'Code-switching' is een onderwerp waarbij veel vragen worden gesteld. Het bestuderen van asymmetrische en symmetrische 'Code-switching' en de tijdkosten, zijn actuele onderzoeken. Veel definities...Show more'Code-switching' is een onderwerp waarbij veel vragen worden gesteld. Het bestuderen van asymmetrische en symmetrische 'Code-switching' en de tijdkosten, zijn actuele onderzoeken. Veel definities brengen 'Code-switching' in verband met Transfer ? Hoe onderscheidt men Transfer en leerstrategieen ? Is 'Code-switching een oorzaak van cross-linguitic activation of wordt 'Code-switching' tevens gebruikt als een leerstrategie. Onderzoekers bestuderen neurocognitieve mechanismen om meer te leren over 'Code-switching' en of het alleen een kenmerk bij tweetalige sprekers is.Show less
Is code-switching een leerstrategie of niet, of is code-switching alleen maar een kenmerk van tweetaligheid, Een aantal onderzoekers hebben bevestigt dat het een resultaat was van parallele cross...Show moreIs code-switching een leerstrategie of niet, of is code-switching alleen maar een kenmerk van tweetaligheid, Een aantal onderzoekers hebben bevestigt dat het een resultaat was van parallele cross-language activationShow less
Background: Several studies have shown that problems in the executive functions (EF) underlie social deficits in Autism Spectrum Disorder (ASD). The 'Socio-cognitive integration of abilities model’...Show moreBackground: Several studies have shown that problems in the executive functions (EF) underlie social deficits in Autism Spectrum Disorder (ASD). The 'Socio-cognitive integration of abilities model’ has shown that there is an interaction between cognitive functions and the factors which influence social behaviour. Aim: This research focuses on the predictive value of executive functions (inhibition, cognitive flexibility and working memory) and receptive language on the social behaviour of typically developing young children. Method: 38 children between 3 and 6 years (M = 4.2, SD = .99) of age participated in this study. In a quantitative study the results of the receptive language test and questionnaires about social deficits and executive functioning were analysed. The ‘Peabody Picture Vocabulary Test-III-NL’ was used to assess receptive language and parent-report questionnaire measures ‘Social Responsiveness Scale’ and ‘Behavior Rating Inventory of Executive Functions Preschool version’ were used to assess social problems and executive functions, respectively. Results: This study shows that receptive language and executive functions (subtests: inhibition, working memory and cognitive flexibility) were related to social problems. Higher levels of problems in working memory and cognitive flexibility were associated with more social problems. However, higher levels of problems in inhibition were related to less social problems. Higher levels of receptive language were related to less social problems. Discussion: Results and suggestions for future research are discussed.Show less
Children with increased global self-worth obtain better school results than children with low self-worth. Therefore it can be beneficial to provide children with a training that can potentially...Show moreChildren with increased global self-worth obtain better school results than children with low self-worth. Therefore it can be beneficial to provide children with a training that can potentially increase their self-competence. The feeling of self-worth is build up from multiple domains, such as in school, with their peers and their performance practicing sports. Executive functioning (EF) is a term containing a variety of learning skills that can help children in their learning process, which can increase children’s feeling of self-worth in their performance at school. The most basal EF inhibition, cognitive flexibility and working memory are researched in this study. The project Talentenkracht aimed at improving EF by training teachers from primary schools to increase explorative learning by asking children more explorative questions. This current study looked at whether the training had a positive effect on EF and whether this effect caused an increase on self-efficacy beliefs in children aged 9 to 12. In total 79 children from two schools participated, of which 46 children from one school were in the group where the teachers were trained and 33 children were from another school and formed the control group. The data was collected with the Amsterdamse Neuropsychologische Taken (ANT) to test EF and Competentiebelevingsschaal voor Kinderen (CBSK) for self-efficacy beliefs. No correlation was found between EF and self-efficacy beliefs at baseline or with changes in scores over time. In addition, there was an increase in inhibition and cognitive flexibility, not in working memory, but no increase in EF caused by the training. Since previous researches show there’s a relation between EF and self-efficacy beliefs and between EF and behavioural problems it’s important to further research the impact of EF on emotional development and how to improve EF with lowest scoring children.Show less
Sleep deprivation and disturbances are a common problem among children (prevalence of 25-40 percent) and have impact on executive functioning, such as inhibition. Studies in adults demonstrated...Show moreSleep deprivation and disturbances are a common problem among children (prevalence of 25-40 percent) and have impact on executive functioning, such as inhibition. Studies in adults demonstrated that temperament influences this association. This study examined extraversion as a moderator of the association between sleep duration and inhibition in 401 school-aged children (183 boys and 218 girls) aged 9 to 12 years old. Children filled out the Early Adolescent Temperament Questionnaire-Revised (EATQ-R) and completed a three minute version of a revised Psychomotor Vigilance Task Go/No-Go. Their parents kept a sleep log for one week. ANCOVA results showed no significant association between average sleep duration on weekdays and inhibition, neither a significant association between extraversion and inhibition. No significant interaction effect was found for average sleep duration on weekdays with extraversion on inhibition. To conclude, no relationship between sleep duration and inhibition was found. Extraversion can’t be seen as a moderator for the association between sleep duration and inhibition. In order to enhance the knowledge concerning sleep deprivation, future research should focus on the association between sleep deprivation or sleep difficulties and executive functioning, as well as temperamental traits moderating this relation.Show less
In the last 100 years sleep duration of children declined with one hour a night. This is alarming, because it has been established that sleep duration has an influence on cognitive functions of...Show moreIn the last 100 years sleep duration of children declined with one hour a night. This is alarming, because it has been established that sleep duration has an influence on cognitive functions of children. To enhance the optimal development of boys and girls, we examined whether gender moderates the association between sleep duration and cognitive functioning. In this study 501 children, 229 boys and 272 girls, with an average age of 10.5 years participated. Parents kept a sleep diary for their child. The child completed various computer tasks which measure cognitive functions attention, inhibition and working memory. These were respectively the PVT, the PVT Go/No-Go and Digit Span. At home, the child did four Word pair tasks to measure declarative memory. Correlation analyses showed that shorter sleep duration was significantly associated with more attention (r = .18), less inhibition (r = .11) and better working memory (r = -.19), but not with declarative memory. Gender did not moderate the relations sleep duration and cognitive functions. However, girls performed significantly better than boys on the cognitive functions inhibition and working memory. Parents, teachers, social workers and children should know that short sleep duration as well as long sleep duration is associated with declined cognitive functioning, so the development of children can be advanced. It is also important to examine the best sleep duration for children of different ages, so they can use their best attention, working memory and inhibition and they can develop optimally.Show less
Introduction: Research on the development of executive functions (EF) in children can focus on multiple facets, but can also focus on a specific part such as planning, working memory and inhibition...Show moreIntroduction: Research on the development of executive functions (EF) in children can focus on multiple facets, but can also focus on a specific part such as planning, working memory and inhibition. The various executive functions can be distinguished clearly from each other, but cannot be seen independently. There is no clear data on the differences in the development of EF between boys and girls in their childhood. The present study focuses on the development of the executive functions planning, inhibition and working memory in boys and girls aged four to seven years over a period of one year. Methods: This study consisted of 462 children of the data from the ongoing study ‘Talentenkracht’. The data was collected between January to April 2009 (T1) and between January to May 2010 (T2). In this study, the executive functions planning (subtest "zoo map" of the Behavioural Assessment of the Dysexecutive Syndrome for Children (BADS-NL)), inhibition (subtest GoNoGo of the Amsterdam Neuropsychological Tasks (ANT)) and working memory (subtest Spatial Temporal Sequencing (STS) on the ANT) were investigated. Using paired-samples T-tests and univariate analyses of variance, the relation and development of the three executive functions, gender and age have been studied. Results: This study involved 247 boys (53.5%) and 215 girls (46.5%). The mean age (M) at T1 was 5.2 years and at T2 6.2 years. The mean outcome on T1 for planning was -1.45, inhibition 34.4 and working memory 12.0. This was at T2 -1.03, 28.4 and 22.4, respectively. For boys and girls, there was a significant difference in mean outcomes between T1 and T2 for inhibition and working memory. The development of inhibition has a significant relationship with gender at T1 and T2. Both measurements remained significantly different after adjustment for age. In the development of the working memory, there is both a significant relationship with age at T1 as well as at T2. Conclusions: The present study showed differences in the development of the executive functions planning, inhibition and working memory in boys and girls aged four to seven years. Apart from the expected (natural) development of the EF over a period of 11.3 months average, gender was also a profound influence on inhibition. As for planning, no significant results did occur. In the development of the EF memory, time is more indicative than gender.Show less
Sleep duration and chronotype are known to have an influence on inhibitory control in adolescents. To date, there are no studies that have looked into this relationship in in school age children ....Show moreSleep duration and chronotype are known to have an influence on inhibitory control in adolescents. To date, there are no studies that have looked into this relationship in in school age children . The question in this research is, is the relationship between chronotype and inhibition mediated by sleep duration in children between the age of 9 and 11 years old? The sample included 594 children between 9 and 11 years old (M=10.48, SD=.82). There were 227 boys and 263 girls (from 104 children gender was unknown). Three instruments have been used; the first instrument was the Children's ChronoType Questionnaire (CCTQ). This questionnaire measures whether the child would a morning type or an evening type. The second instrument was a sleep diary. This sleep diary measures different elements of sleep, for this study the average sleep duration was used. The last instrument that was used, was the inhibition Psychomotor Vigilance Task GoNogo (PVT GoNogo). This instrument measures inhibition with the percentage of correct Nogo's. In this study, chronotype did not serve as a significant predictor for inhibition. In addition, chronotype did not serve as a significant predictor for sleep duration. However, sleep duration did serve as a significant predictor for inhibition (β =.12, t(459) = 2.48, p =.014). Longer duration of sleep was correlated to better inhibition. There was no evidence for sleep duration as a mediator between chronotype and inhibition in children between the age of 9 and 11 years old. Information on the influence of sleep on inhibition problems can be valuable to both professionals and parents. Sleeping problems should also be considered, when there are inhibition problems.Show less
This study investigates the consistency of the parental social functioning and executive functions in children. Known is the impact of social strain in parents on their functioning and that the...Show moreThis study investigates the consistency of the parental social functioning and executive functions in children. Known is the impact of social strain in parents on their functioning and that the parental behaviour influences the development of executive functions in children. But unknown is if there is a consistency of parental social functioning on executive functions in children. The 76 boys and 84 girls are aged four to seven years and tested at school. Their parents completed questionnaires. The parental social functioning is represented by two variables, the experience of social strain and the frequency of behaviour in social situations. The executive functions in children that are involved are cognitive flexibility, inhibition and working memory. The experience of social strain in parents does have a significant correlation with cognitive flexibility and inhibition in children. There are no significant relations found between the frequency of behaviour in social situations and working memory. Apparently, current research shows that social strain in parents has a relation with cognitive flexibility and inhibition in children, which may clear the impact of regulation in parents on the development of executive functions in children. A recommendation for further research is to check the executive functions in parents because of the possibility of heredity factors.Show less
