scholarly journals BILINGUAL EFFECT IN THE DEVELOPMENT OF EXECUTIVE FUNCTION

Author(s):  
Yu.O. Novgorodova

The article presents the results of a theoretical review, the purpose of which is to highlight the problem of the influence of bilingualism on the development of executive function change in modern research. The analysis of this problem points to the differentiated contribution of bilingualism to the functioning of such cognitive processes as inhibition, working memory and shifting. The problem is that the established term "bilingual advantage", describing the influence of bilingualism on the development of mental structures, is not correct, since the authors note both positive and negative consequences of bilingualism reflected in child development. As a result, researchers have adopted the concept of "bilingual effect", which allows for various options for the impact of bilingualism on the development of cognitive structures. This article urges to indicate the limitations in modern studies of bilinguals, is aimed at finding prospects for further study of this problem.

Author(s):  
Matthew L. Hall

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.


2021 ◽  
Vol 11 (6) ◽  
pp. 755
Author(s):  
Falonn Contreras-Osorio ◽  
Christian Campos-Jara ◽  
Cristian Martínez-Salazar ◽  
Luis Chirosa-Ríos ◽  
Darío Martínez-García

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.


2007 ◽  
Vol 29 (6) ◽  
pp. 783-791 ◽  
Author(s):  
Benjamin A. Sibley ◽  
Sian L. Beilock

In the current work we asked whether executive function, as measured by tests of working memory capacity, might benefit from an acute bout of exercise and, more specifically, whether individuals who are lower or higher in working memory to begin with would be more or less affected by an exercise manipulation. Healthy adults completed working memory measures in a nonexercise (baseline) session and immediately following a 30-min self-paced bout of exercise on a treadmill (exercise session). Sessions were conducted 1 week apart and session order was counterbalanced across participants. A significant Session × Working Memory interaction was obtained such that only those individuals lowest in working memory benefited from the exercise manipulation. This work suggests that acute bouts of exercise may be most beneficial for healthy adults whose cognitive performance is generally the lowest, and it demonstrates that the impact of exercise on cognition is not uniform across all individuals.


2018 ◽  
Author(s):  
Eneko Antón ◽  
Manuel Carreiras ◽  
Jon Andoni Duñabeitia

AbstractA bilingual advantage in a form of a better performance of bilinguals in tasks tapping into executive function abilities has been reported repeatedly in the literature. However, recent research defends that this advantage does not stem from bilingualism, but from uncontrolled factors or imperfectly matched samples. In this study we explored the potential impact of bilingualism on executive functioning abilities by testing large groups of young adult bilinguals and monolinguals in the tasks that were most extensively used when the advantages were reported. Importantly, the recently identified factors that could be disrupting the between groups comparisons were controlled for, and both groups were matched. We found no differences between groups in their performance. Additional bootstrapping analyses indicated that, when the bilingual advantage appeared, it very often co-occurred with unmatched socio-demographic factors. The evidence presented here indicates that the bilingual advantage might indeed be caused by spurious uncontrolled factors rather than bilingualism per se. Secondly, bilingualism has been argued to potentially affect working memory also. Therefore, we tested the same participants in both a forward and a backward version of a visual and an auditory working memory task. We found no differences between groups in either of the forward versions of the tasks, but bilinguals systematically outperformed monolinguals in the backward conditions. The results are analyzed and interpreted taking into consideration different perspectives in the domain-specificity of the executive functions and working memory.


2021 ◽  
Author(s):  
Emma M. MacDonald

Anxiety Sensitivity (AS) is the fear of normal, arousal-related bodily sensations due to the belief that they have negative consequences. High AS is associated with interpretive biases whereby normal bodily sensations are perceived as threatening. Research shows that interpretive biases can be modified through cognitive training. In the present study, the impact of interpretation training on cognitive processes and behaviour was examined in people with high AS. Thirty-four participants were assigned to either a training condition designed to induce a benign interpretive bias, or a “sham” condition designed to have no effect on existing biases. Participants in the training condition reported significant decreases in overall AS and fear of the physical consequences of anxiety. Interpretive bias measures yielded mixed findings. Both conditions displayed decreased negative interpretations of explanations of physical sensations, but only the training condition displayed decreased interpretations of specific, negative explanations of physical sensations. Theoretical implications are discussed.


2021 ◽  
Vol 12 ◽  
Author(s):  
Jari Peräkylä ◽  
Kaija Järventausta ◽  
Piia Haapaniemi ◽  
Joan A. Camprodon ◽  
Kaisa M. Hartikainen

Background: Alterations in executive functions, emotion regulation, and their interaction are common concomitants of depression. Executive dysfunction frequently lingers after treatment, has adverse effects on daily life, and predisposes to recurrence of depression. Yet, sensitive measures of executive function for reliable assessment of cognitive outcomes are still lacking in clinical practice. To better understand the impact of depression and its most effective treatment, electroconvulsive therapy (ECT), on cognition, we assessed executive functions pre- and post-ECT and whether objective measures reflecting alterations in emotion–executive function interaction correlate with depression severity or with cognitive outcome.Methods: Executive functions were assessed in 21 patients with major depressive disorder (MDD) before and after ECT using subjective measures from the Behavior Rating Inventory of Executive Function—Adult version (BRIEF-A) and objective cognitive performance measures derived from computer-based test of executive function, Executive Reaction Time (RT) Test. In addition, we created novel indices reflecting emotional modulation of cognitive performance by subtracting different performance measures in the context of neutral distractors from those in the context of threat-related distractors. We correlated these indices with Beck Depression Inventory (BDI) and BRIEF-A scores.Results: Depression was significantly alleviated, and executive functions improved post-ECT, as seen in reduced BDI scores, BRIEF-A scores, and number of errors in Executive RT Test. Pre-ECT BDI scores correlated with threat modulation of RT (tmRT) and threat modulation of working memory (tmWM). Post-ECT tmRT correlated with several Behavioral Regulation scales and tmWM with several Metacognition scales of BRIEF-A.Conclusion: While caution is warranted, results from both subjective and objective measures suggest that ECT significantly improves executive functions and emotion regulation along with alleviation of depression. Novel indices derived from threat modulation of executive function and working memory show promise as objective biomarkers of depression severity pre-ECT and cognitive outcome post-ECT with potential for guiding depression treatments.


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.


2015 ◽  
Vol 30 (1) ◽  
pp. 1-7 ◽  
Author(s):  
P. Wongupparaj ◽  
V. Kumari ◽  
R.G. Morris

AbstractObjective:The study investigated working memory, executive functions (conceptualized as response inhibition, updating, and shifting), and intelligence in schizophrenia, using structural equation modelling to determine the relationship between working memory and intelligence, testing whether specific executive functions act as a mediator for the association.Method:One hundred and twenty-five individuals diagnosed with schizophrenia and 64 healthy participants were included in the study, tested using measures of working memory, intelligence and executive functioning. Structural equation modelling (SEM) was used to estimate direct and indirect associations between main measures.Results:The schizophrenia group had significantly lower working memory, executive function and intelligence than the healthy group. The relationship between working memory and intelligence was significantly mediated by inhibition, updating and shifting functions.Conclusion:The study indicates a mediating role of executive functions in determining the association between working memory and intellectual function in schizophrenia. It is further proposed that in people with schizophrenia, cognitive remediation approaches targeting working memory through executive functioning may in turn improve intellectual function generally.


2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. A84-A85
Author(s):  
Catherine D Zhang ◽  
Sumitabh Singh ◽  
Malavika Suresh ◽  
Andreas Ladefoged Ebbehøj ◽  
Nikki H Stricker ◽  
...  

Abstract Background: Cognitive deficits in memory, language, and executive function have been described in Cushing’s syndrome, but the impact of mild cortisol secretion on cognition is unclear. Rather than overt hypercortisolism, mild autonomous cortisol secretion (MACS) is typically associated with abnormal circadian cortisol production. Aim: To characterize the effect of MACS on cognitive performance. Methods: We conducted a cross-sectional analysis as part of an ongoing cohort study in patients with MACS compared to age and sex-matched referent subjects without cortisol excess. MACS was defined as serum cortisol concentration &gt;1.8 mcg/dL after the 1 mg overnight dexamethasone suppression test (DST), in the absence of signs and symptoms of overt Cushing syndrome. We used the National Institute of Health Toolbox Cognition Battery to assess cognitive performance. A series of seven IPad-based tests were administered to evaluate five key domains: 1) executive function, 2) episodic memory, 3) working memory, 4) language, and 5) processing speed. Performance was reported using fully corrected T-scores for age, sex, education, and race with a normative mean of 50 and a standard deviation of 10. T-scores were generated for the individual components as well as three summary measures: 1) fluid cognition (includes executive function, episodic memory, working memory, and processing speed), 2) crystallized cognition (includes language), and 3) total cognition (composite of fluid and crystalized cognition). Results: A total of 23 patients with MACS and 23 age and sex-matched referent subjects without cortisol excess were enrolled. The median age of diagnosis was 63 years (range, 51–81), and 26 (56%) were women. In the MACS cohort, median cortisol following 1 mg DST was 2.6 ug/dL (range, 1.9–13.0) with median ACTH of 8.5 pg/mL (range, 5.0–38.0) and median DHEA-S of 37 mcg/dL (range, 5.0- 141.0). On cognitive assessment, patients with MACS had lower total cognition (T-scores 50 vs. 54, p=0.05) and fluid cognition (T-scores 48 vs. 53, p=0.01) composite scores compared to referent subjects without cortisol excess. In particular, patients with MACS performed worse on tests of executive function (Dimensional Change Card Sort: T-scores 55 vs. 63, p= 0.02 and Flanker Inhibitory Control and Attention: T-scores 45 vs. 52, p=0.01). There were no significant differences observed in the remaining individual domains of language, processing speed, working memory, and episodic memory, or crystallized cognition. Conclusions: MACS is associated with impaired total cognition, and in particular, executive function and fluid cognition. These findings suggest that patients with MACS are susceptible to cortisol-mediated changes in the brain. Additional studies should examine the contribution of neuropsychiatric symptoms on cognition in MACS, and possible improvement following treatment for cortisol excess.


AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110483
Author(s):  
Michael Little

Executive function skills are a set of cognitive processes that help individuals to engage in goal-directed behavior and have been linked to benefits in academic achievement and other learning-related outcomes. Recently, there has been interest in understanding how attending center-based preschool may relate to the development of executive function skills. This study used the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (n ~ 9,270) to examine the association between preschool attendance and executive function skills in each grade of elementary school. The results of the analysis suggest small initial associations of preschool attendance with some subdomains of executive function (working memory) but not others (cognitive flexibility). These associations are heterogenous based on preschool type (i.e., public vs. private). The longitudinal analysis revealed rapid attenuation of initially positive associations, but also some indications of so-called “sleeper effects” emerged in late elementary school for working memory. Implications for research and policy are discussed.


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