Supplemental Material for Changes in Executive Function Over Time in Bilingual and Monolingual School-Aged Children

2018 ◽  
Keyword(s):  
Executive Function ◽  
School Aged Children ◽  
Over Time

scholarly journals Changes in executive function over time in bilingual and monolingual school-aged children.

2018 ◽  
Vol 54 (10) ◽  
pp. 1842-1853 ◽  
Author(s):  
Jisook Park ◽  
Susan Ellis Weismer ◽  
Margarita Kaushanskaya
Keyword(s):  
Executive Function ◽  
School Aged Children ◽  
Over Time

scholarly journals More alike than different: Novel methods for measuring and modeling executive function development

2021 ◽  
Author(s):  
Jessica Younger ◽  
Kristine O'Laughlin ◽  
Joaquin Anguera ◽  
Silvia Bunge ◽  
Emilio Ferrer ◽  
...  
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Middle Childhood ◽  
Analytic Approach ◽  
Data Driven ◽  
Positive Outcomes ◽  
Novel Methods ◽  
Students Success ◽  
Over Time ◽  
Longitudinal Dataset

Abstract Executive functions (EFs) are linked to positive outcomes across the lifespan. Yet, methodological challenges have prevented rigorous understanding of the precise ways EFs are organized in childhood and how they develop over time. We introduce novel methods to address these challenges for both measuring and modeling EFs using a large, accelerated longitudinal dataset from a diverse sample of students in middle childhood (approximately ages 8 to 14; N = 1,286). Adaptive assessments allowed us to equate EF challenge across ages and a data-driven, network analytic approach revealed the evolving diversity of EFs while accounting for their unity. Our results suggest EF organization stabilizes around age 10, but continues refining through at least age 14. This approach brings new precision to EFs’ development by removing interpretative ambiguities associated with previous methodologies. By improving EF measurement, the field can move towards improving EF training, to provide a strong foundation for students’ success.

scholarly journals Do Bilingual Children Have an Executive Function Advantage? Results From Inhibition, Shifting, and Updating Tasks

2018 ◽  
Vol 49 (3) ◽  
pp. 356-378 ◽  
Author(s):  
Genesis D. Arizmendi ◽  
Mary Alt ◽  
Shelley Gray ◽  
Tiffany P. Hogan ◽  
Samuel Green ◽  
...  
Keyword(s):  
Executive Function ◽  
Bayes Factor ◽  
Second Graders ◽  
Bilingual Children ◽  
Ongoing Debate ◽  
Bilingual Advantage ◽  
School Aged Children ◽  
English Bilingual ◽  
English Speaking ◽  
Potential Factors

Purpose The purpose of this study was to examine differences in performance between monolingual and Spanish–English bilingual second graders (aged 7–9 years old) on executive function tasks assessing inhibition, shifting, and updating to contribute more evidence to the ongoing debate about a potential bilingual executive function advantage. Method One hundred sixty-seven monolingual English-speaking children and 80 Spanish–English bilingual children were administered 7 tasks on a touchscreen computer in the context of a pirate game. Bayesian statistics were used to determine if there were differences between the monolingual and bilingual groups. Additional analyses involving covariates of maternal level of education and nonverbal intelligence, and matching on these same variables, were also completed. Results Scaled-information Bayes factor scores more strongly favored the null hypothesis that there were no differences between the bilingual and monolingual groups on any of the executive function tasks. For 2 of the tasks, we found an advantage in favor of the monolingual group. Conclusions If there is a bilingual advantage in school-aged children, it is not robust across circumstances. We discuss potential factors that might counteract an actual advantage, including task reliability and environmental influences.

scholarly journals DIAGNOSIS OF SPINAL STATIC DEFORMITIES USING THE METHOD OF TOPOGRAPHIC PHOTOMETRY OVER TIME BEFORE AND AFTER REHABILITATION FOLLOW-UP IN SCHOOL-AGED CHILDREN

2016 ◽  
pp. 44-47
Author(s):  
A. N. Tsukanov ◽  
D. V. Charnashtan ◽  
A. A. Valetko ◽  
R. I. Grakovich ◽  
K. V. Bronskaya ◽  
...  
Keyword(s):  
Radiation Exposure ◽  
Information Value ◽  
Spinal Deformities ◽  
X Ray ◽  
School Aged Children ◽  
Before And After ◽  
Optical Topography ◽  
Over Time ◽  
High Information

Objective: to study the possibility of diagnosis of spinal static deformities using the method of topographic photometry over time before and after rehabilitation follow-up in school-aged children. Material and methods. The study involved 411 children (207 boys and 204 girls) aged 6-16. 77 children with spinal deformities (scoliosis, postural disorder) underwent complex rehabilitation treatment. 46 patients were done X-ray investigation. Results. The groups of the boys and girls were analyzed in accordance with the data of their examination by the method of topographic photometry. The data of topographic photometry obtained after the examination of the children before the treatment and 6 months after it were analyzed. The X-ray and topographic data were compared. The results of X-ray and optical topography were identical in 35 (76 %) cases. Thus, the method of topographic photometry makes it possible to estimate the results of rehabilitation activities in children without extra X-ray exposure. Conclusion. The high information value of topographic photometry without radiation exposure defines the reasonability of the use of this method for the control of efficiency of rehabilitation activities in static spinal deformities in children.

scholarly journals The Impact of Household Chaos and Dietary Intake on Executive Function in Young Children

Nutrients ◽  
2021 ◽  
Vol 13 (12) ◽  
pp. 4442
Author(s):  
Samantha Iwinski ◽  
Sharon M. Donovan ◽  
Barbara Fiese ◽  
Kelly Bost
Keyword(s):  
Executive Function ◽  
Dietary Intake ◽  
Birth Cohort Study ◽  
Moderation Effect ◽  
Household Chaos ◽  
Behavior Rating Inventory ◽  
Independent Association ◽  
The Impact ◽  
Over Time

Children’s executive functions (EFs) emerge over time and can be shaped by household environments and dietary intake. However, there is a lack of knowledge about how these factors influence EFs in children aged 18–24 months. This study tested a model exploring the relations between parent-reported dietary intake, household chaos, and child EF. The sample consisted of 294 families participating in the STRONG Kids2 birth cohort study of nutrition and child health. Caregivers completed the Food Frequency Questionnaire (FFQ), the Confusion, Hubbub, and Order Scale (CHAOS), and the Behavior Rating Inventory of Executive Function®-Preschool Version (BRIEF-P) to assess model variables. Regression analyses revealed a significant and independent association between assorted snacks and processed foods and two EF subscales. There were also significant associations between household chaos and each EF subscale. There was no significant moderation effect. These findings suggest that family households characterized by dysregulation are associated with children’s EF difficulties during early childhood and that the role of unhealthy dietary intake in child EF should be explored further. Future longitudinal studies that include multi-method approaches are needed to document the mechanisms through which household chaos impacts child EF over time.

scholarly journals Executive function in school-aged children with cerebral palsy: Relationship with speech and language

2018 ◽  
Vol 78 ◽  
pp. 136-144 ◽  
Author(s):  
Ashley Sakash ◽  
Aimee Teo Broman ◽  
Paul J. Rathouz ◽  
Katherine C. Hustad
Keyword(s):  
Cerebral Palsy ◽  
Executive Function ◽  
Speech And Language ◽  
School Aged Children ◽  
Children With Cerebral Palsy

Nutrients for executive function development and related brain connectivity in school-aged children

2020 ◽  
Author(s):  
Sarah E Costello ◽  
Eveline Geiser ◽  
Nora Schneider
Keyword(s):  
Academic Achievement ◽  
Executive Function ◽  
Cognitive Processes ◽  
Brain Connectivity ◽  
Brain Maturation ◽  
Childhood And Adolescence ◽  
School Aged Children ◽  
Complex Processes ◽  
Nutrition And Diet

Abstract Executive functions refer to a set of higher-order cognitive processes involved in the control and organization of information to serve goal-directed behaviors. Skills in executive functioning are developed throughout childhood and adolescence and have been shown to be predictive of academic achievement. The coordination of these complex processes is critically dependent on brain maturation and connectivity, including key neurodevelopmental processes like myelination and synaptogenesis. Among other factors, research highlights the influential effect of nutrition and diet on these neurodevelopmental processes, which may impact executive function performance in healthy and deficient populations. This review considers the research to date on the role of key nutrients that have been identified for executive function development and their underlying neurophysiological processes in school-aged children.

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