What Are Executive Functions and Self-Regulation and What Do They Have to Do With Language-Learning Disorders?

1999 ◽  
Vol 30 (3) ◽  
pp. 265-273 ◽  
Author(s):  
Bonnie D. Singer ◽  
Anthony S. Bashir
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Language Learning ◽  
Self Regulation ◽  
Language Assessment ◽  
Learning Disorders ◽  
Interactive Effects ◽  
Speech And Language ◽  
Reciprocal Influence

In this article, executive functions and selfregulation are defined and the reciprocal influence of these factors on the performance of students with language-learning disorders (LLD) is explored. A case study demonstrates the integration of executive functions, self-regulation, and language processes within speech and language assessment and intervention. Clinicians are urged to consider the interactive effects of executive function, self-regulatory, and language processes when addressing the needs of students with LLD.

All We Need is a Boost! Using Multimodal Tools and the Translanguaging Strategy

2020 ◽  
Vol 10 (3) ◽  
pp. 28-47
Author(s):  
María Catalina Caro Torres ◽  
Yuri Natali Sarmiento Salamanca ◽  
Jennyfer Paola Camargo Cely ◽  
Jose Leonardo Bautista Aguilar
Keyword(s):  
Language Learning ◽  
Mother Tongue ◽  
Self Regulation ◽  
Private University ◽  
Learning Support ◽  
Oral Performance ◽  
Course Of Action ◽  
Ict Tools ◽  
Performance Development

This article reports a qualitative case study about the implementation of a translanguaging strategy with EFL learners belonging to the Language Learning Support programs at a private university, who struggled when speaking in English. In order to address this problem, this strategy aim to help participants to reflect and self-direct their oral performance development. Multimodal tools were used for learners to undertake a specific course of action to cope with their speaking difficulties. Data gathered from tutor's journals, student's e-portfolio and interviews, showed how confidence and self-regulation were fostered after including student's mother tongue and ICT tools. These findings suggest a need to expand this implementation with learners of different proficiency levels who also find it difficult to verbally express their ideas. Moreover, it takes a look at the use of the mother tongue as an advantage rather than as an obstacle to learning a foreign language.

scholarly journals The use of Self-regulated Language Learning Strategies Among Vietnamese English-majored Freshmen: A Case Study

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Tran Quoc Thao ◽  
Nguyen Chau Hoang Long
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Language Learning Strategies ◽  
Efl Learners

Self-regulation of learning plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. It is seen that, nevertheless, ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated language learning (SRLL) strategies in their English language learning. The present study, therefore, aims at investigating the use of SRLL strategies by English-majored students at a university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in answering a closed-ended questionnaire. The results showed that students sometimes used SRLL strategies, and they used SRLL strategies for keeping and monitoring records and seeking social assistance more often than for other purposes. The findings imply that students lacked knowledge of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends that students’ awareness of SRLL strategies should be seriously taken into account in order to facilitate their learner autonomy.

Issues in the Conceptualization and Assessment of Hot Executive Functions in Childhood

2014 ◽  
Vol 20 (2) ◽  
pp. 152-156 ◽  
Author(s):  
Marilyn Welsh ◽  
Eric Peterson
Keyword(s):  
Executive Function ◽  
Individual Differences ◽  
Construct Validity ◽  
Executive Functions ◽  
Effortful Control ◽  
Self Regulation ◽  
Self Control ◽  
Current State ◽  
Research Questions ◽  
The Individual

AbstractOur review examines the current state of the research on hot executive function (EF), as contrasted with cool EF, with regard to the evidence for construct validity. Current theoretical discussions have examined the conceptual overlap among constructs such as hot EF, effortful control, self-control, and self-regulation. We explore this emerging literature with a focus on research questions, tasks, and methods. Finally, we consider the unresolved questions facing the study of hot EF, most notably the difficulty in determining the relative “heat” of a given task based on task content, testing context, and the individual differences among the participants. (JINS, 2014, 20, 1–5)

scholarly journals Severity of Anxiety During COVID-19 Outbreak and Its Relationship with self-related skills of Executive Functions in Children

2020 ◽  
Author(s):  
sakineh soltani ◽  
maryam bordbar ◽  
Somayeh Zarenejhad ◽  
Seyedeh Manizheh arabi
Keyword(s):  
Executive Function ◽  
Executive Functioning ◽  
Executive Functions ◽  
Self Regulation ◽  
Disease Outbreak ◽  
Self Organization ◽  
Self Management ◽  
Healthy Children ◽  
Situational Anxiety ◽  
The Relationship

Abstract Background: Some children experience a greater deal of anxiety during the outbreak of COVID-19. Behavioral dimensions of executive function appear to be linked to situational anxiety experience. Therefore, the primary aim of the present study is to investigate the relationship between self-related skills of executive functions before the outbreak of COVID-19 and the level of physical and mental anxiety in children during this pandemic. Also, the secondary goal of this study is to predict the level of anxiety based on self-related skills of executive functions. Methods: Information were obtained from Barkley Deficits in Executive Functioning Scale (BDEFS), which was collected from 300 healthy children over two months before the COVID-19 outbreak. The children anxiety was measured based on parent’s reposes to an online anxiety scale when the disease outbreak. Results: The results showed that the total score of self-related skills of executive functions was negatively and significantly related to the anxiety level (r =- .53). In general, the results also demonstrated that self-related skills of executive functions can predict 28% of anxiety. The subscales of self-management (p<0.015, t= 5.56), self-regulation (p<0.011, t= 6.37), self-restraint (p<0.035, t = 4.29) and emotional self-organization (p <0.042, p=0.222) predicted coronavirus anxiety, except self-motivation (p<0.05, p = 0.894). Conclusions: Given that most subscales of executive function predict anxiety tied to critical situations such as the prevalence of coronavirus, it seems that greater attentions should be allocated to the fostering and development of children's executive functions by teaching such skills via playing.

scholarly journals A comparative study of executive functions among children with attention deficit and hyperactivity disorder and those with learning disabilities

2020 ◽  
Vol 27 (1) ◽  
Author(s):  
Heba Essam Abou El Wafa ◽  
Soha Abd El Latif Ghobashy ◽  
Aya Maged Hamza
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Executive Functions ◽  
Intervention Program ◽  
Spatial Working Memory ◽  
Self Regulation ◽  
Executive Dysfunction ◽  
Learning Disorders ◽  
Control Group ◽  
Group I

Abstract Background Both ADHD and learning disorders have been found to be associated with executive dysfunctions; the executive functions’ (EFs) construct generally involves a series of components—planning, cognitive flexibility, inhibition, attention control, and verbal and visuo-spatial working memory—that work independently in many ways but are closely related. There were no significant studies comparing both disorders and excluding the drug’s effects on executive functions. In our study, we used BDEFS-CA to assess executive functions among a sample of 340 children divided in to four groups: group 1 (100 children), ADHD only; group II (80 children), LD only; group III (60 children), combined ADHD and LD; and group IV (100 children), control group. We included children aged from 6 to 13 of both sexes of average IQ and all had to be drug naive with no sensory impairment or disabling neurological disorder and after their parents’ consent. Results The results showed that there was significant higher affection of the five executive functions domains in the first three groups more than the fourth control group. Furthermore, the self-restraint (response-inhibition) executive dysfunction was the most commonly affected EF in group I while time management EF and self-regulation and problem solving EF were the most commonly affected EF in the LD group. Conclusions Complete executive function profile assessment should be done for children diagnosed with ADHD or learning disability and EF intervention program should be included in the management plan for better outcomes mainly self-restraint EF in case of ADHD and problem solving and self-organization EF in case of learning disabilities

Athetosis Speech and Language Learning Assistant: Case Study

2021 ◽  
pp. 344-352
Author(s):  
Luis Serpa-Andrade ◽  
Roberto Garcia-Velez ◽  
Vladimir Robles-Bykbaev ◽  
Marlene Zuñiga
Keyword(s):  
Language Learning ◽  
Speech And Language

scholarly journals Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence

2016 ◽  
Vol 50 (4) ◽  
pp. 434-449 ◽  
Author(s):  
Virginia Berninger ◽  
Robert Abbott ◽  
Clayton R. Cook ◽  
William Nagy
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Language Learning ◽  
Language Processing ◽  
Middle Childhood ◽  
Oral Language ◽  
Word Reading ◽  
Written Language ◽  
Childhood And Adolescence ◽  
Reading And Writing

Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 ( N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior attention-deficit/hyperactivity disorder (ADHD) diagnosis was correlated only with impaired handwriting. Parental ratings of inattention, but not hyperactivity, correlated with measures of written language but not oral language. Sustaining switching attention correlated with writing the alphabet from memory in manuscript or by keyboard and fast copying of a sentence with all the letters of the alphabet. Multiple regressions based on a principal component for composites of multiple levels of language (subword, word, and syntax/text) showed that measures of attention and executive function involving language processing rather than ratings of attention and executive function not specifically related to language accounted for more variance and identified more unique predictors in the composite outcomes for oral language, reading, and writing systems. Inhibition related to focused attention uniquely predicted outcomes for the oral language system. Findings are discussed in reference to implications for assessing and teaching students who are still learning to pay attention to heard and written language and self-regulate their language learning during middle childhood and adolescence.

Improving Reading Comprehension for Adolescents With Language and Learning Disorders

2021 ◽  
pp. 152574012110314
Author(s):  
Shannon Hall-Mills ◽  
Leesa Marante ◽  
Breanna Tonello ◽  
Lauren Johnson
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Text Comprehension ◽  
Expository Text ◽  
Learning Disorders ◽  
Text Structure ◽  
Structure Identification ◽  
Language Learning Disabilities ◽  
Text Structures

The present case study illustrates the use of explicit text structure intervention for expository reading comprehension with three adolescents with language learning disabilities (LLD). We investigated whether it was feasible to provide direct instruction on the identification of signal words that denote compare–contrast relations between concepts, the purpose and nature of expository text structures, and the use of graphic organizers to assist in retell of target passages and compare/contrast text comprehension. The intervention was effective in improving participants’ text structure identification, signal word recognition, and comprehension of compare–contrast text. This preliminary case study demonstrates that a short-term text structure intervention is feasible and can benefit adolescents with LLD who struggle with expository reading comprehension. Implications for clinical and educational services and future directions for research are provided.

Breaking the limits of executive functions: Towards a sociocultural perspective

2020 ◽  
Vol 26 (3) ◽  
pp. 358-368
Author(s):  
U Arathi Sarma ◽  
Tissy Mariam Thomas
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Self Regulation ◽  
Real Life ◽  
Planning Problem ◽  
Training Methods ◽  
Theoretical Perspectives ◽  
Research Findings ◽  
Problem Solvers ◽  
Interpersonal Situations

Executive functions refer to the neurocognitive processes that enable conscious control of goal-directed behaviour. Executive functions lay the neural and cognitive foundation for civilisation and culture with its far reaching effects in day-to-day planning, problem-solving, creativity, self-regulation, empathy and cooperative social behaviour. Though a celebrated area of research for cognitive scientists, contemporary studies find that most of the interventions that target executive functions promote academic achievement in children, but fail to transfer to real-life interpersonal situations. This suggests the need for breaking its cognitive shell and conceiving executive function development in the larger sociocultural context. Thus, the present paper inquires into the cultural space that provides collaborative learning experiences for young children to become efficient problem-solvers and empathetic social beings. After reviewing certain theoretical perspectives and research findings, it is concluded that the early experiences of scaffolding by more competent individuals, specific to the social context and culture, are the crucial determinant of positive executive function development and its expression in everyday situations. The process of such sociocultural influences seems to be mediated by learning appropriate rules that guide executive functions. The paper puts forth the need for culture-specific value-based training for children that can potentially improve the internally motivated execution of control in practical situations. Revival of activities inherent in cultures is also found to be a promising option for devising effective training methods.

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