Object clitic production in French-speaking L2 children and children with SLI

Author(s):  
Maureen Scheidnes ◽  
Laurice Tuller ◽  
Philippe Prévost

Abstract This study examines French object clitic production in 20 typically developing L2 children (L1 English) compared to 19 monolingual children with SLI. We collected spontaneous and elicitation data twice at a one-year interval (T1, T2) in order to better evaluate the impact of age- and time-related factors on the L2-SLI comparison, as well as the impact of proficiency and working memory on object clitic production. The data revealed considerable group overlap at T1 in both tasks, but the L2 children produced significantly more object clitics than the SLI group at T2 in spontaneous language, thus suggesting that the L2-SLI overlap decreases when the L2 children have more language exposure. In elicitation, clitic production in both groups increased from T1 to T2 when all clitic types were included, but when only 3p accusative clitics were analyzed, the L2 children outperformed the SLI group. Age played an important role in elicitation in both groups, thus suggesting that mature performance systems, including unimpaired working memory, are required for object clitic production in this task. Language-related measures were linked to both tasks, thus suggesting that object clitic production is particularly sensitive to overall language proficiency, possibly because of issues with resource allocation.

2020 ◽  
Vol 63 (9) ◽  
pp. 3036-3050
Author(s):  
Elma Blom ◽  
Tessel Boerma

Purpose Many children with developmental language disorder (DLD) have weaknesses in executive functioning (EF), specifically in tasks testing interference control and working memory. It is unknown how EF develops in children with DLD, if EF abilities are related to DLD severity and persistence, and if EF weaknesses expand to selective attention. This study aimed to address these gaps. Method Data from 78 children with DLD and 39 typically developing (TD) children were collected at three times with 1-year intervals. At Time 1, the children were 5 or 6 years old. Flanker, Dot Matrix, and Sky Search tasks tested interference control, visuospatial working memory, and selective attention, respectively. DLD severity was based on children's language ability. DLD persistence was based on stability of the DLD diagnosis. Results Performance on all tasks improved in both groups. TD children outperformed children with DLD on interference control. No differences were found for visuospatial working memory and selective attention. An interference control gap between the DLD and TD groups emerged between Time 1 and Time 2. Severity and persistence of DLD were related to interference control and working memory; the impact on working memory was stronger. Selective attention was unrelated to DLD severity and persistence. Conclusions Age and DLD severity and persistence determine whether or not children with DLD show EF weaknesses. Interference control is most clearly impaired in children with DLD who are 6 years and older. Visuospatial working memory is impaired in children with severe and persistent DLD. Selective attention is spared.


2020 ◽  
Vol 24 (5-6) ◽  
pp. 912-930 ◽  
Author(s):  
Victor A. Sanchez-Azanza ◽  
Raúl López-Penadés ◽  
Eva Aguilar-Mediavilla ◽  
Daniel Adrover-Roig

Aims and objectives/purpose/research questions: We characterized the impact of several bilingualism-related factors on the executive control of Spanish-Catalan bilinguals. Design/methodology/approach: Participants self-reported information regarding their age of acquisition, second language proficiency and frequency of natural language switching, and performed non-linguistic tasks tapping into specific executive control subcomponents, including inhibition, switching and updating. Data and analysis: Data were analyzed by means of a structural equation model (SEM) approach. Findings/conclusions: Results revealed that the frequency of natural language switching positively modulated the executive control performance of Spanish-Catalan bilinguals, while neither age of acquisition nor second language proficiency had an effect. Moreover, we found that the impact of natural language switching exerted general-processing influences, affecting all subcomponents of executive control. Findings are discussed in relation to context-specific effects on the cognitive system of a particular bilingual population. Originality: The current study applied an SEM approach to provide new evidence on the previously ambiguous relation between bilingualism-related factors and executive control. Significance/implications: Our findings suggest that the frequency of natural language switching does globally influence the executive control of Spanish-Catalan bilinguals.


PLoS ONE ◽  
2021 ◽  
Vol 16 (10) ◽  
pp. e0258458
Author(s):  
Sophie Gillet ◽  
Cristina Barbu ◽  
Martine Poncelet

The results of studies targeting cognitive and academic advantages in children frequenting early bilingual immersion school programs (CLIL) have been contradictory. While the impact of the amount of CLIL experience has already been studied, the role of the second language learned has been little studied to account for differences among study findings. The link between executive skills (EF) and scholar abilities (e.g., mathematics) in the CLIL context has also been little investigated. The purpose of the present study was to determine if the impact of CLIL on EF and academic performances varies depending on the immersion language and the duration of CLIL experience. The sample included a total of 230 French-speaking children attending second (141) and fifth (89) grade classes. Within each grade, there were three matched language groups composed of children respectively immersed in English, immersed in Dutch, and non-immersed controls. The children were administered tasks assessing executive functions [alerting, cognitive flexibility, and working memory], as well as arithmetic abilities. In second grade, we detected no difference in EF between the language groups. On the other hand, in fifth grade, the two immersed groups outperformed the non-immersed group on the cognitive flexibility task but did not differ between them. Moreover, only the Dutch immersed group outperformed the control group on the working memory task. Arithmetic performances also differed depending on the language learned; in second grade, Dutch learners performed better than the monolingual group. In fifth grade, Dutch learners outperformed the two other groups. These results suggest that the impact of CLIL on executive skills and arithmetic performances might be modulated by the amount of CLIL experience and the second language learned in immersion.


Geriatrics ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 10
Author(s):  
Brenda Kelly Gonçalves Nunes ◽  
Brunna Rodrigues de Lima ◽  
Lara Cristina da Cunha Guimarães ◽  
Rafael Alves Guimarães ◽  
Claci Fátima Weirich Rosso ◽  
...  

Objective: This study analyzes the causes of death, survival, and other related factors in hospitalized elderly people with fractures over the course of one year. Methods: We followed 376 fracture patients for one year in a prospective cohort study to a reference hospital in central Brazil. The Cox regression model was used to analyze factors associated with survival. Results: The results indicate that the one-year mortality rate was high (22.9%). The independent factors linked to lower overall survival were as follows: patients aged ≥80 years with previous intensive care unit (ICU) admission and presence of comorbidities (diabetes mellitus [DM] and dementia). Conclusion: Our study results may contribute to a better understanding of the impact of fractures on the elderly population and reinforce the need to oversee age-groups, diabetic patients, and patients with complications during hospitalization.


2016 ◽  
Vol 20 (6) ◽  
pp. 666-683 ◽  
Author(s):  
Kaitlyn A. Litcofsky ◽  
Darren Tanner ◽  
Janet G. van Hell

Aims and objectives/purpose/research questions: Considerable research has investigated how bilinguals produce and comprehend words, focusing mainly on how bilinguals are able to select words from the appropriate language. Less research, however, has investigated whether production and comprehension involve the same underlying mechanisms. The present study explores this issue by examining whether production and comprehension, in the first language (L1) and second language (L2), are similarly influenced by factors relating to language experience, language use, and cognitive functioning. Design/methodology/approach Spanish-English bilinguals living in an English-speaking environment completed a picture naming task and a lexical decision task in their L1 and L2. In addition, participants completed the Operation Span task testing working memory and the Flanker task testing inhibitory control, and completed a language history questionnaire probing their language experience, relative proficiency, and codeswitching behavior. Data and analysis: Performance on all tasks was submitted to correlation analyses and the impact of individual difference measures on word production and comprehension was assessed via regression analyses. Findings/conclusions: Results showed that (1) production and comprehension were more closely linked in L1 than in L2; (2) production in L1 and L2 was predicted by language proficiency; and (3) comprehension in L1 and L2 was predicted by working memory. Originality: This is the first study to compare lexical processing in production and comprehension in both L1 and L2 and how these processes are influenced by language experience, use, and cognitive factors. Significance/implications: Word production and comprehension appear to be more tightly linked in L1 than L2, but seem to rely on different processing mechanisms.


Author(s):  
Shereen Sharaan ◽  
Sarah E. MacPherson ◽  
Sue Fletcher-Watson

AbstractThere is evidence that autistic children may have reduced executive function skills, contributing to day-to-day difficulties, but much remains unknown regarding the influence of bilingualism. We investigated its influence on sustained attention, interference control, flexible switching and working memory, in Arabic-English autistic (n = 27) and typically developing peers (n = 53) children, aged 5 to 12 years old. Parents and teachers completed rating measures assessing children’s daily EF abilities. Results showed generalized positive effects for bilingual autistic children relative to their monolingual peers across all EF domains, but using parent ratings only. The findings indicate that bilingualism does not negatively impact the executive function skills of autistic children, and that it might mitigate difficulties faced on a day-to-day basis.


2016 ◽  
Vol 30 (3) ◽  
pp. 215-226 ◽  
Author(s):  
Luke D. Smillie ◽  
Valeria Varsavsky ◽  
Rachel E. Avery ◽  
Ryan Perry

Trait Intellect, one of the two ‘aspects’ of the broader Openness/Intellect ‘domain’, predicts performance on a range of cognitive tasks including tests of intelligence and working memory. This has been explained in terms of the tendency for high–Intellect individuals to explore, or engage more effortfully with, abstract information. This theoretical perspective can be framed in the language of Resource Allocation Theory, in terms of high–Intellect individuals allocating more of their available cognitive resources to abstract cognitive tasks. In two experiments (total N = 160), we examined the relation between Intellect and cognitive engagement during a primary word–search task under conditions of both high and low secondary cognitive load. Both experiments revealed that high–Intellect individuals were more vulnerable to the impact of the secondary cognitive load on primary task performance. This suggests that, under low secondary load, such individuals were indeed allocating more of their available cognitive resources to the primary task. These results held after controlling for trait Openness, trait Industriousness (an aspect of Conscientiousness) and a measure of working memory capacity (N–back task). Our findings provide novel support for the cognitive mechanisms proposed to underlie trait Intellect. Copyright © 2016 European Association of Personality Psychology


Blood ◽  
2020 ◽  
Vol 136 (Supplement 1) ◽  
pp. 22-22
Author(s):  
Olubusola Oluwole ◽  
Amma owusu-Ansah ◽  
Seyed Mehdi Nouraie ◽  
Enrico M Novelli

Introduction: Sickle cell disease (SCD) is a genetic blood disorder characterized by a mutated hemoglobin that polymerizes when deoxygenated leading to sickle-shaped red blood cells. Tissue hypoxia and organ damage are downstream effects of red blood cell sickling. A manifestation of end organ damage that is of increasing concern, given its devastating functional effects, is cognitive impairment. Sub-Saharan Africa accounts for the highest annual SCD burden in the world, yet little is known about cognitive impairment in children from Africa with SCD. This knowledge gap inhibits the development of targeted interventions to prevent or mitigate cognitive deficits in children with SCD. In particular, it is unknown if hydroxyurea, the oldest FDA-approved drug for SCD, preserves cognitive functioning. The primary objective of this study was to assess the potential cognitive benefits of hydroxyurea administered over at least one year in children with SCD from Ghana. Methods: We conducted a cross-sectional study funded by an ASH Minority Resident Hematology Award at both the general pediatric sickle cell clinic and the hydroxyurea clinic at Korle Bu Teaching Hospital in Ghana. Children with a diagnosis of SCD (HbSS, HbSC and HbS/β-thalassemia) between the ages of 5 and 13 were approached and enrolled in two arms of the study - non-hydroxyurea and hydroxyurea groups - under an IRB-approved protocol. Children without any exposure to hydroxyurea were included in the non-hydroxyurea group while children who had been taking hydroxyurea for at least one year were included in the hydroxyurea group. Children's demographic data were obtained via an ad-hoc questionnaire. Anthropomorphic and laboratory data were obtained from the patients' charts. Cognitive function was assessed using Cogstate, a computer-based neurocognitive testing tool. A brief battery of tests was administered consisting of Detection, Identification, One Back and Groton Maze Learning tests, which assess psychomotor function, attention, working memory and executive functioning, respectively. We used multiple linear regression analysis and inverse proportional to weight propensity score analysis to test the association between hydroxyurea treatment and cognitive test scores. Results: We enrolled 58 children with SCD in the study, including 28 in the non-hydroxyurea group (mean age 9.2 ± 2.40, 54% girls), and 30 in the hydroxyurea group (mean age 9.2 ± 2.17, 57% girls). Children taking hydroxyurea had higher hemoglobin (9.34 vs 8.32 g/dL, P=0.02) and mean corpuscular volume values (94 ± 9.2 vs 77 ± 9.1 fL, P=<0.01) when compared to the non-hydroxyurea group. Children in the hydroxyurea group performed significantly better in the area of working memory (adjusted difference 0.19, p=0.02, Table 1), while there was no significant difference in the other domains. Other confounders including age, nutritional status, gender and subject education level did not impact the findings.Within the hydroxyurea group, increased transcranial doppler velocity in the left internal carotid and left anterior cerebral arteries (a stroke risk factor) was associated with worse psychomotor function (correlation coefficient 0.41, p=0.047). Conclusion:To our knowledge, this is the first study conducted in Africa to explore the impact of hydroxyurea on cognitive functioning. While causality cannot be inferred in this observational study, our results support the findings of a study conducted in the United States showing that children withSCD on hydroxyurea had improved cognitive functioning as compared to those not on the drug (Puffer et al.Child Neuropsychology. 2007). It is possible that hydroxyurea may result in improved cerebral oxygenation, potentially by ameliorating anemia. In a prior study we found that higher cognitive functioning in children with SCD is associated with higher maternal education (Oluwole et al.Pediatr Blood Cancer. 2016), however, the difference in working memory remained significant after adjusting for this variable. Future longitudinal and interventional studies are needed to further assess the potential benefits of hydroxyurea on cognitive functioning, particularly in sub-Saharan Africa, where other interventions aimed at reducing neurological complications of SCD, such as blood transfusions, remain limited. Disclosures No relevant conflicts of interest to declare.


2013 ◽  
Vol 24 (1) ◽  
pp. 111-120 ◽  
Author(s):  
Nash Davis ◽  
Linda Sheldon ◽  
Susan Colmar

A small-scale research study was undertaken to identify the impact of attention and working memory (WM) strategies for one Year 3 class over four lessons. A selection of eight strategies was embedded in everyday mathematics lessons, and the class teacher was supported to adjust lesson delivery and monitor students experiencing WM overload. Explicit student and teacher instruction was provided to learn how to understand and apply the strategies during lessons. The goals of this research were to increase teacher expertise in teaching strategies to improve WM and to encourage students to practise and self-monitor strategy use. Students’ academic engagement rose to 100% and all students increased their academic achievement outcomes.


2020 ◽  
Vol 8 (2) ◽  
pp. 173-199
Author(s):  
Luk Van Mensel ◽  
Amélie Bulon ◽  
Isa Hendrikx ◽  
Fanny Meunier ◽  
Kristel Van Goethem

Abstract This study aims to explore the impact of formal and informal input on learners’ variability in writing, and to compare two target-language conditions (Dutch and English) in CLIL and non-CLIL settings in French-speaking Belgium. A regression model shows that CLIL is a significant predictor of L2 outcomes for both target languages, but that the relative impact of formal and informal input differs depending on the target language. In short, the amount of formal language exposure predicts the outcomes of the written productions of the learners of English, and the frequency of informal exposure those of the learners of Dutch. We argue that this observation is likely related to the difference in status that each of these languages holds among the pupils in our sample. The findings thus highlight the importance of the L2 status in research on CLIL, since different L2s can yield different results.


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