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Dvorak M. Inhibitory control and academic achievement - a study of the relationship between Stroop Effect and university students' academic performance. BMC Psychol 2024; 12:498. [PMID: 39334493 PMCID: PMC11428297 DOI: 10.1186/s40359-024-01984-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2023] [Accepted: 09/05/2024] [Indexed: 09/30/2024] Open
Abstract
While previous research has identified executive functions as predictors of academic performance in school children, similar studies conducted among adults show mixed results. One of the reasons given for executive functions having a limited effect on academic achievements in adulthood is that they are usually fully developed by that time. Since these executive functions are at their peak at that age, the individual differences in these as well as their influence on academic performance in adults are harder to trace. The paper describes a study conducted among 107 university students the goal of which was to find out whether there is any relationship between the adult students' inhibitory control values measured with the Stroop Test and their academic achievements. Although the results indicate a weak correlation between the Stroop Effect and the students' academic performance of low statistical significance, which seems to confirm the outcomes of the previous studies focusing on adults, the study reveals an unexpected statistically significant correlation between the students' grade averages and the number of their incorrect color identifications. This phenomenon appears to be worth pursuing in future research since it suggests the existence of another, relatively quickly measurable, variable possibly reflecting other predictors of academic performance in adults such as a degree of their manifested conscientiousness, their ability to concentrate on an assigned, relatively short, one-off task and their attitude to fulfilling this task. The Stroop Test, despite not being originally designed for this purpose, might thus be used as a simple tool suitable for providing information about these variables via the subject's number of color identification errors. Such information can subsequently inform the activities that educators may include in their curricula to foster conscientiousness and concentration in the students lacking these.
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Momenian M, Ma Z, Wu S, Wang C, Brennan J, Hale J, Meyer L, Li J. Le Petit Prince Hong Kong (LPPHK): Naturalistic fMRI and EEG data from older Cantonese speakers. Sci Data 2024; 11:992. [PMID: 39261552 PMCID: PMC11390913 DOI: 10.1038/s41597-024-03745-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/25/2023] [Accepted: 08/05/2024] [Indexed: 09/13/2024] Open
Abstract
Currently, the field of neurobiology of language is based on data from only a few Indo-European languages. The majority of this data comes from younger adults neglecting other age groups. Here we present a multimodal database which consists of task-based and resting state fMRI, structural MRI, and EEG data while participants over 65 years old listened to sections of the story The Little Prince in Cantonese. We also provide data on participants' language history, lifetime experiences, linguistic and cognitive skills. Audio and text annotations, including time-aligned speech segmentation and prosodic information, as well as word-by-word predictors such as frequency and part-of-speech tagging derived from natural language processing (NLP) tools are included in this database. Both MRI and EEG data diagnostics revealed that the data has good quality. This multimodal database could advance our understanding of spatiotemporal dynamics of language comprehension in the older population and help us study the effects of healthy aging on the relationship between brain and behaviour.
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Affiliation(s)
- Mohammad Momenian
- Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hung Hom, Hong Kong.
- Research Institute for Smart Ageing (RISA), The Hong Kong Polytechnic University, Hung Hom, Hong Kong.
| | - Zhengwu Ma
- Department of Linguistics and Translation, City University of Hong Kong, Kowloon Tong, Hong Kong
| | - Shuyi Wu
- Department of Linguistics and Translation, City University of Hong Kong, Kowloon Tong, Hong Kong
| | - Chengcheng Wang
- Department of Linguistics and Translation, City University of Hong Kong, Kowloon Tong, Hong Kong
| | - Jonathan Brennan
- Department of Linguistics, University of Michigan, Ann Arbor, MI, USA
| | - John Hale
- Department of Linguistics, University of Georgia, Athens, USA
| | - Lars Meyer
- MPRG Language Cycles, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
- Clinic for Phoniatrics and Pedaudiology, University Hospital Münster, Münster, Germany
| | - Jixing Li
- Department of Linguistics and Translation, City University of Hong Kong, Kowloon Tong, Hong Kong.
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Liu F, Chi X, Yu D. Reduced inhibition control ability in children with ADHD due to coexisting learning disorders: an fNIRS study. Front Psychiatry 2024; 15:1326341. [PMID: 38832323 PMCID: PMC11146205 DOI: 10.3389/fpsyt.2024.1326341] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/25/2023] [Accepted: 04/25/2024] [Indexed: 06/05/2024] Open
Abstract
Introduction Inhibition control, as the core component of executive function, might play a crucial role in the understanding of attention deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLD). Inhibition control deficits have been observed in children with ADHD or SLD. This study sought to test in a multi-modal fashion (i.e., behavior and plus brain imaging) whether inhibition control abilities would be further deteriorated in the ADHD children due to the comorbidity of SLD. Method A total number of 90 children (aged 6-12 years) were recruited, including 30 ADHD, 30 ADHD+SLD (children with the comorbidity of ADHD and SLD), and 30 typically developing (TD) children. For each participant, a 44-channel functional near infrared spectroscopy (fNIRS) equipment was first adopted to capture behavioral and cortical hemodynamic responses during a two-choice Oddball task (a relatively new inhibition control paradigm). Then, 50 metrics were extracted, including 6 behavioral metrics (i.e., OddballACC, baselineACC, totalACC, OddballRT, baselineRT, and totalRT) and 44 beta values in 44 channels based on general linear model. Finally, differences in those 50 metrics among the TD, ADHD, and ADHD+SLD children were analyzed. Results Findings showed that: (1) OddballACC (i.e., the response accuracy in deviant stimuli) is the most sensitive metric in identifying the differences between the ADHD and ADHD+SLD children; and (2) The ADHD+SLD children exhibited decreased behavioral response accuracy and brain activation level in some channels (e.g., channel CH35) than both the ADHD and TD children. Discussion Findings seem to support that inhibition control abilities would be further decreased in the ADHD children due to the comorbidity of SLD.
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Affiliation(s)
- Fulin Liu
- Key Laboratory of Child Development and Learning Science of Ministry of Education, School of Biological Science and Medical Engineering, Southeast University, Nanjing, China
| | - Xia Chi
- Department of Child Health Care, Women’s Hospital of Nanjing Medical University, Nanjing Maternity and Child Health Care Hospital, Nanjing, Jiangsu, China
| | - Dongchuan Yu
- Key Laboratory of Child Development and Learning Science of Ministry of Education, School of Biological Science and Medical Engineering, Southeast University, Nanjing, China
- Henan Provincial Medical Key Lab of Child Developmental Behavior and Learning, The Third Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China
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Tapia JL, Aras LM, Duñabeitia JA. Enhancing Executive Functions in Pediatric Epilepsy: Feasibility and Efficacy of a Computerized Cognitive Training Program. CHILDREN (BASEL, SWITZERLAND) 2024; 11:484. [PMID: 38671701 PMCID: PMC11049550 DOI: 10.3390/children11040484] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/11/2024] [Revised: 04/15/2024] [Accepted: 04/17/2024] [Indexed: 04/28/2024]
Abstract
Epilepsy, a prevalent neurological disorder characterized by recurrent seizures, significantly impacts individuals' neurobiological, cognitive, and social lives. This report presents a feasibility study investigating the effects of a computerized cognitive training program on enhancing executive functions, particularly inhibitory control, in children and adolescents with epilepsy. Employing a pre-test-intervention-post-test design, the study involved 26 participants with diverse epileptic syndromes, focusing on those without severe intellectual disabilities. The intervention, based on the CogniFit Inc. platform, consisted of personalized tasks aiming to improve participants' inhibitory skills over 16 weeks, with an average of 40 sessions completed per participant. Results indicated significant improvements in reaction times and error rates in an anti-saccade task, demonstrating enhanced inhibitory control and general performance post-intervention. These findings suggest that targeted cognitive training is a feasible approach to bolster executive functions in young individuals with epilepsy, potentially improving their academic performance, employability, and social interactions. The study underscores the importance of early cognitive interventions in epilepsy management, highlighting the potential for computerized programs to aid in mitigating cognitive deficits associated with the condition.
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Affiliation(s)
- José Luis Tapia
- Centro de Investigación Nebrija en Cognición (CINC), Universidad Nebrija, 28043 Madrid, Spain;
| | | | - Jon Andoni Duñabeitia
- Centro de Investigación Nebrija en Cognición (CINC), Universidad Nebrija, 28043 Madrid, Spain;
- Department of Languages and Culture, UiT The Arctic University of Norway, 9019 Tromsø, Norway
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Sun Y, Sun C, Li C, Shao X, Liu Q, Liu H. Impact of background music on reading comprehension: influence of lyrics language and study habits. Front Psychol 2024; 15:1363562. [PMID: 38646111 PMCID: PMC11027201 DOI: 10.3389/fpsyg.2024.1363562] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2024] [Accepted: 03/25/2024] [Indexed: 04/23/2024] Open
Abstract
Numerous studies have explored the effects of background music on reading comprehension, however, little is known about how native language (L1) lyrics and second language (L2) lyrics in background music influence reading comprehension performance for college students. The present study used a mixed experimental design to examine the effects of listening habits (between-participants variable: non-listeners or listeners), music type (between-participants variable: L1 (Mandarin) pop music, L2 (English) pop music or no music) and text language (within-participants variable: L1 or L2) on reading comprehension of college students in East China. A total of 90 participants (50 females) were screened into non- listeners (n = 45) and listeners (n = 45), and then were randomly assigned to one of three groups: Mandarin pop music group (n = 30), English pop music group (n = 30) and no music group (n = 30). The results showed that reading comprehension performance was negatively affected by music with lyrics compared to the no music condition. Furthermore, Chinese/English reading comprehension was reduced more by pop music in the same language as the written texts. As expected, non-listeners were more negatively affected by music with lyrics than listeners. For both listeners and non-listeners, average reading comprehension accuracy rates were the lowest in the condition of music with native language lyrics. Overall, our research findings indicate that listening to pop music with lyrics reduces reading comprehension performance. However, listening to background music cause much less distraction if the students commonly listen to music while reading. The current study supports the duplex-mechanism account of auditory distraction.
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Affiliation(s)
- Yanping Sun
- Department of Applied Psychology, College of Sports and Health, Shandong Sport University, Jinan, China
| | - Chuanning Sun
- School of Physical Education, Shandong University, Jinan, China
| | - Chang Li
- Department of Insurance, Shandong University of Finance and Economics, Jinan, China
| | - Xinrui Shao
- School of Psychology, Qufu Normal University, Qufu, China
| | | | - Hongen Liu
- College of Physical Education and Health, Guangxi Normal University, Guilin, China
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Chou CC, Chueh TY, Huang CJ. Mediating role of inhibitory control in relationships between cardiovascular fitness and academic achievement in preadolescents. PROGRESS IN BRAIN RESEARCH 2024; 286:129-149. [PMID: 38876573 DOI: 10.1016/bs.pbr.2023.11.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2024]
Abstract
Cardiovascular fitness (CRF) has been consistently linked to cognitive performance and academic achievement, and inhibitory control has been recognized as a key predictor of academic success. However, few studies have explored whether inhibitory control mediates the relationship between CRF and academic performance in children, and the existing findings are inconclusive because of certain limitations. This study investigated the mediating role of inhibitory control in the association between CRF and academic achievement among preadolescents while also addressing the related limitations. This study enrolled a total of 175 elementary school students (70 girls, mean age=11.17years, standard deviation=0.7), who participated in a half-mile test for assessing their CRF level. Additionally, inhibitory control was measured using the Stroop Color and Word Test (Stroop test), and language and mathematics tests were administered to measure their academic performance. The results revealed that the participants with higher CRF levels achieved superior performance in tasks requiring a high level of inhibitory control (r=0.291, P<0.001) and in Chinese language (r=-0.415, P<0.001) and mathematics (r=-0.366, P<0.001) tests even when gender, age, and body fat were considered. Furthermore, a mediation analysis revealed that inhibitory control, as measured through the incongruent trials of the Stroop test, partially mediated the relationship between CRF and academic performance (language: indirect effect=-0.013, 95% CI [-0.019, -0.008]; math: indirect effect=-0.013, 95% CI [-0.021, -0.009]). These findings have major implications for child development, emphasizing the key role of inhibitory control in the beneficial effects of CRF on academic achievement.
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Affiliation(s)
- Chien-Chih Chou
- Graduate Institute of Sport Pedagogy, University of Taipei, Taipei, Taiwan
| | - Ting-Yu Chueh
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taipei, Taiwan; Master's Program of Transition and Leisure Education for Individuals with Disabilities, University of Taipei, Taipei, Taiwan
| | - Chung-Ju Huang
- Graduate Institute of Sport Pedagogy, University of Taipei, Taipei, Taiwan.
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Privitera AJ, Ng SHS, Chen SHA. Defining the Science of Learning: A scoping review. Trends Neurosci Educ 2023; 32:100206. [PMID: 37689432 DOI: 10.1016/j.tine.2023.100206] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2023] [Revised: 08/06/2023] [Accepted: 08/07/2023] [Indexed: 09/11/2023]
Abstract
BACKGROUND Interest in research on the Science of Learning continues to grow. However, ambiguity about what this field is can negatively impact communication and collaboration and may inadequately inform educational training programs or funding initiatives that are not sufficiently inclusive in focus. METHODS The present scoping review aimed to synthesize a working definition of the Science of Learning using Web of Science and ProQuest database searches. RESULTS In total, 43 unique definitions were identified across 50 documents including journal articles, theses, conference papers, and book chapters. Definitions of the Science of Learning differed considerably when describing the fields thought to contribute to research on this topic. CONCLUSIONS Based on findings, we propose a working definition of the Science of Learning for discussion and further refinement: the scientific study of the underlying bases of learning with the goal of describing, understanding, or improving learning across developmental stages and diverse contexts.
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Affiliation(s)
- A J Privitera
- Centre for Research and Development in Learning, Nanyang Technological University, Singapore.
| | - S H S Ng
- Centre for Research and Development in Learning, Nanyang Technological University, Singapore; Institute for Pedagogical Innovation, Research and Excellence, Nanyang Technological University, Singapore
| | - S H A Chen
- Centre for Research and Development in Learning, Nanyang Technological University, Singapore; School of Social Sciences, Nanyang Technological University, Singapore; National Institute of Education, Nanyang Technological University, Singapore; Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
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Hudon C, St-Hilaire A, Landry M, Belzile F, Macoir J. Normative data for the Tower of London (Drexel version) in the Quebec-French population aged between 50 and 88 years. APPLIED NEUROPSYCHOLOGY. ADULT 2023:1-7. [PMID: 37378493 DOI: 10.1080/23279095.2023.2227382] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/29/2023]
Abstract
The Tower of London (ToL) is a neuropsychological test used to assess several executive functions such as strategical reasoning, mental planning, and problem-solving. Like other cognitive tests, performance on the ToL can vary according to age, level of education, sex, and cultural background of individuals. The present study aimed to establish normative data for the Drexel version of the ToL among French-Quebec people aged 50 years and over. The normative sample consisted of 174 healthy individuals aged 50-88 years, all from the province of Quebec, Canada. Analyses were performed to estimate the associations between age, sex, and education level on one hand, and ToL performance, on the other hand. Results indicated that Total Execution Time was associated with age, whereas the Total Type II Errors and Total Rule Violation score (Type I + II Errors) were associated with both age and education level. All other scores were not significantly associated with the demographic characteristics of the participants. Since the distributions of the data were all skewed, the normative data are presented in the form of percentile ranks. To conclude, the present norms will ease the detection of executive impairments in French-Quebec middle-aged and older adults.
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Affiliation(s)
- Carol Hudon
- École de psychologie, Université Laval, Québec, Canada
- Centre de recherche CERVO, Québec, Canada
- Centre de recherche VITAM, Québec, Canada
| | - Alexandre St-Hilaire
- Institut universitaire en santé mentale de Québec, Centre intégré universitaire de santé et de services sociaux de la Capitale-Nationale, Québec, Canada
| | - Mariane Landry
- École de psychologie, Université Laval, Québec, Canada
- Centre de recherche CERVO, Québec, Canada
| | - Florence Belzile
- École de psychologie, Université Laval, Québec, Canada
- Centre de recherche CERVO, Québec, Canada
| | - Joël Macoir
- Centre de recherche CERVO, Québec, Canada
- Département de réadaptation, Université Laval, Québec, Canada
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