Dissociating the Impact of Auditory Access and Language Access in Deaf Children’s Cognitive Development

2020 ◽  
pp. 98-122
Author(s):  
Matthew L. Hall
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Cognitive Development ◽  
Implicit Learning ◽  
Educational Practice ◽  
Verbal Working Memory ◽  
Psychological Theory ◽  
Future Research ◽  
Language Access ◽  
The Impact

Deaf and hard of hearing (DHH) children have been claimed to lag behind their hearing peers in various domains of cognitive development, especially in implicit learning, executive function, and working memory. Two major accounts of these deficits have been proposed: one based on a lack of auditory access, and one based on a lack of language access. This chapter reviews these theories in relation to the available evidence and concludes that there is little evidence of direct effects of diminished auditory access on cognitive development that could not also be explained by diminished language access. Specifically, reports of deficits in implicit learning are not broadly replicable. Some differences in executive function do stem from deafness itself but are not necessarily deficits. Where clinically relevant deficits in executive function are observed, they are inconsistent with the predictions of accounts based on auditory access, but consistent with accounts based on language access. Deaf–hearing differences on verbal working memory tasks may indicate problems with perception and/or language, rather than with working memory. Deaf–hearing differences on nonverbal tasks are more consistent with accounts based on language access, but much more study is needed in this area. The chapter concludes by considering the implications of these findings for psychological theory and for clinical/educational practice and by identifying high-priority targets for future research.

Negative stimuli may improve visuospatial working memory

2016 ◽  
Vol 60 (1) ◽  
pp. 1419-1423
Author(s):  
Kyle M. Wilson ◽  
Paul N. Russell ◽  
Neil R. de Joux ◽  
Megan J. Blakely ◽  
William S. Helton
Keyword(s):  
Working Memory ◽  
Negative Affect ◽  
Memory Performance ◽  
Verbal Working Memory ◽  
Future Research ◽  
Visuospatial Working Memory ◽  
Negative Picture ◽  
Picture Stimuli ◽  
The Impact ◽  
Negative Stimuli

The impact of negative affect on working memory performance is unclear. Visuospatial and verbal working memory are critical in many settings, but may be impaired during exposure to negative stimuli. In Experiment 1, the impact of task-irrelevant negative picture stimuli on verbal compared to visuospatial working memory performance was investigated. Unexpectedly, visuospatial memory performance was superior for trials containing negative stimuli than trials with neutral stimuli. The impact of negative picture stimuli on visuospatial working memory was further examined in Experiment 2. Performance was again superior for negative stimuli relative to neutral stimuli. While much previous research has reported that negative affect is disruptive of visuospatial working memory, the improved performance found here is consistent with other research particularly where negative or arousing stimuli are thought to increase the pool of available processing resources or effort. Implications for contexts where working memory demands occur alongside distressing stimuli are discussed, as well as future research suggestions.

scholarly journals Effects of Sport-Based Interventions on Children’s Executive Function: A Systematic Review and Meta-Analysis

2021 ◽  
Vol 11 (6) ◽  
pp. 755
Author(s):  
Falonn Contreras-Osorio ◽  
Christian Campos-Jara ◽  
Cristian Martínez-Salazar ◽  
Luis Chirosa-Ríos ◽  
Darío Martínez-García
Keyword(s):  
Systematic Review ◽  
Working Memory ◽  
Executive Function ◽  
Inhibitory Control ◽  
Cognitive Flexibility ◽  
Meta Analysis ◽  
Scientific Evidence ◽  
Healthy Children ◽  
Meta Analyses ◽  
The Impact

One of the most studied aspects of children’s cognitive development is that of the development of the executive function, and research has shown that physical activity has been demonstrated as a key factor in its enhancement. This meta-analysis aims to assess the impact of specific sports interventions on the executive function of children and teenagers. A systematic review was carried out on 1 November 2020 to search for published scientific evidence that analysed different sports programs that possibly affected executive function in students. Longitudinal studies, which assessed the effects of sports interventions on subjects between 6 and 18 years old, were identified through a systematic search of the four principal electronic databases: Web of Science, PubMed, Scopus, and EBSCO. A total of eight studies, with 424 subjects overall, met the inclusion criteria and were classified based on one or more of the following categories: working memory, inhibitory control, and cognitive flexibility. The random-effects model for meta-analyses was performed with RevMan version 5.3 to facilitate the analysis of the studies. Large effect sizes were found in all categories: working memory (ES −1.25; 95% CI −1.70; −0.79; p < 0.0001); inhibitory control (ES −1.30; 95% CI −1.98; −0.63; p < 0.00001); and cognitive flexibility (ES −1.52; 95% CI −2.20; −0.83; p < 0.00001). Our analysis concluded that healthy children and teenagers should be encouraged to practice sports in order to improve their executive function at every stage of their development.

scholarly journals Chinese students’ participation: the effect of cultural factors

2014 ◽  
Vol 56 (5) ◽  
pp. 430-446 ◽  
Author(s):  
Chris S. Hodkinson ◽  
Arthur E. Poropat
Keyword(s):  
Teaching Effectiveness ◽  
Educational Achievement ◽  
Chinese Students ◽  
Educational Practice ◽  
Chinese Student ◽  
Future Research ◽  
Electronic Interaction ◽  
Content Type ◽  
Cultural Elements ◽  
The Impact

Purpose – The purpose of this paper is to provide for Western educators of international Chinese and Confucian Heritage Culture (CHC) students the first integrated review of kiasu, the “fear of missing out”, and its consequences for learning, teaching, and future research. Design/methodology/approach – A review of the economic importance of international Chinese students is provided, followed by consideration of the pedagogical consequences of restricted participation in educational activities by the so-called “silent Chinese student”. Examination of research on international Chinese students and their source cultures established significant gaps and misunderstandings in the generally accepted understandings of CHCs, especially with respect to the actual practices used in Western and Chinese teaching. More importantly, the participation-related implications of kiasu within the context of broader cultural characteristics are described and implications drawn for teaching practices and research. Findings – While many Western university teachers are aware of the “silent Chinese student” phenomenon, few understand its underlying reasons, especially the kiasu mindset and its relationship to other cultural elements. Kiasu actively impedes the interaction of international Chinese students with their teachers and restricts collaboration with peers, thereby limiting educational achievement. Specific tactics for amelioration are reviewed and recommendations are provided, while an agenda for future research is outlined. Practical implications – Western teachers need to normalise and encourage Chinese student participation in class activities using tactics that have been demonstrated to improve outcomes for Chinese students, but that also assist students generally. These include both within-class and electronic interaction tools. Social implications – More culturally sensitive understanding of the impact of cultural differences on teaching effectiveness. While some effective responses to these already exist, further research is needed to expand the skill-set of Western teachers who work with international Chinese students. Originality/value – This paper provides the first systematic integration of the kiasu phenomenon with educational practice and research.

The impact of verbal working memory on number–space associations.

2014 ◽  
Vol 40 (4) ◽  
pp. 976-986 ◽  
Author(s):  
Véronique Ginsburg ◽  
Jean-Philippe van Dijck ◽  
Paola Previtali ◽  
Wim Fias ◽  
Wim Gevers
Keyword(s):  
Working Memory ◽  
Verbal Working Memory ◽  
The Impact

scholarly journals Working Memory and Executive Function Decline across Normal Aging, Mild Cognitive Impairment, and Alzheimer’s Disease

2015 ◽  
Vol 2015 ◽  
pp. 1-9 ◽  
Author(s):  
Anna-Mariya Kirova ◽  
Rebecca B. Bays ◽  
Sarita Lagalwar
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Working Memory ◽  
Cognitive Impairment ◽  
Executive Function ◽  
Mild Cognitive Impairment ◽  
Executive Dysfunction ◽  
Normal Aging ◽  
Future Research ◽  
Neurological Differences

Alzheimer’s disease (AD) is a progressive neurodegenerative disease marked by deficits in episodic memory, working memory (WM), and executive function. Examples of executive dysfunction in AD include poor selective and divided attention, failed inhibition of interfering stimuli, and poor manipulation skills. Although episodic deficits during disease progression have been widely studied and are the benchmark of a probable AD diagnosis, more recent research has investigated WM and executive function decline during mild cognitive impairment (MCI), also referred to as the preclinical stage of AD. MCI is a critical period during which cognitive restructuring and neuroplasticity such as compensation still occur; therefore, cognitive therapies could have a beneficial effect on decreasing the likelihood of AD progression during MCI. Monitoring performance on working memory and executive function tasks to track cognitive function may signal progression from normal cognition to MCI to AD. The present review tracks WM decline through normal aging, MCI, and AD to highlight the behavioral and neurological differences that distinguish these three stages in an effort to guide future research on MCI diagnosis, cognitive therapy, and AD prevention.

Gamification in banking: a review, synthesis and setting research agenda

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shilpa Chauhan ◽  
Asif Akhtar ◽  
Ashish Gupta
Keyword(s):  
Research Agenda ◽  
Banking Sector ◽  
Banking Industry ◽  
Psychological Theory ◽  
Future Research ◽  
Content Type ◽  
Bank Management ◽  
Customer Behaviour ◽  
The Future ◽  
The Impact

Purpose The objective of this paper is to explore and extend the existing literature on the use of gamification in banking. Design/methodology/approach Gamification is a new concept, further its application in banking is in a nascent stage both from the perspective of research and application. To systematise the limited literature and to draw the future research prospects, studies are presented based on theories, characteristics, context and methodologies framework. Findings The synthesis of the literature on gamification opened to a spectrum of areas to determine the future of gamification in the banking industry. The study emphasises the use of social and psychological theory building in the banking industry. Further, the research on game elements is an underexplored area in the banking domain, while they have well exploited in other contexts. Banking context needs more literature evidence, empirically tested and validated research methods to understand the personality traits and customer behaviour arising from the use of gamification. Practical implications For bank management, this study lays the impact of gamification in this era of digital banking. With the right mix of hedonic and utilitarian elements, bank management shall be able to boost financial literacy, improve saving habits, simplify banking products and strengthen knowledge updates among bank employees. Understanding the key elements and present status of research on gamification and their impact on customer behaviour development is crucial for the bank in building strategic advantage. Originality/value This study on gamification applied explicitly to the banking sector. With no clear application of the elements and mechanics of technology used in gamification, this study presents past literature in a systematised manner and draws the future research agenda of gamification in banking services.

scholarly journals Social Skills Intervention Participation and Associated Improvements in Executive Function Performance

2017 ◽  
Vol 2017 ◽  
pp. 1-13 ◽  
Author(s):  
Shawn E. Christ ◽  
Janine P. Stichter ◽  
Karen V. O’Connor ◽  
Kimberly Bodner ◽  
Amanda J. Moffitt ◽  
...  
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Social Competence ◽  
Spatial Working Memory ◽  
Neurodevelopmental Disorder ◽  
Memory Task ◽  
Verbal Working Memory ◽  
Autism Spectrum ◽  
Mixing Costs ◽  
Adolescents With Asd

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social communication. It has been postulated that such difficulties are related to disruptions in underlying cognitive processes such as executive function. The present study examined potential changes in executive function performance associated with participation in the Social Competence Intervention (SCI) program, a short-term intervention designed to improve social competence in adolescents with ASD. Laboratory behavioral performance measures were used to separately evaluate potential intervention-related changes in individual executive function component processes (i.e., working memory, inhibitory control, and cognitive flexibility) in a sample of 22 adolescents with ASD both before and after intervention. For comparison purposes, a demographically matched sample of 14 individuals without ASD was assessed at identical time intervals. Intervention-related improvements were observed on the working memory task, with gains evident in spatial working memory and, to a slightly lesser degree, verbal working memory. Significant improvements were also found for a working memory-related aspect of the task switching test (i.e., mixing costs). Taken together, these findings provide preliminary support for the hypothesis that participation in the SCI program is accompanied by changes in underlying neurocognitive processes such as working memory.

Executive functions in youths with autism spectrum disorder and their unaffected siblings

2020 ◽  
pp. 1-10 ◽  
Author(s):  
Guan-Jye Seng ◽  
Wan-Ling Tseng ◽  
Yen-Nan Chiu ◽  
Wen-Che Tsai ◽  
Yu-Yu Wu ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Working Memory ◽  
Executive Function ◽  
Executive Functions ◽  
Spatial Working Memory ◽  
Digit Span ◽  
Verbal Working Memory ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Planning Problem

Abstract Background Executive dysfunction is one of the main cognitive theories of autism spectrum disorder (ASD). Despite evidence of deficits in executive functions in individuals with ASD, little is known about executive dysfunctions as candidate cognitive endophenotypes for ASD. In this study, we investigated executive functions in youths with ASD, their unaffected siblings and typically developing controls (TDC). Methods We recruited 240 youths with a clinical diagnosis of ASD (aged 6–18 years), 147 unaffected siblings of ASD youths, and 240 TDC youths. TDC youths were recruited based on the age and sex distribution of the ASD youths. Participants were assessed using the verbal Digit Span test and four executive function tasks from the Cambridge Neuropsychological Test Automated Battery, including Intra-dimensional/Extra-dimensional Shift (I/ED), Spatial Span (SSP), Spatial Working Memory (SWM), and Stocking of Cambridge (SoC). Results ASD youths, relative to TDC, performed significantly worse in executive function tasks assessing verbal working memory (forward and backward digit span), set-shifting (I/ED), visuospatial working memory (SSP, SWM), and planning/problem solving (SoC). Furthermore, unaffected siblings, relative to TDC, performed worse in forward and backward digit recalls and made more errors in SWM. These results were independent of the effects of age, sex, IQ, and symptoms of attention-deficit/hyperactivity disorder. Conclusions Our findings support impaired executive functions in youths with ASD. However, unaffected siblings were mostly unimpaired except in the areas of verbal and spatial working memory, which may be potential cognitive endophenotypes for ASD.

Introduction to the special issue on syntax and verbal short term/working memory in developmental disorders

2020 ◽  
Vol 40 (4) ◽  
pp. 335-340
Author(s):  
Stavroula Stavrakaki
Keyword(s):  
Working Memory ◽  
Verbal Memory ◽  
Developmental Disorders ◽  
Short Term Memory ◽  
Verbal Working Memory ◽  
Future Research ◽  
Special Issue ◽  
Short Term ◽  
Main Research ◽  
The Status

In the field of developmental disorders, two main research approaches, the linguistic approach and the cognitive psychology of memory approach, have been used to a great extent independently. Recently, researchers have investigated simultaneously the language and verbal memory abilities – especially verbal short term memory (VSTM) and verbal working memory (VWM) – of individuals with developmental disorders. The present Special Issue contributes to the discussion of the relation between VSTM/VWM and syntax in developmental disorders. It reports empirical data from six studies on the relation between verbal memory and syntax in different disorders and languages, and it raises theoretical issues concerning these cognitive mechanisms. It concludes with three commentary articles where the authors raise crucial theoretical and methodological issues: they pose questions concerning the status of VSTM/VWM and syntax, and spell out directions for future research in this field.

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