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Inter-individual differences in executive functions predict multitasking performance – Implications for the central attentional bottleneck
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Η επίδραση της πολυγλωσσίας στη λειτουργία της εργαζόμενης μνήμης και των εκτελεστικών λειτουργιών. Μια διερευνητική μελέτη σε ενήλικες πολύγλωσσους ...
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Understanding Estimations of Magnitudes: An fMRI Investigation
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In: Brain Sciences; Volume 12; Issue 1; Pages: 104 (2022)
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Как билингвизм влияет на объем словарного запаса у старших дошкольников? ; How Does Bilingualism Affect the Volume of Vocabulary in Senior Preschoolers?
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Interventions based on board games to improve working memory, executive functions, and other cognitive processes related across lifespan
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In: TDX (Tesis Doctorals en Xarxa) (2022)
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From Terrible Twos to Sassy Sixes: The Development of Vocabulary and Executive Functioning Across Early Childhood
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A case-study of language-specific executive disorder
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In: ISSN: 0264-3294 ; EISSN: 1464-0627 ; Cognitive Neuropsychology ; https://hal.archives-ouvertes.fr/hal-03372987 ; Cognitive Neuropsychology, Taylor & Francis (Routledge), 2021, 38 (2), pp.125 - 137. ⟨10.1080/02643294.2021.1941828⟩ (2021)
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Web indirect language assessment on monolingual Italian toddlers ...
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Bilingualism meets autism: an investigation of executive functions profiles in English-Arabic children ...
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Higher-Order Language Dysfunctions in Individuals with Alcohol Use Disorder
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In: Journal of Clinical Medicine ; Volume 10 ; Issue 18 (2021)
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Predictions about the Cognitive Consequences of Language Switching on Executive Functioning Inspired by the Adaptive Control Hypothesis Fail More Often than Not
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In: Brain Sciences ; Volume 11 ; Issue 9 (2021)
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Bilingualism meets autism: an investigation of executive functions profiles in English-Arabic children
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Action video games enhance attentional control and phonological decoding in children with developmental dyslexia
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Intervención en el control inhibitorio en niños con y sin trastorno de lenguaje dentro del aula
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Abstract:
El objetivo de este trabajo fue evaluar el impacto de una intervención escolar en control inhibitorio llevada a cabo dentro de diversas aulas de segundo ciclo de primaria (9-11 años) que tenían alumnos con Trastorno del Desarrollo del Lenguaje (n = 5) o dislexia (n = 4) y sus compañeros de aula sin dificultades (n = 6). El diseño siguió un modelo pre-post intervención con las variables dependientes fluidez verbal, memoria fonológica y control inhibitorio. La intervención consistió en ocho sesiones de 10 minutos a todo el grupo clase, dos por semana durante cuatro semanas, más una sesión larga de 1 hora en grupo pequeño en medio de las sesiones, en las que se realizaba actividades basadas en diferentes tareas de control inhibitorio (“Stroop”, “Go-no go”, “Plots”, “Simon, .). Los niños con TDL y dislexia mostraron una puntuaciónmás baja en memoria fonológica antes de la intervención. La intervención sólo tuvo efecto en una leve mejora en todos los grupos en la memoria fonológica. Sin embargo, las comparaciones entre los grupos post-intervención mostraron puntuaciones significativamente más bajas en el grupo TDL respecto a los otros dos en fluencia verbal y control inhibitorio, que pueden indicar una posible mejoría de los grupos de dislexia y sin dificultades en estas variables. En conclusión, la intervención tuvo un escaso efecto, especialmente en el grupo con TDL. Se requieren más trabajos con un mayor número de participantes y de sesiones de intervención para poder corroborar la falta de efecto específico sobre el control inhibitorio y la fluencia verbal en los grupos intervenidos ; The aim of this work was to assess the effect of classroom intervention in the inhibitory control carried out in different classrooms of primary scholars (9-11 years) that had students with Development Language Disorder (n = 5) or dyslexia (n = 4) and their classmates without difficulties (n = 6). The design followed a pre-post intervention model over verbal fluency, phonological memory and inhibitory control. The intervention consisted of eight 10-minute sessions for the entire class group, two per week during four weeks, plus a 1-hour long session with small groups in the middle of the sessions, with activities based on different inhibitory control tasks (“Stroop”, “Go-no go”, “Plots”, “Simon”,.). Children with DLD and dyslexia showed a lower phonological memory score before the intervention. The intervention only had a slight effect on phonological memory in all the groups. However, the post-intervention comparison between groups showed lower scores of verbal fluency and inhibitory control in the DLD group compared to the other two, which may indicate a possible improvement in these variables in dyslexia and typical development children groups. In conclusion, the intervention had a scarce effect, especially in the DLD group. Further, works including a larger number of participants and intervention sessions might help elucidate reasons why the present work does not show specific improvements in inhibitory control and fluency after the intervention
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Keyword:
Dificultades de lectura; Executive functions; Fluidez Verbal; Funciones ejecutivas; Inhibición; Inhibition; Logopedia; Memoria fonológica; Phonological memory; Reading difficulties; Specific Language Impairment; Trastorno Específico del Lenguaje; Verbal Fluency
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URL: https://doi.org/10.5209/rlog.69256
http://hdl.handle.net/10578/29380
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Cross-sectional associations of application use and media program viewing with cognitive and psychosocial development in preschoolers
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In: Test Series for Scopus Harvesting 2021 (2021)
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Network-behavior mapping of lasting executive impairments after low-grade glioma surgery
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In: ISSN: 1863-2653 ; EISSN: 1863-2661 ; Brain Structure and Function ; https://hal.archives-ouvertes.fr/hal-02940846 ; Brain Structure and Function, Springer Verlag, 2020, ⟨10.1007/s00429-020-02131-5⟩ (2020)
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Differential impairments in irony comprehension in brain-damaged individuals: Insight from contextual processing, theory of mind, and executive functions.
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In: ISSN: 0894-4105 ; Neuropsychology ; https://hal.archives-ouvertes.fr/hal-02996068 ; Neuropsychology, American Psychological Association, 2020, 34 (7), pp.750-763. ⟨10.1037/neu0000682⟩ (2020)
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Prevalence of Autistic-Like Traits in General Population Bilingual and Monolingual Samples and Their Effect on Cognition and Metaphor Processing/Interpretation ...
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Preschoolers' Attention to Emotional Prosody as a Function of Speaker Conventionality ...
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The effect of bilingualism on Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour, ADHD symptoms, and executive functions in a general primary school population ...
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