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PERSONALITY FACTORS IN LANGUAGE LEARNING: INHIBITION, ANXIETY AND RISK –TAKING ...
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PERSONALITY FACTORS IN LANGUAGE LEARNING: INHIBITION, ANXIETY AND RISK –TAKING ...
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How Cognitive Abilities May Support Children’s Bilingual Literacy Development in a Multilingual Society ...
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Cumulative Effects of Physical, Chemical, and Biological Measures on Algae Growth Inhibition
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In: Water; Volume 14; Issue 6; Pages: 877 (2022)
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How Cognitive Abilities May Support Children’s Bilingual Literacy Development in a Multilingual Society
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In: Languages; Volume 7; Issue 1; Pages: 33 (2022)
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Nonverbal Switching Ability of Monolingual and Bilingual Children with and without Developmental Language Disorder
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In: Languages; Volume 7; Issue 2; Pages: 108 (2022)
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Altered Inhibitory Mechanisms in Parkinson’s Disease: Evidence From Lexical Decision and Simple Reaction Time Tasks
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In: ISSN: 1662-5161 ; Frontiers in Human Neuroscience ; https://hal.archives-ouvertes.fr/hal-03236439 ; Frontiers in Human Neuroscience, Frontiers, 2021, 15, ⟨10.3389/fnhum.2021.624026⟩ (2021)
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| 11 |
Controlling Two Languages: Cost-Benefit Analysis of Immersion in Second-Language Learning
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In: Challenger, vol 2, iss 3 (2021)
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Protocol for a scoping review of research practices in the investigation of bilingual effects on inhibition and attentional function in adolescents ...
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Exploring Neural Signal Complexity as a Potential Link between Creative Thinking, Intelligence, and Cognitive Control
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In: Journal of Intelligence; Volume 9; Issue 4; Pages: 59 (2021)
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Returning to the Effects of Inhibition of Return on Lexical Decisions ...
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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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| 18 |
A Less Simple View of Reading: The Role of Inhibition and Working Memory in the Decoding-Comprehension Relationship
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| 19 |
Neural mechanisms of response-preparation and inhibition in bilingual and monolingual children: Lateralized Readiness Potentials (LRPs) during a nonverbal Stroop task
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Cognitive and Neural Control in Bilingual Language Processing
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