword(s):  
Student Achievement ◽  
Low Socioeconomic Status ◽  
Evidence Based ◽  
Negative Effects ◽  
School Closures ◽  
Low Socioeconomic ◽  
Primary And Secondary Education ◽  
Negative Effect ◽  
The Impact ◽  
Future School

The COVID-19 pandemic led to numerous governments deciding to close schools for several weeks in spring 2020. Empirical evidence on the impact of COVID-19-related school closures on academic achievement is only just emerging. The present work aimed to provide a first systematic overview of evidence-based studies on general and differential effects of COVID-19-related school closures in spring 2020 on student achievement in primary and secondary education. Results indicate a negative effect of school closures on student achievement, specifically in younger students and students from families with low socioeconomic status. Moreover, certain measures can be identified that might mitigate these negative effects. The findings are discussed in the context of their possible consequences for national educational policies when facing future school closures.

scholarly journals Effects of COVID-19-Related School Closures on Student Achievement—A Systematic Review

2021 ◽  
Author(s):  
Svenja Hammerstein ◽  
Christoph König ◽  
Thomas Dreisoerner ◽  
Andreas Frey
Keyword(s):  
Student Achievement ◽  
Low Socioeconomic Status ◽  
Evidence Based ◽  
Negative Effects ◽  
School Closures ◽  
Low Socioeconomic ◽  
Negative Effect ◽  
K 12 ◽  
The Impact ◽  
Future School

The COVID-19 pandemic led to numerous governments deciding to close schools for several weeks in spring 2020. Empirical evidence on the impact of COVID-19-related school closures on academic achievement is only just emerging in the literature. The present work aimed to provide a first systematic overview of evidence-based studies on general and differential effects of COVID-19-related school closures in spring 2020 on student achievement in K–12. The findings indicate a considerably negative effect of school closures on student achievement specifically in younger students and students from families with low socioeconomic status. At the same time, certain measures can be identified that might mitigate these negative effects. The findings are discussed in the context of their possible consequences for future national educational policies when facing future school closures.

scholarly journals Spontaneous microstates related to effects of low socioeconomic status on neuroticism

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Peifang Guo ◽  
Jinqi Cui ◽  
Yufeng Wang ◽  
Feng Zou ◽  
Xin Wu ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Anterior Cingulate ◽  
Low Ses ◽  
Direct Effects ◽  
Negative Effects ◽  
Low Socioeconomic ◽  
Control Functions ◽  
High Level ◽  
Subjective Ses

Abstract Individuals with high neuroticism had the decreased control functions of anterior cingulate cortex (ACC) over amygdala (emotion regions) and low socioeconomic status (SES) had negative effects on the functions of ACC. Based on these, we hypothesized that the decreased functions of ACC might make individuals with low SES had high level of neuroticism. According to the score of objective SES (OSES) and subjective SES (SSES) scales, subjects were divided into four groups (low SSES, high SSES, low OSES and high OSES) to investigate the roles of dynamic characteristics related to the ACC in the relationships between SES and neuroticism using resting-state EEG (RS-EEG) microstates analysis. It had been found that RS-EEG microstates can be divided into four types (MS1, MS2, MS3 and MS4) and the MS3 was related cingulo-opercular brain networks (including ACC and anterior insular). As our prediction, SSES had direct effects on neuroticism relative to OSES. Moreover, the neuroticism for low SSES was positively related to the occurrence and contribution of MS3, as well as the possibilities of transitions between MS3 and MS1. Based on these, we thought that low-SSES individuals might be more difficult to inhibit the negative emotions, especially inhibit the spontaneous thoughts related to these emotions.

scholarly journals The bilingual advantage in children: a meta-analytic review

2020 ◽  
Author(s):  
Cassandra J Lowe
Keyword(s):  
Executive Functioning ◽  
Executive Control ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Bilingual Children ◽  
Executive Attention ◽  
Bilingual Advantage ◽  
Language Status ◽  
Analytic Review ◽  
Considerable Debate

There is considerable debate about whether bilingual children are advantaged in executive functioning relative to monolingual children. The current meta-analysis addressed this debate by comprehensively reviewing the available evidence. Here, we synthesized data from published studies and unpublished datasets, which equated to 1209 effect sizes from 10,672 bilingual and 12,289 monolingual participants aged 3- to 17-years. Consistent with the bilingual advantage hypothesis, bilingual language status had a small effect on children’s executive functions (g =.08, 95% CI [.01, .14]). However, this effect was indistinguishable from zero after adjusting for bias (g=-.04, 95 % CI [-.12, .05]). Further, no significant effects were apparent within the executive attention, where the effects of language status are thought to be most pronounced (g =.08, 95% CI [.01, .14]). Results, therefore, suggest that the bilingual advantage in children’s executive control is small, variable, and potentially not attributable to the effect of language status.

Sign in / Sign up

Export Citation Format

Share Document