Planning Abilities in Bilingual and Monolingual Children: Role of Verbal Mediation

Planning Ability and Alertness After Nap Deprivation: Beneficial Effects of Acute Moderate-Intensity Aerobic Exercise Greater Than Sitting Naps

Nap deprivation is regarded as a sleep loss for habitual nappers. The beneficial effects of napping and moderate-intensity aerobic exercise on the reduction in planning ability following nighttime sleep deprivation have been proven. However, it is still unknown whether it can improve the performance decline caused by daytime nap deprivation in habitual nappers. Seventy-four healthy adults who had a long-term habit of taking naps were assigned to three interventions after receiving nap deprivation: (1) Control group (no intervention); (2) Nap group (15-min sitting naps); (3) Exercise group (15-min aerobic exercise), in which subjective alertness, mood, fatigue, and task performance in objective alertness (Psychomotor Vigilance Task, PVT) and planning ability (the Tower of London Task) were measured. Results showed that nap deprivation negatively influenced some performance on the psychomotor vigilance (i.e., response times and 10% slowest response time) and planning ability (i.e., planning time). And acute moderate-intensity aerobic exercise improved psychomotor alertness (i.e., response times) and planning ability (i.e., execution accuracy, execution time), a 15-min sitting naps only alleviated subjective fatigue, whereas some performance (i.e., response times) deteriorated when no intervention was used. These findings suggested that acute moderate-intensity aerobic exercise has a better restorative effect on the reduced planning ability and objective alertness due to nap deprivation compared to sitting naps.

Differences in cognitive processing? The role of verbal processes and mental effort in bilingual and monolingual children's planning performance

Past research documents a bilingual advantage in the domain of executive functions (EFs). However, controversial debates have questioned the robustness of those behavioral differences. The current study aimed to better understand the underlying cognitive prerequisites in bilingual students as compared with monolingual students and focused on two processes: the role of verbal processes, on the one hand, and mental effort during task execution, on the other. The use of self-regulatory speech has been found to be related to performance in tasks requiring EFs. For bilinguals who have grown up with two language systems from an early age, those relations are not fully understood. Furthermore, results from neuroimaging studies have shown that bilinguals might exhibit less mental effort in EF tasks. We investigated both processes in German-speaking monolingual elementary school students (n = 33; M_age = 8.78 years) and German-Russian bilingual elementary school students (n = 34; M_age = 8.88 years) solving a planning task. Results showed that monolinguals were impaired by a verbal secondary task in comparison with a motor control condition, whereas bilinguals performed in both tasks at an equal level, indicating a differential role of self-regulatory speech in both language groups. Analyses of changes in pupil diameter revealed less mental effort during task execution for bilingual children as compared with monolingual children. The current study adds to the existing literature by supplying further evidence for cognitive differences between monolingual and bilingual children.

Planning in Children with Autism Spectrum Disorder: The Role of Verbal Mediation

This study examined verbal mediation during planning in school-age children with autism spectrum disorder (ASD) relative to age- and nonverbal IQ- matched typically developing peers using a dual-task paradigm. Analyses showed no group differences in performance. However, in the condition intended to disrupt verbal mediation, language skills were associated with planning performance for the TD group, but not the ASD group. Upon examining ASD subgroups with versus without comorbid structural language impairment, children with ASD and normal language appeared to rely on verbal mediation to a greater degree than children with ASD and language impairment, but to a lesser degree than TD peers. Thus, the role of verbal mediation in planning for children with ASD differs depending on language status.

Decoding Covert Speech From EEG-A Comprehensive Review

Over the past decade, many researchers have come up with different implementations of systems for decoding covert or imagined speech from EEG (electroencephalogram). They differ from each other in several aspects, from data acquisition to machine learning algorithms, due to which, a comparison between different implementations is often difficult. This review article puts together all the relevant works published in the last decade on decoding imagined speech from EEG into a single framework. Every important aspect of designing such a system, such as selection of words to be imagined, number of electrodes to be recorded, temporal and spatial filtering, feature extraction and classifier are reviewed. This helps a researcher to compare the relative merits and demerits of the different approaches and choose the one that is most optimal. Speech being the most natural form of communication which human beings acquire even without formal education, imagined speech is an ideal choice of prompt for evoking brain activity patterns for a BCI (brain-computer interface) system, although the research on developing real-time (online) speech imagery based BCI systems is still in its infancy. Covert speech based BCI can help people with disabilities to improve their quality of life. It can also be used for covert communication in environments that do not support vocal communication. This paper also discusses some future directions, which will aid the deployment of speech imagery based BCI for practical applications, rather than only for laboratory experiments.

The Relationship Between Language and Planning in Children With Language Impairment

Purpose This study examined the relationship between language and planning, a higher order executive function skill, in children with specific language impairment (SLI) and typically developing (TD) children. We hypothesized differences between groups in planning performance and in the role of verbal mediation during planning. Method Thirty-one children with SLI and 50 TD age-matched peers (8-12 years) participated in the study. We assessed language ability via a standardized language measure and planning via a dual-task Tower of London paradigm with 3 conditions: no secondary task (baseline), articulatory suppression secondary task (disrupted verbal mediation), and motor suppression secondary task (control for secondary task demand). Results We found similar overall accuracy between children with SLI and TD peers on the Tower of London. Children with SLI executed trials more slowly at baseline than TD peers but not under articulatory suppression, and children with SLI spent less time planning than TD children at baseline and under articulatory suppression. There was a significant interaction among group, language ability, and planning time under articulatory suppression. Children with SLI who had relatively better language ability spent less time planning than children with SLI who had poorer language ability when verbal mediation was disrupted. This pattern was reversed for TD children. Conclusions This study provides evidence for a relationship between language and planning, yet this relationship differed between children with SLI compared to TD peers. Findings suggest that children with SLI use nonlinguistic perceptual strategies to a greater degree than verbal strategies on visuospatial planning tasks and that intervention might address strategy use for planning.

Executive Function Skills in School-Age Children With Autism Spectrum Disorder: Association With Language Abilities

PURPOSE

This article reviews research on executive function (EF) skills in children with autism spectrum disorder (ASD) and the relation between EF and language abilities. The current study assessed EF using nonverbal tasks of inhibition, shifting, and updating of working memory (WM) in school-age children with ASD. It also evaluated the association between children's receptive and expressive language abilities and EF performance.

METHOD

In this study, we sought to address variables that have contributed to inconsistencies in this area of research-including task issues, group comparisons, and participant heterogeneity. EF abilities in children with ASD (n = 48) were compared to typically developing controls (n = 71) matched on age, as well as when statistically controlling for group differences in nonverbal cognition, socioeconomic status, and social communication abilities. Six nonverbal EF tasks were administered-2 each to evaluate inhibition, shifting, and WM. Language abilities were assessed via a standardized language measure. Language-EF associations were examined for the ASD group as a whole and subdivided by language status.

RESULTS

Children with ASD exhibited significant deficits in all components of EF compared to age-mates and showed particular difficulty with shifting after accounting for group differences in nonverbal cognition. Controlling for social communication-a core deficit in ASD-eliminated group differences in EF performance. A modest association was observed between language (especially comprehension) and EF skills, with some evidence of different patterns between children on the autism spectrum with and without language impairment.

CONCLUSIONS

There is a need for future research to examine the direction of influence between EF and language. It would be beneficial for EF interventions with children with ASD to consider language outcomes and, conversely, to examine whether specific language training facilitates aspects of executive control in children on the autism spectrum.

PRESENTATION VIDEO

https://doi.org/10.23641/asha.7298144.