Language-Fair Fast Mapping and Mutual Exclusivity Tasks for Mono- and Bilingual Preschoolers.

PURPOSE: Both monolingual and bilingual children use learning constraints and heuristics to acquire new words from their environment. Overall, fast mapping abilities seem to be similar in both populations, but monolinguals rely more than bilinguals on the mutual exclusivity strategy. Our study probes the robustness of these results in a large group of children learning different language combinations, with a newly devised language-fair task that relies as little as possible on previous linguistic knowledge, in order to avoid disadvantaging bilingual children. METHOD: We tested 138 3- to 5-year-old mono- and bilingual children in their dominant language (German, French, Italian, or Turkish) in a computerized task starting with a fast mapping phase, followed by a mutual exclusivity phase, using only invented nonobjects and nonwords. RESULTS: As hypothesized, monolingual and bilingual children showed similar results during the initial fast mapping stage, but monolinguals relied significantly more on the mutual exclusivity strategy than their bilingual peers. CONCLUSIONS: The language-fair design of our task supports the idea that differences in mutual exclusivity strategy use between mono- and bilingual children really stem from their specific linguistic background, and not from potential familiarity differences with respect to the test words. We discuss the implications of our results for bilingual language assessment in clinical or educational contexts. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.20669214.

Age-related changes in children's cognitive-motor dual tasking: Evidence from a large cross-sectional sample.

Children coordinate two tasks simultaneously at several occasions throughout the day; however, this dual-task ability and its development across childhood are poorly understood. Therefore, the current study investigated age-related changes in children's dual-task ability using a large cross-sectional sample of 8- to 13-year-old children (N = 135). In our dual-task methodology, children were asked to walk across an electronic pathway while performing three concurrent cognitive tasks. These tasks targeted at children's executive function components: inhibition, switching, and updating skills. Our findings indicate associations between age and children's stride time variability but not with normalized velocity. Younger children showed higher stride time variability in the dual-task situation as compared with older children after accounting for their single-task performance, intelligence, anthropometric variables, and sex, indicating a more regular gait pattern in older children. Furthermore, age was differently related to children's accuracy in solving the concurrent cognitive tasks. Whereas age was associated with children's performance in the updating and switching task, there was no relation between age and children's inhibitory skills. In addition, our data imply that children's dual-task ability was associated with a number of individual variables. In particular, children with higher intelligence scores showed fewer errors and girls showed lower stride time variability in the dual tasks. Our results suggest a considerable developmental progression in children's ability to coordinate two simultaneous tasks across middle childhood. Furthermore, our study qualifies previous dual-task research and implies that heterogeneous findings may be related to a differential involvement of executive function components in the dual task.

Executive Functions and Visual-Spatial Skills Predict Mathematical Achievement: Asymmetrical Associations Across Age.

Children's mathematical achievement depends on their domain-specific abilities and their domain-general skills such as executive functions (EFs) and visual-spatial skills (VSS). Research indicates that these two domain-general skills predict mathematical achievement. However, it is unclear whether these skills are differently associated with mathematical achievement across a large age range. The current cross-sectional study answered this question using a large, representative sample aged 5-20 years (N = 1754). EFs, VSS, and mathematical achievement were assessed using the Intelligence and Development Scales-2. Hierarchical regression analyses were computed with EFs and VSS as predictor variables and mathematical achievement as dependent variable. We examined (non-) linear effects and interactions of EFs and VSS with age. Results indicated that EFs and VSS were distinctly associated with mathematical achievement above and beyond effects of age, sex, maternal education, and verbal reasoning. Effects of EFs were linear and age-invariant. Effects of VSS were curvilinear and stronger in adolescents than in children. Our results indicated that EFs and VSS related differently to mathematical proficiency across age, suggesting a varying impact on mathematics across age.

The Six Components of Social Interactions: Actor, Partner, Relation, Activities, Context, and Evaluation.

Social interactions are essential aspects of social relationships. Despite their centrality, there is a lack of a standardized approach to systematize social interactions. The present research developed (Study 1) and tested (Study 2) a taxonomy of social interactions. In Study 1 (5,676 descriptions of social interactions from N = 708 participants, age range 18-83 years), we combined a bottom-up approach based on the grounded theory with a top-down approach integrating existing empirical and theoretical literature to develop the taxonomy. The resulting taxonomy (APRACE) comprises the components Actor, Partner, Relation, Activities, Context, and Evaluation, each specified by features on three levels of abstraction. A social situation can be described by a combination of the components and their features on the respective abstraction level. Study 2 tested the APRACE using another dataset (N = 303, age range 18-88 years) with 1,899 descriptions of social interactions. The index scores of the six components, the frequencies of the features on the most abstract level, and their correlations were largely consistent across both studies, which supports the generalizability of the APRACE. The APRACE offers a generalizable tool for the comprehensive, parsimonious, and systematic description of social interactions and, thus, enables networked research on social interactions and application in a number of practical fields.

Factors Impacting on Decision-Making towards Prophylactic Surgeries in BRCA Mutation Carriers and Women with Familial Predisposition.

BACKGROUND/OBJECTIVES: BRCA mutation carriers and women at high risk of breast/ovarian cancer are faced with the intricate question to opt for prophylactic surgeries and/or a periodic screening. The aim of this study was therefore to identify objective and emotional factors that have an impact on the decision-making process. METHODS: Ninety-five women with BRCA mutations or women at increased breast/ovarian cancer lifetime risk were counseled at our outpatient department and either opted for prophylactic surgery or periodic screening. To identify the psychological factors that could have influenced the decision-making, a standardized questionnaire was applied. Additionally, clinical data were collected and were reviewed by a personal talk. RESULTS: Seventy-one of the patients opted for an increased surveillance only, 21 for prophylactic surgeries. Positive predictors for prophylactic surgeries were sociodemographic characteristics such as parity and objective variables such as verified mutation status. Hierarchical regression analysis revealed that the need for safety in health issues has been the only significant psychological predictor of surgery beyond the objective factors. Fear of surgical procedures, menopausal symptoms after surgery, loss of attractiveness, or fear of interferences with sexual life did not significantly affect decision-making. CONCLUSION: Decision-making towards prophylactic surgeries is influenced by objective but also emotional factors. Knowing that fear and anxiety also have an important impact on decision-making, distinct counselling about the procedures, the subsequent risk reduction as well as the psychological effects of prophylactic surgeries are essential.

Effects of various executive functions on adults' and children's walking.

Walking is human's most important locomotion. Until recently, walking was seen as an automated motor task that requires only minimal cognitive resources. However, recent studies indicate that walking requires higher-level cognitive processes such as executive functions. A different line of research suggests that executive functions consist of 3 core components: inhibition, switching, and updating. Combining these findings, the present study clarified which executive-function component is most essential for human walking. Applying a dual-task methodology, adults (n = 37) and 8- to 13-year-old children (n = 134) walked repeatedly across an electronic pathway while solving an inhibition, switching, and updating task. Both adults and children showed the largest gait alterations in the updating and switching task as opposed to inhibition. Likewise, their cognitive performance revealed the largest performance reductions from single- to dual-task situations in the updating task. Overall, our results highlight remarkable similarities in children's and adults' performance with updating working memory representations and switching between rule sets being the most essential cognitive processes for walking. These findings point to a general gait-cognition process. Results have important theoretical value and hold practical implications for creating effective intervention programs. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

A Continuous Solution to the Norming Problem.

Conventional methods for producing test norms are often plagued with "jumps" or "gaps" (i.e., discontinuities) in norm tables and low confidence for assessing extreme scores. We propose a new approach for producing continuous test norms to address these problems that also has the added advantage of not requiring assumptions about the distribution of the raw data: Norm values are established from raw data by modeling the latter ones as a function of both percentile scores and an explanatory variable (e.g., age). The proposed method appears to minimize bias arising from sampling and measurement error, while handling marked deviations from normality-such as are commonplace in clinical samples. In addition to step-by-step instructions in how to apply this method, we demonstrate its advantages over conventional discrete norming procedures using norming data from two different psychometric tests, employing either age norms ( N = 3,555) or grade norms ( N = 1,400).

[Relationship Between Age of School Entry and Behaviour Problems]. / Zusammenhang zwischen Einschulungsalter und Verhaltensauffälligkeiten.

Relationship Between Age of School Entry and Behaviour Problems Recent studies demonstrated that children who are relatively young within a school year show more behaviour problems, are at greater risk of being diagnosed with attention- eficit/hyperactivity disorder (ADHD) and treated with stimulants compared to their older classmates. In this paper we examine the association of age at school entry and behavioural problems for a German sample of elementary school children, who were enrolled in 2009 (N = 928). We used teacher ratings on the Strengths and Difficulties Questionnaire (SDQ) as well as the prevalence of ADHD diagnosis and medication. Our analyses showed that those children with a relatively younger age at school entry were judged more hyperactive than their older peers when sex was controlled for. After stratifying for sex, the effect of age at school entry on hyperactivity was now only significant for boys. No association with age at school entry could be found for the other SDQ-subscales as well as for ADHD diagnosis and medication. Although we could only partially demonstrate a significant relationship between age at school entry and behavioral problems in German elementary school-children, understanding these associations may help to consider children´s maturity differences when evaluating the child´s behavior.