Skip to main content Accessibility help
×
Hostname: page-component-77c89778f8-7drxs Total loading time: 0 Render date: 2024-07-17T19:23:42.074Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  aN Invalid Date NaN

Klara Marton
Affiliation:
City University of New York
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Absher, J. R., & Cummings, J. L. (1995). Neurobehavioural examination of frontal lobe functions. Aphasiology, 9(2), 181192. https://doi.org/10.1080/02687039508248705CrossRefGoogle Scholar
Abutalebi, J. (2008). Neural aspects of second language representation and language control. Acta Psychologica, 128(3), 466478. https://doi.org/10.1016/j.actpsy.2008.03.014CrossRefGoogle ScholarPubMed
Abutalebi, J., Della Rosa, P. A., Ding, G., Weekes, B., Costa, A., & Green, D. W. (2013). Language proficiency modulates the engagement of cognitive control areas in multilinguals. Cortex, 49(3), 905911. http://dx.doi.org/10.1016/j.cortex.2012.08.018CrossRefGoogle ScholarPubMed
Abutalebi, J., & Green, D. (2007). Bilingual language production: The neurocognition of language representation and control. Journal of Neurolinguistics, 20(3), 242275. https://doi.org/10.1016/j.jneuroling.2006.10.003CrossRefGoogle Scholar
Alferink, L. A., & Farmer-Dougan, V. (2010). Brain-(not) based education: Dangers of misunderstanding and misapplication of neuroscience research. Exceptionality, 18(1), 4252. https://doi.org/10.1080/09362830903462573CrossRefGoogle Scholar
Ambrosi, S., Śmigasiewicz, K., Burle, B., & Blaye, A. (2020). The dynamics of interference control across childhood and adolescence: Distribution analyses in three conflict tasks and ten age groups. Developmental Psychology, 56(12), 22622280. https://doi.org/10.1037/dev0001122CrossRefGoogle ScholarPubMed
Amrhein, V., & Greenland, S. (2022). Discuss practical importance of results based on interval estimates and p-value functions, not only on point estimates and null p-values. Journal of Information Technology, 37(3), 316320. https://doi.org/10.1177/02683962221105904CrossRefGoogle Scholar
Anderson, N. J., Graham, S. A., Prime, H., Jenkins, J. M., & Madigan, S. (2021). Linking quality and quantity of parental linguistic input to child language skills: A meta‐analysis. Child Development, 92(2), 484501. https://doi.org/10.1111/cdev.13508CrossRefGoogle ScholarPubMed
Andrés-Roqueta, C., Adrian, J. E., Clemente, R. A., & Villanueva, L. (2016). Social cognition makes an independent contribution to peer relations in children with Specific Language Impairment. Research in Developmental Disabilities, 49, 277290. https://doi.org/10.1016/j.ridd.2015.12.015CrossRefGoogle ScholarPubMed
Antonova Ünlü, E., & Wei, L. (2018). Examining the effect of reduced input on language development: The case of gender acquisition in Russian as a non-dominant and dispreferred language by a bilingual Turkish–Russian child. International Journal of Bilingualism, 22(2), 215233. https://doi.org/10.1177/1367006916666390CrossRefGoogle Scholar
Arain, M., Haque, M., Johal, L., Mathur, P., Nel, W., Rais, A., …, & Sharma, S. (2013). Maturation of the adolescent brain. Neuropsychiatric Disease and Treatment, 9, 449461. https://doi.org/10.2147/NDT.S39776Google ScholarPubMed
Archibald, L. M. (2017). Working memory and language learning: A review. Child Language Teaching and Therapy, 33(1), 517. https://doi.org/10.1177/0265659016654206CrossRefGoogle Scholar
Archibald, L. M., & Gathercole, S. E. (2006a). Short‐term and working memory in specific language impairment. International Journal of Language & Communication Disorders, 41(6), 675693. https://doi.org/10.1080/13682820500442602CrossRefGoogle ScholarPubMed
Archibald, L., & Gathercole, S. E. (2006b). Visuospatial immediate memory in specific language impairment. Journal of Speech, Language, and Hearing Research, 49(2), 265277. https://doi.org/10.1044/1092-4388(2006/022)CrossRefGoogle ScholarPubMed
Armon-Lotem, S., de Jong, J., & Meir, N. (Eds.). (2015). Assessing multilingual children: Disentangling bilingualism from language impairment (Vol. 13). Multilingual Matters.CrossRefGoogle Scholar
Armon-Lotem, S., & Meir, N. (2019). The nature of exposure and input in early bilingualism. In De Houwer, A. & Ortega, L. (Eds.), The Cambridge handbook of bilingualism (pp. 193212). Cambridge University Press.Google Scholar
Armstrong, R., Scott, J. G., Whitehouse, A. J., Copland, D. A., Mcmahon, K. L., & Arnott, W. (2017). Late talkers and later language outcomes: Predicting the different language trajectories. International Journal of Speech-Language Pathology, 19(3), 237250. https://doi.org/10.1080/17549507.2017.1296191CrossRefGoogle ScholarPubMed
Ashby, F. G., Turner, B. O., & Horvitz, J. C. (2010). Cortical and basal ganglia contributions to habit learning and automaticity. Trends in Cognitive Sciences, 14(5), 208215. https://doi.org/10.1016/j.tics.2010.02.001CrossRefGoogle ScholarPubMed
Ågren, M., Granfeldt, J., & Thomas, A. (2014). Combined effects of age of onset and input on the development of different grammatical structures: A study of simultaneous and successive bilingual acquisition of French. Linguistic Approaches to Bilingualism, 4(4), 462493. https://doi.org/10.1075/lab.4.4.03agrCrossRefGoogle Scholar
Baddeley, A. (2003). Working memory and language: An overview. Journal of Communication Disorders, 36(3), 189208. https://doi.org/10.1016/S0021-9924(03)00019-4CrossRefGoogle ScholarPubMed
Baddeley, A., Gathercole, S., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105(1), 158173. https://doi.org/10.1037/0033-295X.105.1.158.CrossRefGoogle ScholarPubMed
Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In Bower, G. H. (Ed.), The psychology of learning and motivation (Vol. 8, pp. 4789). Academic Press. https://doi.org/10.1016/S0079-7421(08)60452-1Google Scholar
Baddeley, A. D., Papagno, C., & Vallar, G. (1988). When long term learning depends on short-term storage. Journal of Memory and Language, 27, 586595. https://doi.org/10.1016/0749-596X(88)90028-9CrossRefGoogle Scholar
Baddeley, A. D., Thomson, N., & Buchanan, M. (1975). Word length and the structure of short-term memory. Journal of Verbal Learning and Verbal Behavior, 14, 575589. http://dx.doi.org/10.1016/S0022-5371(75)80045-4CrossRefGoogle Scholar
Badger, R. (2018). From input to intake: Researching learner cognition. TESOL Quarterly, 52(4), 10731084. ISSN 0039-8322CrossRefGoogle Scholar
Badre, D. (2011). Defining an ontology of cognitive control requires attention to component interactions. Topics in Cognitive Science, 3(2), 217221. https://doi.org/10.1111/j.1756-8765.2011.01141.xCrossRefGoogle ScholarPubMed
Badre, D., & Wagner, A. D. (2007). Left ventrolateral prefrontal cortex and the cognitive control of memory. Neuropsychologia, 45, 28832901. https://doi.org/10.1016/j.neuropsychologia.2007.06.015CrossRefGoogle ScholarPubMed
Baggetta, P., & Alexander, P. A. (2016). Conceptualization and operationalization of executive function. Mind, Brain, and Education, 10(1), 1033. https://doi.org/10.1111/mbe.12100CrossRefGoogle Scholar
Baker, L., Egan-Lee, E., Martimianakis, M. A., & Reeves, S. (2011). Relationships of power: Implications for interprofessional education. Journal of Interprofessional Care, 25(2), 98104. https://doi.org/10.3109/13561820.2010.505350CrossRefGoogle ScholarPubMed
Baker, M. (2016). Reproducibility crisis. Nature, 533(26), 353566. https://doi.org/10.1038/533452aGoogle Scholar
Barbu, S., Nardy, A., Chevrot, J. P., Guellaï, B., Glas, L., Juhel, J., & Lemasson, A. (2015). Sex differences in language across early childhood: Family socioeconomic status does not impact boys and girls equally. Frontiers in Psychology, 6, 1874. https://doi.org/10.3389/fpsyg.2015.01874CrossRefGoogle Scholar
Barrouillet, P., & Camos, V. (2001). Developmental increase in working memory span: Resource sharing or temporal decay? Journal of Memory and Language, 45(1), 120. https://doi.org/10.1006/jmla.2001.2767CrossRefGoogle Scholar
Bates, E., Dale, P. S., & Thal, D. (2017). Individual differences and their implications for theories of language development. In Fletcher, P. & MacWhinney, B. (Eds.), The handbook of child language (pp. 95151). Blackwell Publishing Ltd. https://doi.org/10.1111/b.9780631203124.1996.xCrossRefGoogle Scholar
Bates, E., Marchman, V., Thal, D., Fenson, L., Dale, P., Reznick, J. S., …, & Hartung, J. (1994). Developmental and stylistic variation in the composition of early vocabulary. Journal of Child Language, 21(1), 85123. https://doi.org/10.1017/S0305000900008680CrossRefGoogle ScholarPubMed
Bauer, D. J., Goldfield, B. A., & Reznick, J. S. (2002). Alternative approaches to analyzing individual differences in the rate of early vocabulary development. Applied Psycholinguistics, 23(3), 313335. https://doi.org/10.1017/S0142716402003016CrossRefGoogle Scholar
Bavelier, D., Green, C. S., Pouget, A., & Schrater, P. (2012). Brain plasticity through the life span: Learning to learn and action video games. Annual Review of Neuroscience, 35, 391416. https://doi.org/10.1146/annurev-neuro-060909-152832CrossRefGoogle ScholarPubMed
Bazzanella, C. (2004). Emotions, language and context. Emotion in Dialogic Interaction: Advances in the Complex, 5572.Google Scholar
Bedore, L. M., Peña, E. D., García, M., & Cortez, C. (2005). Conceptual versus monolingual scoring. Language, Speech, and Hearing Services in Schools, 36, 188200. https://doi.org/10.1044/0161-1461(2005/020)CrossRefGoogle ScholarPubMed
Bedore, L. M., Peña, E. D., Griffin, Z. M., & Hixon, J. G. (2016). Effects of age of English exposure, current input/output, and grade on bilingual language performance. Journal of Child Language, 43(3), 687706. https://doi.org/10.1017/S0305000915000811CrossRefGoogle ScholarPubMed
Bedore, L. M., Peña, E. D., Summers, C. L., Boerger, K. M., Resendiz, M. D., Greene, K., …, & Gillam, R. B. (2012). The measure matters: Language dominance profiles across measures in Spanish–English bilingual children. Bilingualism: Language and Cognition, 15(3), 616629. https://doi.org/10.1017/S1366728912000090CrossRefGoogle ScholarPubMed
Benasich, A. A., Thomas, J. J., Choudhury, N., & Leppänen, P. H. (2002). The importance of rapid auditory processing abilities to early language development: Evidence from converging methodologies. Developmental Psychobiology: The Journal of the International Society for Developmental Psychobiology, 40(3), 278292. https://doi.org/10.1002/dev.10032CrossRefGoogle ScholarPubMed
Benitez, V. L., Vales, C., Hanania, R., & Smith, L. B. (2017). Sustained selective attention predicts flexible switching in preschoolers. Journal of Experimental Child Psychology, 156, 2942. https://doi.org/10.1016/j.jecp.2016.11.004CrossRefGoogle ScholarPubMed
Berent, G. P. (1996). Learnability constraints on deaf learners’ acquisition of English wh-questions. Journal of Speech, Language, and Hearing Research, 39(3), 625642. https://doi.org/10.1044/jshr.3903.625CrossRefGoogle ScholarPubMed
Bialystok, E. (2010). Global–local and trail-making tasks by monolingual and bilingual children: Beyond inhibition. Developmental Psychology, 46(1), 93105. https://doi.org/10.1037/a0015466CrossRefGoogle ScholarPubMed
Bialystok, E., & Feng, X. (2009). Language proficiency and executive control in proactive interference: Evidence from monolingual and bilingual children and adults. Brain and Language, 109(2–3), 93100. https://doi.org/10.1016/j.bandl.2008.09.001CrossRefGoogle ScholarPubMed
Bialystok, E., Luk, G., Peets, K. F., & Sujin, Y. A. N. G. (2010). Receptive vocabulary differences in monolingual and bilingual children. Bilingualism: Language and Cognition, 13(4), 525531. https://doi.org/10.1017/S1366728909990423CrossRefGoogle ScholarPubMed
Bialystok, E., & Viswanathan, M. (2009). Components of executive control with advantages for bilingual children in two cultures. Cognition, 112(3), 494500. https://doi.org/10.1016/j.cognition.2009.06.014CrossRefGoogle ScholarPubMed
Birdsong, D. (2014). Dominance and age in bilingualism. Applied Linguistics, 35(4), 374392. https://doi.org/10.1093/applin/amu031CrossRefGoogle Scholar
Bishop, D. V., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & Catalise Consortium. (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLOS One, 11(7), e0158753. https://doi.org/10.1371/journal.pone.0158753CrossRefGoogle ScholarPubMed
Bishop, D. V., Snowling, M. J., Thompson, P. A., Greenhalgh, T., Catalise‐2 Consortium, Adams, C., …, & house, A. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 10681080. https://doi.org/10.1111/jcpp.12721CrossRefGoogle ScholarPubMed
Bjorklund, D. F., & Harnishfeger, K. K. (1990). The resources construct in cognitive development: Diverse sources of evidence and a theory of inefficient inhibition. Developmental Review, 10(1), 4871. https://doi.org/10.1016/0273-2297(90)90004-NCrossRefGoogle Scholar
Blacker, K. J., Negoita, S., Ewen, J. B., & Courtney, S. M. (2017). N-back versus complex span working memory training. Journal of Cognitive Enhancement, 1(4), 434454.CrossRefGoogle ScholarPubMed
Blackwell, K. A., Chatham, C. H., Wiseheart, M., & Munakata, Y. (2014). A developmental window into trade-offs in executive function: The case of task switching versus response inhibition in 6-year-olds. Neuropsychologia, 62, 356364. https://doi.org/10.1016/j.neuropsychologia.2014.04.016CrossRefGoogle ScholarPubMed
Blackwell, K. A., & Munakata, Y. (2014). Costs and benefits linked to developments in cognitive control. Developmental Science, 17(2), 203211. https://doi.org/10.1111/desc.12113CrossRefGoogle ScholarPubMed
Blanton, R. E., Levitt, J. G., Peterson, J. R., Fadale, D., Sporty, M. L., Lee, M., …, & Toga, A. W. (2004). Gender differences in the left inferior frontal gyrus in normal children. Neuroimage, 22(2), 626636. https://doi.org/10.1016/j.neuroimage.2004.01.010CrossRefGoogle ScholarPubMed
Blumenfeld, H. K., Bobb, S. C., & Marian, V. (2016). The role of language proficiency, cognate status and word frequency in the assessment of Spanish–English bilinguals’ verbal fluency. International Journal of Speech-Language Pathology, 18(2), 190201. https://doi.org/10.3109/17549507.2015.1081288CrossRefGoogle ScholarPubMed
Blythe LaGasse, A. (2016). Developmental speech and language training through music (DSLM). In Thaut, M., & Hoemberg, V. (Eds.), Handbook of neurologic music therapy (pp. 196216). Oxford University Press.Google Scholar
Bocanegra, B. R., & Hommel, B. (2014). When cognitive control is not adaptive. Psychological Science, 25(6), 12491255. https://doi.org/10.1177/0956797614528522CrossRefGoogle Scholar
Boerma, T., Leseman, P., Wijnen, F., & Blom, E. (2017). Language proficiency and sustained attention in monolingual and bilingual children with and without language impairment. Frontiers in Psychology, 8, 1241. https://doi.org/10.3389/fpsyg.2017.01241CrossRefGoogle ScholarPubMed
Bonifacci, P., Giombini, L., Bellocchi, S., & Contento, S. (2011). Speed of processing, anticipation, inhibition and working memory in bilinguals. Developmental Science, 14(2), 256269. https://doi.org/10.1111/j.1467-7687.2010.00974.xCrossRefGoogle ScholarPubMed
Bonnin, C. A., Gaonac’h, D., & Bouquet, C. A. (2011). Adjustments of task-set control processes: Effect of task switch frequency on task-mixing and task-switching costs. Journal of Cognitive Psychology, 23(8), 985997. https://doi.org/10.1080/20445911.2011.594435CrossRefGoogle Scholar
Botting, N., Jones, A., Marshall, C., Denmark, T., Atkinson, J., & Morgan, G. (2017). Nonverbal executive function is mediated by language: A study of deaf and hearing children. Child Development, 88(5), 16891700. https://doi.org/10.1111/cdev.12659CrossRefGoogle Scholar
Botvinick, M. M., & Braver, T. (2015). Motivation and cognitive control: From behavior to neural mechanism. Annual Review of Psychology, 66, 83113. https://doi.org/10.1146/annurev-psych-010814-015044CrossRefGoogle ScholarPubMed
Botvinick, M. M., Braver, T. S., Barch, D. M., Carter, C. S., & Cohen, J. D. (2001). Conflict monitoring and cognitive control. Psychological Review, 108(3), 624652. https://doi.org/10.1037/0033-295X.108.3.624CrossRefGoogle ScholarPubMed
Botvinick, M., & Cohen, J. (2014). The computational and neural basis of cognitive control: Charted territory and new frontiers. Cognitive Science, 38(6), 12491285. https://doi.org/10.1111/cogs.12126CrossRefGoogle ScholarPubMed
Botvinick, M. M., Cohen, J. D., & Carter, C. S. (2004). Conflict monitoring and anterior cingulate cortex: An update. Trends in Cognitive Science, 8, 539546. https://doi.org/10.1016/j.tics.2004.10.003CrossRefGoogle ScholarPubMed
Braver, T. S. (2012). The variable nature of cognitive control: A dual mechanisms framework. Trends in Cognitive Sciences, 16(2), 106113. https://doi.org/10.1016/j.tics.2011.12.010CrossRefGoogle ScholarPubMed
Braver, T. S., & Cohen, J. D. (1999). Dopamine, cognitive control, and schizophrenia: The gating model. Progress in Brain Research, 121, 327349. https://doi.org/10.1016/S0079-6123(08)63082-4CrossRefGoogle ScholarPubMed
Braver, T. S., Reynolds, J. R., & Donaldson, D. I. (2003). Neural mechanisms of transient and sustained cognitive control during task switching. Neuron, 39(4), 713726. https://doi.org/10.1016/S0896-6273(03)00466-5CrossRefGoogle ScholarPubMed
Brenhouse, H. C., & Andersen, S. L. (2011). Developmental trajectories during adolescence in males and females: A cross-species understanding of underlying brain changes. Neuroscience & Biobehavioral Reviews, 35(8), 16871703. https://doi.org/10.1016/j.neubiorev.2011.04.013CrossRefGoogle ScholarPubMed
Brinton, B., Fujiki, M., & McKee, L. (1998). Negotiation skills of children with specific language impairment. Journal of Speech, Language and Hearing Research, 41, 927940. https://doi.org/10.1044/jslhr.4104.927CrossRefGoogle ScholarPubMed
Brody, G. H., Yu, T., Nusslock, R., Barton, A. W., Miller, G. E., Chen, E., …, & Sweet, L. H. (2019). The protective effects of supportive parenting on the relationship between adolescent poverty and resting-state functional brain connectivity during adulthood. Psychological Science, 30(7), 10401049. https://doi.org/10.1177/0956797619847989CrossRefGoogle ScholarPubMed
Brydges, C. R., Fox, A. M., Reid, C. L., & Anderson, M. (2014). The differentiation of executive functions in middle and late childhood: A longitudinal latent-variable analysis. Intelligence, 47, 3443. https://doi.org/10.1016/j.intell.2014.08.010CrossRefGoogle Scholar
Bugos, J. A., DeMarie, D., Stokes, C., & Power, L. P. (2022). Multimodal music training enhances executive functions in children: Results of a randomized controlled trial. Annals of the New York Academy of Sciences, 1516(1), 95105. https://doi.org/10.1111/nyas.14857CrossRefGoogle ScholarPubMed
Cagiltay, N. E., Ozcelik, E., & Ozcelik, N. S. (2015). The effect of competition on learning in games. Computers & Education, 87, 3541. https://doi.org/10.1016/j.compedu.2015.04.001CrossRefGoogle Scholar
Cameron, J., & Pierce, W. D. (2002). Rewards and intrinsic motivation: Resolving the controversy (p. 255). Bergin & Garvey.Google Scholar
Camos, V., & Barrouillet, P. (2011). Developmental change in working memory strategies: From passive maintenance to active refreshing. Developmental Psychology, 47(3), 898904. https://doi.org/10.1037/a0023193.CrossRefGoogle ScholarPubMed
Campbell, D. J. (1988). Task complexity: A review and analysis. Academy of Management Review, 13(1), 4052. https://doi.org/10.5465/amr.1988.4306775CrossRefGoogle Scholar
Cardin, V., Rudner, M., De Oliveira, R. F., Andin, J., Su, M. T., Beese, L., …, & Rönnberg, J. (2018). The organization of working memory networks is shaped by early sensory experience. Cerebral Cortex, 28(10), 35403554. https://doi.org/10.1093/cercor/bhx222CrossRefGoogle ScholarPubMed
Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11(2), 282298. https://doi.org/10.1111/j.1467-7687.2008.00675.xCrossRefGoogle ScholarPubMed
Carp, J., & Compton, R. J. (2009). Alpha power is influenced by performance errors. Psychophysiology, 46, 336343. https://doi.org/10.1111/j.1469-8986.2008.00773.xCrossRefGoogle ScholarPubMed
Carpentier, S. M., Moreno, S., & McIntosh, A. R. (2016). Short-term music training enhances complex, distributed neural communication during music and linguistic tasks. Journal of Cognitive Neuroscience, 28(10), 16031612. https://doi.org/10.1162/jocn_a_00988CrossRefGoogle ScholarPubMed
Carroll, S. E. (2017). Exposure and input in bilingual development. Bilingualism: Language and Cognition, 20(1), 316. https://doi.org/10.1017/S1366728915000863CrossRefGoogle Scholar
Carter, C. S., & Van Veen, V. (2007). Anterior cingulate cortex and conflict detection: An update of theory and data. Cognitive, Affective, & Behavioral Neuroscience, 7(4), 367379. https://doi.org/10.3758/CABN.7.4.367CrossRefGoogle ScholarPubMed
Case, R., Kurland, D. M., & Goldberg, J. (1982). Operational efficiency and the growth of short-term memory span. Journal of Experimental Child Psychology, 33, 386404. https://doi.org/10.1016/0022-0965(82)90054-6CrossRefGoogle Scholar
Casey, B. J., Getz, S., & Galvan, A. (2008). The adolescent brain. Developmental Review, 28(1), 6277. https://doi.org/10.1016/j.dr.2007.08.003CrossRefGoogle ScholarPubMed
Cenoz, J., Hufeisen, B., & Jessner, U. (2003b). Why investigate the multilingual lexicon? In Cenoz, J., Hufeisen, B., & Jessner, U. (Eds.), The multilingual lexicon (pp. 19). Kluwer Academic. https://doi.org/10.1007/978-0-306-48367-7_1CrossRefGoogle Scholar
Cepeda, N. J., Blackwell, K. A., & Munakata, Y. (2013). Speed isn’t everything: Complex processing speed measures mask individual differences and developmental changes in executive control. Developmental Science, 16(2), 269286. https://doi.org/10.1111/desc.12024CrossRefGoogle ScholarPubMed
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354380. https://doi.org/10.1037/0033-2909.132.3.354CrossRefGoogle ScholarPubMed
Chaddock‐Heyman, L., Hillman, C. H., Cohen, N. J., & Kramer, A. F. (2014). The importance of physical activity and aerobic fitness for cognitive control and memory in children. Monographs of the Society for Research in Child Development, 79(4), 2550. https://doi.org/10.1111/mono.12129CrossRefGoogle ScholarPubMed
Chan, R. C., Shum, D., Toulopoulou, T., & Chen, E. Y. (2008). Assessment of executive functions: Review of instruments and identification of critical issues. Archives of Clinical Neuropsychology, 23(2), 201216. https://doi.org/10.1016/j.acn.2007.08.010CrossRefGoogle ScholarPubMed
Chang, M., Park, B., & Kim, S. (2009). Parenting classes, parenting behavior, and child cognitive development in Early Head Start: A longitudinal model. School Community Journal, 19(1), 155174. https://doi.org/10.1111/sode.12069Google Scholar
Chapelle, C. A. (2006). DIALANG: A diagnostic language test in 14 European languages. Language Testing, 23(4), 544550. https://doi.org/10.1191/0265532206lt341xxCrossRefGoogle Scholar
Chatham, C. H., Frank, M. J., & Munakata, Y. (2009). Pupillometric and behavioral markers of a developmental shift in the temporal dynamics of cognitive control. Proceedings of the National Academy of Sciences, U.S.A., 106(14), 55295533. https://doi.org/10.1073/pnas.0810002106.CrossRefGoogle ScholarPubMed
Chen, X., & Padilla, A. M. (2019). Role of bilingualism and biculturalism as assets in positive psychology: Conceptual dynamic gear model. Frontiers in Psychology, 2122. https://doi.org/10.3389/fpsyg.2019.02122CrossRefGoogle ScholarPubMed
Chevalier, N., Jackson, J., Roux, A. R., Moriguchi, Y., & Auyeung, B. (2019). Differentiation in prefrontal cortex recruitment during childhood: Evidence from cognitive control demands and social contexts. Developmental Cognitive Neuroscience, 36, 100629, 1–10. https://doi.org/10.1016/j.dcn.2019.100629CrossRefGoogle ScholarPubMed
Chiaravalloti, N. D., Christodoulou, C., Demaree, H. A., & DeLuca, J. (2003). Differentiating simple versus complex processing speed: Influence on new learning and memory performance. Journal of Clinical and Experimental Neuropsychology, 25(4), 489501. https://doi.org/10.1076/jcen.25.4.489.13878CrossRefGoogle ScholarPubMed
Chikazoe, J., Jimura, K., Hirose, S., Yamashita, K. I., Miyashita, Y., & Konishi, S. (2009). Preparation to inhibit a response complements response inhibition during performance of a stop-signal task. Journal of Neuroscience, 29(50), 15870–15877. https://doi.org/10.1523/JNEUROSCI.3645-09.2009CrossRefGoogle ScholarPubMed
Chondrogianni, V., & Marinis, T. (2011). Differential effects of internal and external factors on the development of vocabulary, tense morphology and morpho-syntax in successive bilingual children. Linguistic Approaches to Bilingualism, 1(3), 318345. https://doi.org/10.1075/lab.1.3.05choCrossRefGoogle Scholar
Chrysikou, E. G., Weber, M. J., & Thompson-Schill, S. L. (2014). A matched filter hypothesis for cognitive control. Neuropsychologia, 62, 341355. https://doi.org/10.1016/j.neuropsychologia.2013.10.021CrossRefGoogle ScholarPubMed
Chua, H. F., Boland, J. E., & Nisbett, R. E. (2005). Cultural variation in eye movements during scene perception. Proceedings of the National Academy of Sciences, 102(35), 12629–12633. https://doi.org/10.1073/pnas.0506162102CrossRefGoogle ScholarPubMed
Clahsen, H., Bartke, S., & Göllner, S. (1997). Formal features in impaired grammars: A comparison of English and German SLI children. Journal of Neurolinguistics, 10(2–3), 151171. https://doi.org/10.1016/S0911-6044(97)00006-7CrossRefGoogle Scholar
Clearfield, M. W., & Niman, L. C. (2012). SES affects infant cognitive flexibility. Infant Behavior and Development, 35(1), 2935. https://doi.org/10.1016/j.infbeh.2011.09.007CrossRefGoogle ScholarPubMed
Cleary, M., & Pisoni, D. B. (2002). Talker discrimination by prelingually-deaf children with cochlear implants: Preliminary results. Annals of Otology, Rhinology, & Laryngology Supplement-Proceedings of the 8th Symposium on Cochlear Implants in Children, 111, 113118.CrossRefGoogle Scholar
Cohen, J. D. (2017). Cognitive control: Core constructs and current considerations. In Egner, T. (Ed.), The Wiley handbook of cognitive control, 128, John Wiley & Sons. https://doi.org/10.1002/9781118920497.ch1Google Scholar
Cohen, J. D., & Servan-Schreiber, D. (1992). Context, cortex, and dopamine: A connectionist approach to behavior and biology in schizophrenia. Psychological Review, 99(1), 4577. https://doi.org/10.1037/0033-295X.99.1.45CrossRefGoogle ScholarPubMed
CohenMiller, A. S., & Pate, E. (2019). A model for developing interdisciplinary research theoretical frameworks. The Qualitative Report, 24(6), 12111226. ISSN 10520147Google Scholar
Colunga, E., & Sims, C. E. (2017). Not only size matters: Early‐talker and late‐talker vocabularies support different word‐learning biases in babies and networks. Cognitive Science, 41, 7395. https://doi.org/10.1111/cogs.12409CrossRefGoogle ScholarPubMed
Colzato, L. S., van den Wildenberg, W. P., Zmigrod, S., & Hommel, B. (2013). Action video gaming and cognitive control: Playing first person shooter games is associated with improvement in working memory but not action inhibition. Psychological Research, 77, 234239. https://doi.org/10.1007/s00426-012-0415-2CrossRefGoogle Scholar
Conklin, H. M., Luciana, M., Hooper, C. J., & Yarger, R. S. (2007). Working memory performance in typically developing children and adolescents: Behavioral evidence of protracted frontal lobe development. Developmental Neuropsychology, 31(1), 103128. https://doi.org/10.1080/87565640709336889CrossRefGoogle ScholarPubMed
Conti, R., Collins, M. A., & Picariello, M. L. (2001). The impact of competition on intrinsic motivation and creativity: Considering gender, gender segregation and gender role orientation. Personality and Individual Differences, 31(8), 12731289. https://doi.org/10.1016/S0191-8869(00)00217-8CrossRefGoogle Scholar
Conti-Ramsden, G., & Botting, N. (2004). Social difficulties and victimization in children with SLI at 11 years of age. Journal of Speech, Language, & Hearing Research, 47, 145161. https://doi.org/10.1044/1092-4388(2004/013)CrossRefGoogle ScholarPubMed
Conti‐Ramsden, G., & Botting, N. (2008). Emotional health in adolescents with and without a history of specific language impairment (SLI). Journal of Child Psychology and Psychiatry, 49(5), 516525. https://doi.org/10.1111/j.1469-7610.2007.01858.xCrossRefGoogle ScholarPubMed
Costa, A., Hernández, M., & Sebastián-Gallés, N. (2008). Bilingualism aids conflict resolution: Evidence from the ANT task. Cognition, 106, 5986. https://doi.org/10.1016/j.cognition.2006.12.013CrossRefGoogle ScholarPubMed
Council of Europe. Council for Cultural Co-operation. Education Committee. Modern Languages Division. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.Google Scholar
Cowan, N. (2005). Working memory capacity limits in a theoretical context. In Izawa, C. & Ohta, N. (Eds.), Human learning and memory: Advances in theory and application. The 4th Tsukuba international conference on memory (pp. 155175). Erlbaum.Google Scholar
Cowan, N. (2016). Working memory maturation: Can we get at the essence of cognitive growth? Perspectives on Psychological Science, 11(2), 239264. https://doi.org/10.1177/1745691615621279.CrossRefGoogle ScholarPubMed
Cragg, L. (2016). The development of stimulus and response interference control in midchildhood. Developmental Psychology, 52(2), 242252. https://doi.org/10.1037/dev0000074CrossRefGoogle ScholarPubMed
Crespo, K., Gross, M., & Kaushanskaya, M. (2019). The effects of dual language exposure on executive function in Spanish–English bilingual children with different language abilities. Journal of Experimental Child Psychology, 188, 104663. https://doi.org/10.1016/j.jecp.2019.104663CrossRefGoogle ScholarPubMed
Dahnlin, E., Neely, A., Larsson, A., Backman, L., & Nyberg, L. (2008). Transfer of learning after updating training mediated by the striatum. Science, 320, 15101512. https://doi.org/10.1126/science.1155466CrossRefGoogle Scholar
Dale, P. S., Price, T. S., Bishop, D. V., & Plomin, R. (2003). Outcomes of early language delay. Journal of Speech, Language, and Hearing Research, 46, 544560. https://doi.org/10.1044/1092-4388(2003/044)CrossRefGoogle ScholarPubMed
Dale, P. S., Tosto, M. G., Hayiou-Thomas, M. E., & Plomin, R. (2015). Why does parental language input style predict child language development? A twin study of gene–environment correlation. Journal of Communication Disorders, 57, 106117. https://doi.org/10.1016/j.jcomdis.2015.07.004CrossRefGoogle ScholarPubMed
Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19(4), 450466. https://doi.org/10.1016/S0022-5371(80)90312-6.CrossRefGoogle Scholar
Danielmeier, C., & Ullsperger, M. (2011). Post-error adjustments. Frontiers in Psychology, 2. https://doi.org/10.3389/fpsyg.2011.00233CrossRefGoogle ScholarPubMed
Daselaar, S. M., Iyengar, V., Davis, S. W., Eklund, K., Hayes, S. M., & Cabeza, R. E. (2015). Less wiring, more firing: Low-performing older adults compensate for impaired white matter with greater neural activity. Cerebral Cortex, 25(4), 983–990. https://doi.org/10.1093/cercor/bht289CrossRefGoogle ScholarPubMed
Davidson, M. C., Amso, D., Anderson, L. C., & Diamond, A. (2006). Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44(11), 20372078. https://doi.org/10.1016/j.neuropsychologia.2006.02.006CrossRefGoogle ScholarPubMed
Davies, P. L., Segalowitz, S. J., & Gavin, W. J. (2004). Development of response-monitoring ERPs in 7-to 25-year-olds. Developmental Neuropsychology, 25(3), 355376. https://doi.org/10.1207/s15326942dn2503_6CrossRefGoogle ScholarPubMed
de Abreu, P. M. E., Baldassi, M., Puglisi, M. L., & Befi-Lopes, D. M. (2013). Cross-linguistic and cross-cultural effects on verbal working memory and vocabulary: Testing language-minority children with an immigrant background. Journal of Speech, Language, and Hearing Research, 56(2), 630642. https://doi.org/10.1044/1092-4388.2012/12-0079CrossRefGoogle ScholarPubMed
De Bruin, A. (2019). Not all bilinguals are the same: A call for more detailed assessments and descriptions of bilingual experiences. Behavioral Sciences, 9(3), 33. https://doi.org/10.3390/bs9030033CrossRefGoogle Scholar
De Bruin, A., Carreiras, M., & Duñabeitia, J. A. (2017). The BEST dataset of language proficiency. Frontiers in Psychology, 8, 522. https://doi.org/10.3389/fpsyg.2017.00522.CrossRefGoogle ScholarPubMed
De Bruin, A., Treccani, B., & Della Sala, S. (2015). Cognitive advantage in bilingualism: An example of publication bias? Psychological Science, 26(1), 99107. https://doi.org/10.1177/0956797614557866CrossRefGoogle ScholarPubMed
de Bruyn, E. H., Cillessen, A. H., & Wissink, I. B. (2010). Associations of peer acceptance and perceived popularity with bullying and victimization in early adolescence. The Journal of Early Adolescence, 30(4), 543566. https://doi.org/10.1177/0272431609340517CrossRefGoogle Scholar
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 127. https://doi.org/10.3102/00346543071001001CrossRefGoogle Scholar
De Dreu, C. K., Nijstad, B. A., Baas, M., Wolsink, I., & Roskes, M. (2012). Working memory benefits creative insight, musical improvisation, and original ideation through maintained task-focused attention. Personality and Social Psychology Bulletin, 38(5), 656669. https://doi.org/10.1177/0146167211435795CrossRefGoogle ScholarPubMed
Degé, F., & Schwarzer, G. (2011). The effect of a music program on phonological awareness in preschoolers. Frontiers in Psychology, 2, 124. https://doi.org/10.3389/fpsyg.2011.00124CrossRefGoogle ScholarPubMed
Degé, F., Wehrum, S., Stark, R., & Schwarzer, G. (2011). The influence of two years of school music training in secondary school on visual and auditory memory. European Journal of Developmental Psychology, 8(5), 608623. https://doi.org/10.1080/17405629.2011.590668CrossRefGoogle Scholar
DeHaan, J., Reed, W. M., & Kuwanda, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language Learning & Technology, 14(2), 7494. ISSN 1094-3501Google Scholar
De Houwer, A. (2009). Bilingual first language acquisition. Multilingual Matters. https://doi.org/10.21832/9781847691507CrossRefGoogle Scholar
De Houwer, A. (2011). The speech of fluent child bilinguals. In Howell, P. & J. Van Borsel (Eds.), Multilingual aspects of fluency disorders (pp. 323). Multilingual Matters. https://doi.org/10.21832/9781847693570-003CrossRefGoogle Scholar
De Houwer, A. (2014). The absolute frequency of maternal input to bilingual and monolingual children: A first comparison. In Grüter, T. & Paradis, J. (Eds.), Input and experience in bilingual development (pp. 163–186). John Benjamins.Google Scholar
De Houwer, A. (2017). Bilingual language input environments, intake, maturity and practice. Bilingualism: Language and Cognition, 20(1), 1920. http://dx.doi.org/10.1017/S1366728916000298CrossRefGoogle Scholar
De Houwer, A. (2023). The danger of bilingual–monolingual comparisons in applied psycholinguistic research. Applied Psycholinguistics, 44(3), 343357. https://doi.org/10.1017/S014271642200042XCrossRefGoogle Scholar
Delage, H., Stanford, E., & Durrleman, S. (2021). Working memory training enhances complex syntax in children with Developmental Language Disorder. Applied Psycholinguistics, 42(5), 13411375. https://doi.org/10.1017/S0142716421000369CrossRefGoogle Scholar
Della Rosa, P. A., Videsott, G., Borsa, V. M., Canini, M., Weekes, B. S., Franceschini, R., & Abutalebi, J. (2013). A neural interactive location for multilingual talent. Cortex, 49(2), 605608. https://doi.org/10.1016/j.cortex.2012.12.001CrossRefGoogle ScholarPubMed
Delogu, F., Lampis, G., & Belardinelli, M. O. (2010). From melody to lexical tone: Musical ability enhances specific aspects of foreign language perception. European Journal of Cognitive Psychology, 22(1), 4661. https://doi.org/10.1080/09541440802708136CrossRefGoogle Scholar
Demetriou, A., Spanoudis, G., Shayer, M., Mouyi, A., Kazi, S., & Platsidou, M. (2013). Cycles in speed-working memory-G relations: Towards a developmental–differential theory of the mind. Intelligence, 41(1), 3450. https://doi.org/10.1016/j.intell.2012.10.010CrossRefGoogle Scholar
Dempster, F. N., & Corkill, A. J. (1999). Interference and inhibition in cognition and behavior: Unifying themes for educational psychology. Educational Psychology Review, 11, 188. https://doi.org/10.1023/A:1021992632168CrossRefGoogle Scholar
Derakshan, N., Smyth, S. & Eysenck, M. W. (2009). Effects of state anxiety on performance using a task-switching paradigm: An investigation of attentional control theory. Psychonomic Bulletin & Review, 16, 11121117. https://doi.org/10.3758/PBR.16.6.1112CrossRefGoogle ScholarPubMed
Deveau, J., Jaeggi, S. M., Zordan, V., Phung, C., & Seitz, A. R. (2015). How to build better memory training games. Frontiers in Systems Neuroscience, 8, 243248. https://doi.org/10.3389/fnsys.2014.00243CrossRefGoogle ScholarPubMed
De Villiers, J., De Villiers, P., & Hoban, E. (1994). The central problem of functional categories in the English syntax of oral deaf children. In Tager Flusberg, H. (Ed.), Constraints on language acquisition: Studies of atypical children (pp. 947). Erlbaum.Google Scholar
Di Domenico, S. I., & Ryan, R. M. (2017). The emerging neuroscience of intrinsic motivation: A new frontier in self-determination research. Frontiers in Human Neuroscience, 11, 145. https://doi.org/10.3389/fnhum.2017.00145CrossRefGoogle ScholarPubMed
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135168. https://doi.org/10.1146/annurev-psych-113011-143750CrossRefGoogle ScholarPubMed
Diamond, A. (2016). Why improving and assessing executive functions early in life is critical. In Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational research (pp. 1143). American Psychological Association. https://doi.org/10.13140/RG.2.1.2644.6483CrossRefGoogle Scholar
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959964. https://doi.org/10.1126/science.1204529CrossRefGoogle ScholarPubMed
Diamond, A., & Ling, D. S. (2020). Review of the evidence on, and fundamental questions about, efforts to improve executive functions, including working memory. In Novick, J. M., Bunting, M. F., Dougherty, M. R., & Engle, R. W. (Eds.), Cognitive and working memory training: Perspectives from psychology, neuroscience, and human development (pp. 143431). Oxford University Press. https://doi.org/10.1093/oso/9780199974467.001.0001Google Scholar
Dibbets, P., Bakker, K., & Jolles, J. (2006). Functional MRI of task switching in children with specific language impairment (SLI). Neurocase, 12(1), 7179. https://doi.org/10.1080/13554790500507032CrossRefGoogle ScholarPubMed
Dodd, B. (2011). Differentiating speech delay from disorder: Does it matter? Topics in Language Disorders, 31(2), 96111. https://doi.org/10.1097/TLD.0b013e318217b66aCrossRefGoogle Scholar
Dodge, K. A., Lansford, J. E., Salzer Burks, V., Bates, J. E., Pettit, G. S., Fontaine, R., & Price, J. M. (2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74(2), 374393. https://doi.org/10.1111/1467-8624.7402004.CrossRefGoogle ScholarPubMed
Dosenbach, N. U., Fair, D. A., Miezin, F. M., Cohen, A. L., Wenger, K. K., Dosenbach, R. A., …, & Petersen, S. E. (2007). Distinct brain networks for adaptive and stable task control in humans. Proceedings of the National Academy of Sciences, 104(26), 11073–11078. https://doi.org/10.1073/pnas.0704320104CrossRefGoogle ScholarPubMed
Dowsett, S. M., & Livesey, D. J. (2000). The development of inhibitory control in preschool children: Effects of “executive skills” training. Developmental Psychobiology: The Journal of the International Society for Developmental Psychobiology, 36(2), 161174. https://doi.org/10.1002/(SICI)1098-2302(200003)36:2<161::AID-DEV7>3.0.CO;2-03.0.CO;2-0>CrossRefGoogle ScholarPubMed
Dörnyei, Z., & Skehan, P. (2003). 18 individual differences in second language learning. In Doughty, C. J., & Long, M. H. (Eds.), The handbook of second language acquisition (pp. 589–630). Blackwell Publishing Ltd. https://doi.org/10.1002/9780470756492Google Scholar
Dreisbach, G. (2012). Mechanisms of cognitive control: The functional role of task rules. Current Directions in Psychological Science, 21(4), 227231. https://doi.org/10.1177/0963721412449830CrossRefGoogle Scholar
Dreisbach, G., & Fröber, K. (2019). On how to be flexible (or not): Modulation of the stability-flexibility balance. Current Directions in Psychological Science, 28(1), 39. https://doi.org/10.1177/0963721418800030CrossRefGoogle Scholar
Dreisbach, G., & Haider, H. (2006). Preparatory adjustment of cognitive control in the task switching paradigm. Psychonomic Bulletin & Review, 13, 334338. https://doi.org/10.3758/BF03193853CrossRefGoogle ScholarPubMed
Driemeyer, J., Boyke, J., Gaser, C., Büchel, C., & May, A. (2008). Changes in gray matter induced by learning – Revisited. PLoS ONE, 3(7): e2669. https://doi.org/10.1371/journal.pone.0002669CrossRefGoogle ScholarPubMed
Dromi, E., Leonard, L. B., Adam, G., & Zadunaisky-Ehrlich, S. (1999). Verb agreement morphology in Hebrew-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 42(6), 14141431. https://doi.org/10.1044/jslhr.4206.1414CrossRefGoogle ScholarPubMed
Dumont, É., Castellanos‐Ryan, N., Parent, S., Jacques, S., Séguin, J. R., & Zelazo, P. D. (2022). Transactional longitudinal relations between accuracy and reaction time on a measure of cognitive flexibility at 5, 6, and 7 years of age. Developmental Science, 25(5), e13254. https://doi.org/10.1111/desc.13254CrossRefGoogle ScholarPubMed
Dutilh, G., Van Ravenzwaaij, D., Nieuwenhuis, S., Van der Maas, H. L., Forstmann, B. U., & Wagenmakers, E. J. (2012). How to measure post-error slowing: A confound and a simple solution. Journal of Mathematical Psychology, 56(3), 208216. https://doi.org/10.1016/j.jmp.2012.04.001CrossRefGoogle Scholar
Dye, M. W., Baril, D. E., & Bavelier, D. (2007). Which aspects of visual attention are changed by deafness? The case of the Attentional Network Test. Neuropsychologia, 45(8), 18011811. https://doi.org/10.1016/j.neuropsychologia.2006.12.019CrossRefGoogle ScholarPubMed
Ebert, K. D. (2021). Revisiting the influences of bilingualism and developmental language disorder on children’s nonverbal processing speed. Journal of Speech, Language, and Hearing Research, 64(9), 35643570. https://doi.org/10.1044/2021_JSLHR-21-00156CrossRefGoogle ScholarPubMed
Egner, T. (2017). Past, present, and future of the congruency sequence effect as an index of cognitive control. In Egner, T (Ed.), The Wiley handbook of cognitive control, 6478. John Wiley & Sons.CrossRefGoogle Scholar
Eichorn, N., & Marton, K. (2015). When less can be more: Dual task effects on speech fluency. In Noelle, D. C., Dale, R., Warlaumont, A. S., Yoshimi, J., Matlock, T., Jennings, C. D., & Maglio, P. P. (Eds.), Proceedings of the 37th Annual Conference of the Cognitive Science Society (pp.). Cognitive Science Society https://mindmodeling.org/cogsci2015/papers/0116/paper0116.pdfGoogle Scholar
Eichorn, N., Marton, K., Schwartz, R. G., Melara, R. D., & Pirutinsky, S. (2016). Does working memory enhance or interfere with speech fluency in adults who do and do not stutter? Evidence from a dual-task paradigm. Journal of Speech, Language, and Hearing Research, 59(3), 415429. https://doi.org/10.1044/2015_JSLHR-S-15-0249CrossRefGoogle Scholar
Eling, P., Derckx, K., & Maes, R. (2008). On the historical and conceptual background of the Wisconsin Card Sorting Test. Brain and Cognition, 67(3), 247253. https://doi.org/10.1016/j.bandc.2008.01.006CrossRefGoogle ScholarPubMed
Engel de Abreu, P. M. J., Cruz-Santos, A., & Puglisi, M. L. (2014). Specific language impairment in language-minority children from low-income families. International Journal of Language and Communication Disorders, 49(06), 736747. https://doi.org/10.1111/1460-6984.12107CrossRefGoogle ScholarPubMed
Engel de Abreu, P. M., Cruz-Santos, A., Tourinho, C. J., Martin, R., & Bialystok, E. (2012). Bilingualism enriches the poor: Enhanced cognitive control in low-income minority children. Psychological Science, 23(11), 13641371. https://doi.org/10.1177/0956797612443836CrossRefGoogle ScholarPubMed
Engle, R. W. (2002). Working memory capacity as executive attention. Current Directions in Psychological Science, 11(1), 1923. https://doi.org/10.1111/1467-8721.00160CrossRefGoogle Scholar
Engle, R. W., & Kane, M. J. (2004). Executive attention, working memory capacity, and a two-factor theory of cognitive control. In Ross, B. H. (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 44, pp. 145199). Elsevier Science.Google Scholar
Epstein, B., Shafer, V. L., Melara, R. D., & Schwartz, R. G. (2014). Can children with SLI detect cognitive conflict? Behavioral and electrophysiological evidence. Journal of Speech, Language, and Hearing Research, 57(4), 14531467. https://doi.org/10.1044/2014_JSLHR-L-13-0234CrossRefGoogle ScholarPubMed
Erdodi, L. A., Sagar, S., Seke, K., Zuccato, B. G., Schwartz, E. S., & Roth, R. M. (2018). The Stroop test as a measure of performance validity in adults clinically referred for neuropsychological assessment. Psychological Assessment, 30(6), 755766. https://doi.org/10.1037/pas0000525CrossRefGoogle ScholarPubMed
Erickson, K. I., Gildengers, A. G., & Butters, M. A. (2013). Physical activity and brain plasticity in late adulthood. Dialogues in Clinical Neuroscience, 15(1), 99108. https://doi.org/10.31887/DCNS.2013.15.1/kericksonCrossRefGoogle ScholarPubMed
Evans, C. B., Smokowski, P. R., & Cotter, K. L. (2014). Cumulative bullying victimization: An investigation of the dose–response relationship between victimization and the associated mental health outcomes, social supports, and school experiences of rural adolescents. Children and Youth Services Review, 44, 256264. https://doi.org/10.1016/j.childyouth.2014.06.021CrossRefGoogle Scholar
Evans, J. L. (2001). An emergent account of language impairments in children with SLI: Implications for assessment and intervention. Journal of Communication Disorders, 34(1–2), 3954. https://doi.org/10.1016/S0021-9924(00)00040-XCrossRefGoogle ScholarPubMed
Eysenck, M. W., Derakshan, N., Santos, R., and Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7, 336353. https://doi.org/10.1037/1528-3542.7.2.336CrossRefGoogle ScholarPubMed
Fair, D. A., Dosenbach, N. U., Church, J. A., Cohen, A. L., Brahmbhatt, S., Miezin, F. M., …, & Schlaggar, B. L. (2007). Development of distinct control networks through segregation and integration. Proceedings of the National Academy of Sciences, 104(33), 13507–13512. https://doi.org/10.1073/pnas.0705843104CrossRefGoogle ScholarPubMed
Farah, M. J., Shera, D. M., Savage, J. H., Betancourt, L., Giannetta, J. M., Brodsky, N. L., Malmud, E. K., & Hurt, H. (2006). Childhood poverty: Specific associations with neurocognitive development. Brain Research, 1110(1), 166174. https://doi.org/10.1016/j.brainres.2006.06.072CrossRefGoogle ScholarPubMed
Farrant, B. M., Maybery, M. T., & Fletcher, J. (2012). Language, cognitive flexibility, and explicit false belief understanding: Longitudinal analysis in typical development and specific language impairment. Child Development, 83(1), 223235. https://doi.org/10.1111/j.1467-8624.2011.01681.xCrossRefGoogle ScholarPubMed
Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D. J., Pethick, S. J., …, & Stiles, J. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, i-185. www.jstor.org/stable/1166093CrossRefGoogle ScholarPubMed
Fernald, A., & Marchman, V. A. (2012). Individual differences in lexical processing at 18 months predict vocabulary growth in typically developing and late‐talking toddlers. Child Development, 83(1), 203222. https://doi.org/10.1111/j.1467-8624.2011.01692.xCrossRefGoogle ScholarPubMed
Fine, I., Finney, E. M., Boynton, G. M., & Dobkins, K. R. (2005). Comparing the effects of auditory deprivation and sign language within the auditory and visual cortex. Journal of Cognitive Neuroscience, 17(10), 16211637. https://doi.org/10.1162/089892905774597173CrossRefGoogle ScholarPubMed
Finn, A. S., Minas, J. E., Leonard, J. A., Mackey, A. P., Salvatore, J., Goetz, C., West, M. R., Gabrieli, C. F. O., & Gabrieli, J. D. E. (2017). Functional brain organization of working memory in adolescents varies in relation to family income and academic achievement. Developmental Science, 20(5). https://doi-org.ezproxy.gc.cuny.edu/10.1111/desc.12450CrossRefGoogle ScholarPubMed
Finneran, D. A., Francis, A. L., & Leonard, L. B. (2009). Sustained attention in children with specific language impairment (SLI). Journal of Speech, Language, & Hearing Research, 52(4), 915929. https://doi.org/10.1044/1092-4388(2009/07-0053)CrossRefGoogle ScholarPubMed
Fischer, P., Camba, L., Ooi, S. H., & Chevalier, N. (2018). Supporting cognitive control through competition and cooperation in childhood. Journal of Experimental Child Psychology, 173, 2840. https://doi.org/10.1016/j.jecp.2018.03.011CrossRefGoogle ScholarPubMed
Fisher, E. L. (2017). A systematic review and meta-analysis of predictors of expressive-language outcomes among late talkers. Journal of Speech, Language, and Hearing Research, 60(10), 29352948. https://doi.org/10.1044/2017_JSLHR-L-16-0310CrossRefGoogle ScholarPubMed
Flaugnacco, E., Lopez, L., Terribili, C., Montico, M., Zoia, S., & Schön, D. (2015). Music training increases phonological awareness and reading skills in developmental dyslexia: A randomized control trial. PloS One, 10(9), e0138715. https://doi.org/10.1371/journal.pone.0138715CrossRefGoogle ScholarPubMed
Friedman, N. P., & Miyake, A. (2004). The relations among inhibition and interference control functions: A latent-variable analysis. Journal of Experimental Psychology: General, 133, 101135. https://doi.org/10.1037/0096-3445.133.1.101CrossRefGoogle ScholarPubMed
Friedman, N. P., & Miyake, A. (2017). Unity and diversity of executive functions: Individual differences as a window on cognitive structure. Cortex, 86, 186204. https://doi.org/10.1016/j.cortex.2016.04.023CrossRefGoogle ScholarPubMed
Friedman, N. P., Miyake, A., Young, S. E., DeFries, J. C., Corley, R. P., & Hewitt, J. K. (2008). Individual differences in executive functions are almost entirely genetic in origin. Journal of Experimental Psychology: General, 137(2), 201225. https://doi.org/10.1037/0096-3445.137.2.201CrossRefGoogle ScholarPubMed
Friedman, N. P., & Robbins, T. W. (2022). The role of prefrontal cortex in cognitive control and executive function. Neuropsychopharmacology, 47(1), 7289. https://doi.org/10.1016/j.nlm.2011.07.002CrossRefGoogle ScholarPubMed
Friedmann, N., & Haddad-Hanna, M. (2014). The comprehension of sentences derived by syntactic movement in Palestinian Arabic speakers with hearing impairment. Applied Psycholinguistics, 35(3), 473513. https://doi.org/10.1017/S0142716412000483CrossRefGoogle Scholar
Friedmann, N., & Rusou, D. (2015). Critical period for first language: The crucial role of language input during the first year of life. Current Opinion in Neurobiology, 35, 2734. https://doi.org/10.1016/j.conb.2015.06.003CrossRefGoogle ScholarPubMed
Fröber, K., Raith, L., & Dreisbach, G. (2018). The dynamic balance between cognitive flexibility and stability: The influence of local changes in reward expectation and global task context on voluntary switch rate. Psychological Research, 82, 6577. https://doi.org/10.1007/s00426-017-0922-2CrossRefGoogle ScholarPubMed
Fry, A. F., & Hale, S. (1996). Processing speed, working memory, and fluid intelligence: Evidence for a developmental cascade. Psychological Science, 7, 237241. https://doi.org/10.1111/j.1467-9280.1996.tb00366.xCrossRefGoogle Scholar
Fry, A. F., & Hale, S. (2000). Relationships among processing speed, working memory, and fluid intelligence in children. Biological Psychology, 54(1–3), 134. https://doi.org/10.1016/S0301-0511(00)00051-XCrossRefGoogle ScholarPubMed
Gagne, F. (2000). Understanding the complete choreography of talent development through DMGT-analysis. In Heller, K. A., Mönks, F. J., Subotnik, R., & Sternberg, R. J. (Eds.), International handbook of giftedness and talent. Elsevier Science.Google Scholar
García, O., Flores, N., & Chu, H. (2011). Extending bilingualism in US secondary education: New variations. International Multilingual Research Journal, 5(1), 118. https://doi.org/10.1080/19313152.2011.539486CrossRefGoogle Scholar
Garivaldo, B., & Fabiano-Smith, L. (2023). Reframing Bilingual Acquisition and Theory: An insider perspective through a translanguaging lens. Language, Speech, and Hearing Services in Schools, 116. https://doi.org/10.1044/2023_LSHSS-22-00136Google ScholarPubMed
Gathercole, S. E. (2006). Nonword repetition and word learning: The nature of the relationship. Applied Psycholinguistics, 27(4), 513543. https://doi.org/10.1017/S0142716406060383CrossRefGoogle Scholar
Gathercole, S. E., & Baddeley, A. D. (1993). Working memory and language. Psychology Press.Google Scholar
Gathercole, S. E., Dunning, D. L., Holmes, J., & Norris, D. (2019). Working memory training involves learning new skills. Journal of Memory and Language, 105, 1942. https://doi.org/10.1016/j.jml.2018.10.003CrossRefGoogle Scholar
Gathercole, S. E., Pickering, S. J., Ambridge, B., & Wearing, H. (2004). The structure of working memory from 4 to 15 years of age. Developmental Psychology, 40(2), 177190. https://doi.org/10.1037/0012-1649.40.2.177CrossRefGoogle ScholarPubMed
Gazman, Z., Pazuelo, L., Scheuer, J., Campanelli, L., Ouchikh, Y., & Marton, K. (2019). Best practices in assessing language proficiency in bilingual children with and without DLD. 12th International Symposium on Bilingualism, The Next Generation, pp. 194–195.Google Scholar
Gehebe, T., Wadhera, D., & Marton, K. (2023). Interactions between bilingual language proficiency and exposure: Comparing subjective and objective measures across modalities in bilingual young adults. International Journal of Bilingual Education and Bilingualism, 26(7), 845860. https://doi.org/10.1080/13670050.2022.2125285CrossRefGoogle Scholar
Geier, C., & Luna, B. (2009). The maturation of incentive processing and cognitive control. Pharmacology Biochemistry and Behavior, 93(3), 212221. https://doi.org/10.1016/j.pbb.2009.01.021CrossRefGoogle ScholarPubMed
Genesee, F. (2019). Language development in simultaneous bilinguals: The early years. In Akhtar, N., Tolins, J., Tree, J. E. F., Horst, J. S., & von Koss Torkildsen, J. (Eds.), International handbook of language acquisition (pp. 300320). Routledge.CrossRefGoogle Scholar
Genesee, F., & Nicoladis, E. (2007). Bilingual first language acquisition. In Hoff, E. & Shatz, M.. Blackwell handbook of language development (pp. 324342). Blackwell Publishing Ltd. https://doi.org/10.1002/9780470757833CrossRefGoogle Scholar
Gentner, D., Özyürek, A., Gürcanli, Ö., & Goldin-Meadow, S. (2013). Spatial language facilitates spatial cognition: Evidence from children who lack language input. Cognition, 127(3), 318330. https://doi.org/10.1016/j.cognition.2013.01.003CrossRefGoogle ScholarPubMed
Gerardi‐Caulton, G. (2000). Sensitivity to spatial conflict and the development of self‐regulation in children 24–36 months of age. Developmental Science, 3(4), 397404. https://doi.org/10.1111/1467-7687.00134CrossRefGoogle Scholar
Gertner, B. L., Rice, M. L., & Hadley, P. A. (1994). Influence of communicative competence on peer preferences in a preschool classroom. Journal of Speech, Language, and Hearing Research, 37(4), 913923. https://doi.org/10.1044/jshr.3704.913CrossRefGoogle Scholar
Giedd, J. N., Blumenthal, J., Jeffries, N. O., Castellanos, F. X., Liu, H., Zijdenbos, A., …, & Rapoport, J. L. (1999). Brain development during childhood and adolescence: A longitudinal MRI study. Nature Neuroscience, 2(10), 861863. https://doi.org/10.1038/13158CrossRefGoogle ScholarPubMed
Gilger, J. W., & Wise, S. E. (2004). Genetic correlates of language and literacy impairments. In Stone, C. A., Silliman, E. R., Ehren, B. J., & Apel, K. (Eds.), Handbook of language and literacy. Development and disorders (pp. 2548). The Guilford Press.Google Scholar
Gillam, R. B., Cowan, N., & Day, L. S. (1995). Sequential memory in children with and without language impairment. Journal of Speech, Language, and Hearing Research, 38(2), 393402. https://doi.org/10.1044/jshr.3802.393CrossRefGoogle ScholarPubMed
Gillam, S., Holbrook, S., Mecham, J., & Weller, D. (2018). Pull the Andon rope on working memory capacity interventions until we know more. Language, Speech, and Hearing Services in Schools, 49(3), 434448. https://doi.org/10.1044/2018_LSHSS-17-0121CrossRefGoogle ScholarPubMed
Glass, G. V., Willson, V. L., & Gottman, J. M. (Eds.). (2008). Design and analysis of time-series experiments. IAP.Google Scholar
Goodhew, S. C., & Edwards, M. (2019). Translating experimental paradigms into individual-differences research: Contributions, challenges, and practical recommendations. Consciousness and Cognition, 69, 1425. https://doi.org/10.1016/j.concog.2019.01.008CrossRefGoogle ScholarPubMed
Gordon, P. C., Hendrick, R., & Levine, W. H. (2002). Memory-load interference in syntactic processing. Psychological Science, 13(5), 425430. https://doi.org/10.1111/1467-9280.00475CrossRefGoogle ScholarPubMed
Gordon, R. L., Magne, C. L., & Large, E. W. (2011). EEG correlates of song prosody: A new look at the relationship between linguistic and musical rhythm. Frontiers in Psychology, 2, 352. https://doi.org/10.3389/fpsyg.2011.00352CrossRefGoogle Scholar
Gotlib, I. H., & Joormann, J. (2010). Cognition and depression: Current status and future directions. Annual Review of Clinical Psychology, 6, 285312. https://doi.org/10.1146/annurev.clinpsy.121208.131305CrossRefGoogle ScholarPubMed
Grahek, I., Shenhav, A., Musslick, S., Krebs, R. M., & Koster, E. H. (2019). Motivation and cognitive control in depression. Neuroscience & Biobehavioral Reviews, 102, 371381. https://doi.org/10.1016/j.neubiorev.2019.04.011CrossRefGoogle ScholarPubMed
Gratton, G., Cooper, P., Fabiani, M., Carter, C. S., & Karayanidis, F. (2018). Dynamics of cognitive control: Theoretical bases, paradigms, and a view for the future. Psychophysiology, 55(3), e13016. https://doi.org/10.1111/psyp.13016CrossRefGoogle Scholar
Grayson, D. S., Ray, S., Carpenter, S., Iyer, S., Dias, T. G. C., Stevens, C., …, & Fair, D. A. (2014). Structural and functional rich club organization of the brain in children and adults. PloS One, 9(2), e88297. https://doi.org/10.1371/journal.pone.0088297CrossRefGoogle ScholarPubMed
Green, C. S. (2020). Interventions to do real-world good: Generalization and persistence. Psychological Science in the Public Interest, 21(2), 4349. https://doi.org/10.1177/1529100620933847CrossRefGoogle Scholar
Green, D. W. (1998). Mental control of the bilingual lexico-semantic system. Bilingualism: Language and Cognition, 1(2), 6781. https://doi.org/10.1017/S1366728998000133CrossRefGoogle Scholar
Green, D. W., & Abutalebi, J. (2013). Language control in bilinguals: The adaptive control hypothesis. Journal of Cognitive Psychology, 25(5), 515530. https://doi.org/10.1177/1529100620933847CrossRefGoogle ScholarPubMed
Greenland, S. (2017). Invited commentary: The need for cognitive science in methodology. American Journal of Epidemiology, 186(6), 639645. https://doi.org/10.1093/aje/kwx259CrossRefGoogle ScholarPubMed
Grela, B. G., & Leonard, L. B. (2000). The influence of argument-structure complexity on the use of auxiliary verbs by children with SLI. Journal of Speech, Language, and Hearing Research, 43(5), 11151125. https://doi.org/10.1044/jslhr.4305.1115CrossRefGoogle ScholarPubMed
Grinstead, J., Baron, A., Vega-Mendoza, M., De la Mora, J., Cantú-Sánchez, M., & Flores, B. (2013). Tense marking and spontaneous speech measures in Spanish specific language impairment: A discriminant function analysis. Journal of Speech, Language, and Hearing Research, 56(1), 352363. https://doi.org/10.1044/1092-4388(2012/11-0289)CrossRefGoogle ScholarPubMed
Grogan, A., Jones, O. P., Ali, N., Crinion, J., Orabona, S., Mechias, M. L., et al. (2012). Structural correlates for lexical efficiency and number of languages in non-native speakers of English. Neuropsychologia, 50(7), 13471352. https://doi.org/10.1016/j.neuropsychologia.2012.02.019CrossRefGoogle ScholarPubMed
Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and Language, 36(1), 315. https://doi.org/10.1016/0093-934X(89)90048-5CrossRefGoogle Scholar
Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39(3), 281291. https://doi.org/10.1017/S0048577201393198CrossRefGoogle ScholarPubMed
Grossmann, I., & Varnum, M. E. (2011). Social class, culture, and cognition. Social Psychological and Personality Science, 2(1), 8189. https://doi.org/10.1177/1948550610377119CrossRefGoogle Scholar
Grüter, T., & Paradis, J. (Eds.), Input and experience in bilingual development (pp. 119140). Benjamins.Google Scholar
Gupta, R., Kar, B. R., & Srinivasan, N. (2009). Development of task switching and post-error-slowing in children. Behavioral and Brain Functions, 5(1), 113. https://doi.org/10.1186/1744-9081-5-38CrossRefGoogle ScholarPubMed
Gutiérrez-Clellen, V. F., Simon-Cereijido, G., & Leone, A. E. (2009). Code-switching in bilingual children with specific language impairment. International Journal of Bilingualism, 13(1), 91109. https://doi.org/10.1177/1367006909103530CrossRefGoogle Scholar
Habibi, A., Damasio, A., Ilari, B., Veiga, R., Joshi, A. A., Leahy, R. M., …, & Damasio, H. (2018). Childhood music training induces change in micro and macroscopic brain structure: Results from a longitudinal study. Cerebral Cortex, 28(12), 43364347. https://doi.org/10.1093/cercor/bhx286CrossRefGoogle ScholarPubMed
Hackman, D. A., & Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13(2), 6573. https://doi.org/10.1016/j.tics.2008.11.003CrossRefGoogle ScholarPubMed
Hadley, P. A., & Holt, J. K. (2006). Individual differences in the onset of tense marking: A growth-curve analysis. Journal of Speech, Language, and Hearing Research, 49(5), 9841000. https://doi.org/10.1044/1092-4388(2006/071)CrossRefGoogle ScholarPubMed
Hajcak, G. (2012). What we’ve learned from mistakes: Insights from error-related brain activity. Current Directions in Psychological Science, 21(2), 101106. https://doi.org/10.1177/0963721412436809CrossRefGoogle Scholar
Hajcak, G., Moser, J. S., Yeung, N., & Simons, R. F. (2005). On the ERN and the significance of errors. Psychophysiology, 42(2), 151160. https://doi.org/10.1111/j.1469-8986.2005.00270.xCrossRefGoogle ScholarPubMed
Hakuta, K. (1986). Mirror of language. Basic Books.Google Scholar
Hallquist, M. N., Hwang, K., & Luna, B. (2013). The nuisance of nuisance regression: Spectral misspecification in a common approach to resting-state fMRI preprocessing reintroduces noise and obscures functional connectivity. Neuroimage, 82, 208225. https://doi.org/10.1016/j.neuroimage.2013.05.116CrossRefGoogle Scholar
Hamzei, F., Glauche, V., Schwarzwald, R., & May, A. (2012). Dynamic gray matter changes within cortex and striatum after short motor skill training are associated with their increased functional interaction. Neuroimage, 59(4), 33643372. https://doi.org/10.1016/j.neuroimage.2011.10.089CrossRefGoogle ScholarPubMed
Hansson, K. (1997). Patterns of verb usage in Swedish children with SLI: An application of recent theories. First Language, 17(51), 195217. https://doi.org/10.1177/014272379701705109CrossRefGoogle Scholar
Hansson, K., & Nettelbladt, U. (1995). Grammatical characteristics of Swedish children with SLI. Journal of Speech, Language, and Hearing Research, 38(3), 589598. https://doi.org/10.1044/jshr.3803.589CrossRefGoogle ScholarPubMed
Hansson, K., Nettelbladt, U., & Leonard, L. B. (2000). Specific language impairment in Swedish: The status of verb morphology and word order. Journal of Speech, Language, and Hearing Research, 43(4), 848864. https://doi.org/10.1044/jslhr.4304.848CrossRefGoogle ScholarPubMed
Harnishfeger, K. K., & Bjorklund, D. F. (1993). The ontogeny of inhibition mechanisms: A renewed approach to cognitive development. In Emerging themes in cognitive development (pp. 2849). Springer.CrossRefGoogle Scholar
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Brookes.Google Scholar
Hartanto, A., & Yang, H. (2020). The role of bilingual interactional contexts in predicting interindividual variability in executive functions: A latent variable analysis. Journal of Experimental Psychology: General, 149(4), 609. https://doi.org/10.1037/xge0000672CrossRefGoogle ScholarPubMed
Hasher, L., Lustig, C., & Zacks, R. T. (2007). Inhibitory mechanisms and the control of attention. In Conway, A. R. A., Jarrold, C. E., Kane, M. J., Miyake, A., & Towse, J. N. (Eds.), Variation in working memory (pp. 227249). Oxford University Press.Google Scholar
Hasson, N., & Joffe, V. (2007). The case for dynamic assessment in speech and language therapy. Child Language Teaching and Therapy, 23(1), 925. https://doi.org/10.1177/0265659007072142CrossRefGoogle Scholar
He, S. U. N., Yussof, N., Vijayakumar, P., Gabrielle, L. A. I., O’Brien, B. A., & Ong, Q. H. (2020). Teacher’s code-switching and bilingual children’s heritage language learning and cognitive switching flexibility. Journal of Child Language, 47(2), 309336. https://doi.org/10.1017/S030500091900059XGoogle Scholar
Henrichs, J., Rescorla, L., Schenk, J. J., Schmidt, H. G., Jaddoe, V. W., Hofman, A., …, & Tiemeier, H. (2011). Examining continuity of early expressive vocabulary development: The Generation R study. Journal of Speech, Language, and Hearing Research, 54, 854869. https://doi.org/10.1044/1092-4388(2010/09-0255)CrossRefGoogle ScholarPubMed
Henry, L. A., Messer, D. J., & Nash, G. (2012). Executive functioning in children with specific language impairment. Journal of Child Psychology and Psychiatry, 53(1), 3745. https://doi.org/10.1111/j.1469-7610.2011.02430.xCrossRefGoogle ScholarPubMed
Hernandez, A. E., Hofmann, J., & Kotz, S. A. (2007). Age of acquisition modulates neural activity for both regular and irregular syntactic functions. NeuroImage, 36(3), 912923. https://doi.org/10.1016/j.neuroimage.2007.02.055CrossRefGoogle ScholarPubMed
Herrera, L., Lorenzo, O., Defior, S., Fernandez-Smith, G., & Costa-Giomi, E. (2011). Effects of phonological and musical training on the reading readiness of native-and foreign-Spanish-speaking children. Psychology of Music, 39(1), 6881. https://doi.org/10.1177/0305735610361995CrossRefGoogle Scholar
Hick, R., Botting, N., & Conti‐Ramsden, G. (2005). Cognitive abilities in children with specific language impairment: Consideration of visuo‐spatial skills. International Journal of Language & Communication Disorders, 40(2), 137149. https://doi.org/10.1080/13682820400011507CrossRefGoogle ScholarPubMed
Hicks, K., & Engle, R. W. (2020). Cognitive perspectives of working memory training. In Cognitive and working memory training: Perspectives from psychology, neuroscience, and human development (pp. 313). Oxford University Press.Google Scholar
Higby, E., Kim, J., & Obler, L. K. (2013). Multilingualism and the brain. Annual Review of Applied Linguistics, 33, 68101. https://doi.org/10.1017/S0267190513000081CrossRefGoogle Scholar
Hilchey, M. D., & Klein, M. (2011). Are there bilingual advantages on nonlinguistic interference tasks? Implications for the plasticity of executive control processes. Psychonomic Bulletin & Review, 18, 625658. https://doi.org/10.3389/fpsyg.2011.00309CrossRefGoogle ScholarPubMed
Hinnant, J. B., & O’Brien, M. (2007). Cognitive and emotional control and perspective taking and their relations to empathy in 5-year-old children. The Journal of Genetic Psychology, 168(3), 301322. https://doi.org/10.3200/GNTP.168.3.301-322CrossRefGoogle ScholarPubMed
Hintermair, M. (2013). Executive functions and behavioral problems in deaf and hard-of-hearing students at general and special schools. Journal of Deaf Studies and Deaf Education, 18(3), 344359. https://doi.org/10.1093/deafed/ent003CrossRefGoogle ScholarPubMed
Hitch, G. J., Towse, J. N., & Hutton, U. (2001). What limits children’s working memory span? Theoretical accounts and applications for scholastic development. Journal of Experimental Psychology: General, 130(2), 184198. https://doi.org/10.1037/0096-3445.130.2.184CrossRefGoogle Scholar
Ho, Y. C., Cheung, M. C., & Chan, A. S. (2003). Music training improves verbal but not visual memory: Cross-sectional and longitudinal explorations in children. Neuropsychology, 17(3), 439450. https://doi.org/10.1037/0894-4105.17.3.439CrossRefGoogle Scholar
Hoch, L., Poulin-Charronnat, B., & Tillmann, B. (2011). The influence of task-irrelevant music on language processing: Syntactic and semantic structures. Frontiers in Psychology, 2, 112. https://doi.org/10.3389/fpsyg.2011.00112CrossRefGoogle ScholarPubMed
Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), 13681378. https://doi.org/10.1111/1467-8624.00612CrossRefGoogle ScholarPubMed
Hoff, E. (2013). Language development (p. 490). Cengage Learning.Google ScholarPubMed
Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 127. https://doi.org/10.1017/S0305000910000759CrossRefGoogle ScholarPubMed
Hoff, E., Welsh, S., Place, S., Ribot, K., Grüter, T., & Paradis, J. (2014). Properties of dual language input that shape bilingual development and properties of environments that shape dual language input. Input and Experience in Bilingual Development, 13, 119140.Google Scholar
Homack, S., & Riccio, C. A. (2004). A meta-analysis of the sensitivity and specificity of the Stroop Color and Word Test with children. Archives of Clinical Neuropsychology, 19(6), 725743. https://doi.org/10.1016/j.acn.2003.09.003CrossRefGoogle ScholarPubMed
Houben, K., & Wiers, W. (2009). Response inhibition moderates the relationship between implicit associations and drinking behavior. Alcoholism Clinical and Experimental Research, 33(4), 626633. https://doi.org/10.1111/j.1530-0277.2008.00877.xCrossRefGoogle ScholarPubMed
Hölzel, B. K., Carmody, J., Vangel, M., Congleton, C., Yerramsetti, S. M., Gard, T., & Lazar, S. W. (2011). Mindfulness practice leads to increases in regional brain gray matter density. Psychiatry Research: Neuroimaging, 191(1), 3643. https://doi.org/10.1016/j.pscychresns.2010.08.006CrossRefGoogle ScholarPubMed
Hruby, G. G. (2012). Three requirements for justifying an educational neuroscience. British Journal of Educational Psychology, 82(1), 123. https://doi.org/10.1111/j.2044-8279.2012.02068.xCrossRefGoogle ScholarPubMed
Hsin, L., Legendre, G., & Omaki, A. (2013). Priming cross-linguistic interference in Spanish–English bilingual children. In Proceedings of the 37th Annual Boston University Conference on Language Development (pp. 165177). Cascadilla Press.Google Scholar
Hsu, H. J., & Bishop, D. V. (2010). Grammatical difficulties in children with specific language impairment: Is learning deficient? Human Development, 53(5), 264277. https://doi.org/10.1159/000321289CrossRefGoogle Scholar
Hudson Kam, C. L. (2014). Age of acquisition effects. In Brooks, P. J., & Kempe, V. (Eds.), Encyclopedia of language development (pp. 9–13). Sage Publications.Google Scholar
Huizinga, M, Dolan, C. V., & van der Molen, M. W. (2006). Age-related change in executive function: Developmental trends and a latent variable analysis. Neuropsychologia, 44, 20172036. https://doi.org/10.1016/j.neuropsychologia.2006.01.01CrossRefGoogle Scholar
Hund, A. M., & Foster, E. K. (2008). Understanding developmental changes in the stability and flexibility of spatial categories based on object relatedness. Developmental Psychology, 44(1), 218232. https://doi.org/10.1037/0012-1649.44.1.218CrossRefGoogle ScholarPubMed
Hurtado, N., Grüter, T., Marchman, V. A., & Fernald, A. (2014). Relative language exposure, processing efficiency and vocabulary in Spanish–English bilingual toddlers. Bilingualism: Language and Cognition, 17(1), 189202. https://doi.org/10.1017/S136672891300014XCrossRefGoogle ScholarPubMed
Hulstijn, J. H. (2012). The construct of language proficiency in the study of bilingualism from a cognitive perspective. Bilingualism: Language and Cognition, 15(2), 422433. https://doi.org/10.1017/S1366728911000678CrossRefGoogle Scholar
Hübner, R., & Töbel, L. (2019). Conflict resolution in the Eriksen flanker task: Similarities and differences to the Simon task. PloS One, 14(3), e0214203. https://doi.org/10.1371/journal.pone.0214203CrossRefGoogle Scholar
Ibrahim, R., Shoshani, R., Prior, A., & Share, D. (2013). Bilingualism and measures of spontaneous and reactive cognitive flexibility. Psychology, 4(7), 110. http://dx.doi.org/10.4236/psych.2013.47A00CrossRefGoogle Scholar
Iluz-Cohen, P., & Armon-Lotem, S. (2013). Language proficiency and executive control in bilingual children. Bilingualism: Language and Cognition, 16(4), 884899. https://doi.org/10.1017/S1366728912000788CrossRefGoogle Scholar
Im‐Bolter, N., Johnson, J., & Pascual‐Leone, J. (2006). Processing limitations in children with specific language impairment: The role of executive function. Child Development, 77(6), 18221841. https://doi.org/10.1111/j.1467-8624.2006.00976.xCrossRefGoogle ScholarPubMed
Inzlicht, M., Bartholow, B. D., & Hirsh, J. B. (2015). Trends in Cognitive Sciences, 19(3), 126132. https://doi.org/10.1016/j.tics.2015.01.004CrossRefGoogle Scholar
Iuculano, T., Rosenberg-Lee, M., Richardson, J., Tenison, C., Fuchs, L., Supekar, K., & Menon, V. (2015). Cognitive tutoring induces widespread neuroplasticity and remediates brain function in children with mathematical learning disabilities. Nature Communications, 6(1), 110. https://doi.org/10.1038/ncomms9453CrossRefGoogle ScholarPubMed
Jacobson, P. F., & Schwartz, R. G. (2002). Morphology in incipient bilingual Spanish-speaking preschool children with specific language impairment. Applied Psycholinguistics, 23(1), 2341. https://doi.org/10.1017/S0142716402000024CrossRefGoogle Scholar
Jacobson, P. F., & Schwartz, R. G. (2005). English past tense use in bilingual children with language impairment. American Journal of Speech-Language Pathology, 14(4), 313323. https://doi.org/10.1044/1058-0360(2005/030)CrossRefGoogle ScholarPubMed
Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Shah, P. (2011). Short-and long-term benefits of cognitive training. Proceedings of the National Academy of Sciences, 108(25), 10081–10086. https://doi.org/10.1073/pnas.1103228108CrossRefGoogle ScholarPubMed
Jensen, A. R. (2005). Mental chronometry and the unification of differential psychology. In Sternberg, R. J., & Pretz, J. E. (Eds.), Cognition and intelligence: Identifying the mechanisms of the mind (pp. 2650). Cambridge University Press.Google Scholar
Jensen, A. R. (2006). Clocking the mind: Mental chronometry and individual differences. Elsevier.Google Scholar
Jentschke, S., & Koelsch, S. (2009). Musical training modulates the development of syntax processing in children. Neuroimage, 47(2), 735744. https://doi.org/10.1016/j.neuroimage.2009.04.090CrossRefGoogle ScholarPubMed
Jeon, H. A., & Friederici, A. D. (2015). Degree of automaticity and the prefrontal cortex. Trends in Cognitive Sciences, 19(5), 244250. https://doi.org/10.1016/j.tics.2015.03.003CrossRefGoogle ScholarPubMed
Jilka, M. (2009). Talent and proficiency in language. In Dogil, G., & Reiterer, S. M. (Eds.), Language talent and brain activity (pp. 116). Mouton de Gruyter,.Google Scholar
Jiménez-Castellanos, O., & García, E. (2017). Intersection of language, class, ethnicity, and policy: Toward disrupting inequality for English language learners. Review of Research in Education, 41(1), 428452. https://doi.org/10.3102/0091732X16688623CrossRefGoogle Scholar
Johann, V. E., & Karbach, J. (2021). Educational application of cognitive training. In Cognitive training (pp. 333350). Springer, Cham. https://doi.org/10.1007/978-3-030-39292-5_23CrossRefGoogle Scholar
John, L. K., Loewenstein, G., & Prelec, D. (2012). Measuring the prevalence of questionable research practices with incentives for truth telling. Psychological Science, 23(5), 524532. https://doi.org/10.1177/0956797611430953CrossRefGoogle ScholarPubMed
Jokihaka, S., Laasonen, M., Lahti-Nuuttila, P., Smolander, S., Kunnari, S., Arkkila, E., …, & Heinonen, K. (2022). Cross-sectional and longitudinal associations between quality of parent–child interaction and language ability in preschool-age children with developmental language disorder. Journal of Speech, Language, and Hearing Research, 114. https://doi.org/10.1044/2022_JSLHR-21-00479Google ScholarPubMed
Jonides, J. (2004). How does practice makes perfect? Nature Neuroscience, 7(1), 1011. https://doi.org/10.1038/nn0104-10CrossRefGoogle ScholarPubMed
Just, M. A. & Carpenter, P. A. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122–49. https://doi.org/10.1037/0033-295X.99.1.122CrossRefGoogle ScholarPubMed
Kafetsios, K. G. (2019). Interdependent self-construal moderates relationships between positive emotion and quality in social interactions: A case of person to culture fit. Frontiers in Psychology, 10, 914. https://doi.org/10.3389/fpsyg.2019.00914CrossRefGoogle ScholarPubMed
Kail, R. (1991). Development of processing speed in childhood and adolescence. Advances in Child Development and Behavior, 23, 151185. https://doi.org/10.1016/S0065-2407(08)60025-7CrossRefGoogle ScholarPubMed
Kail, R. (1994). A method for studying the generalized slowing hypothesis in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 37(2), 418421. https://doi.org/10.1044/jshr.3702.418CrossRefGoogle ScholarPubMed
Kail, R. (2002). Developmental change in proactive interference. Child Development, 73(6), 17031714. https://doi.org/10.1111/1467-8624.00500CrossRefGoogle ScholarPubMed
Kail, R. V. (2008). Speed of processing in childhood and adolescence: Nature, consequences, and implications for understanding atypical development. In DeLuca, J., & Kalmar, J. H. (Eds.), Information processing speed in clinical populations (pp. 101123). Taylor & Francis.Google Scholar
Kail, R. V., & Miller, C. A. (2006). Developmental change in processing speed: Domain specificity and stability during childhood and adolescence. Journal of Cognition and Development, 7(1), 119137. https://doi.org/10.1207/s15327647jcd0701_6CrossRefGoogle Scholar
Kail, R., & Park, Y. S. (1990). Impact of practice on speed of mental rotation. Journal of Experimental Child Psychology, 49(2), 227244. https://doi.org/10.1016/0022-0965(90)90056-ECrossRefGoogle ScholarPubMed
Kail, R., & Salthouse, T. A. (1994). Processing speed as a mental capacity. Acta Psychologica, 86(2–3), 199225. https://doi.org/10.1016/0001-6918(94)90003-5CrossRefGoogle ScholarPubMed
Kalia, V., Wilbourn, M. P., & Ghio, K. (2014). Better early or late? Examining the influence of age of exposure and language proficiency on executive function in early and late bilinguals. Journal of Cognitive Psychology, 26(7), 699713. https://doi.org/10.1080/20445911.2014.956748CrossRefGoogle Scholar
Kalnak, N., Peyrard-Janvid, M., Forssberg, H., & Sahlén, B. (2014). Nonword repetition–a clinical marker for specific language impairment in Swedish associated with parents’ language-related problems. PloS One, 9(2), e89544. https://doi.org/10.1371/journal.pone.0089544CrossRefGoogle ScholarPubMed
Kang, K., Alexander, N., Wessel, J. R., Wimberger, P., Nitzsche, K., Kirschbaum, C., & Li, S. C. (2021). Neurocognitive development of novelty and error monitoring in children and adolescents. Scientific Reports, 11(1), 19844. https://doi.org/10.1038/s41598-021-99043-zCrossRefGoogle ScholarPubMed
Kapa, L. L., & Colombo, J. (2013). Attentional control in early and later bilingual children. Cognitive Development, 28(3), 233246. https://doi.org/10.1016/j.cogdev.2013.01.011CrossRefGoogle ScholarPubMed
Kapa, L. L., & Plante, E. (2015). Executive function in SLI: Recent advances and future directions. Current Developmental Disorders Reports, 2, 245252. https://doi.org/10.1007/s40474-015-0050-xCrossRefGoogle ScholarPubMed
Karbach, J., & Kray, J. (2009). How useful is executive control training? Age differences in near and far transfer of task‐switching training. Developmental Science, 12(6), 978990. https://doi.org/10.1111/j.1467-7687.2009.00846.xCrossRefGoogle ScholarPubMed
Karousou, A., & Nerantzaki, T. (2022). Phonological memory training and its effect on second language vocabulary development. Second Language Research, 38(1), 3154. https://doi.org/10.1177/0267658319898514CrossRefGoogle Scholar
Karr, J. E., Areshenkoff, C. N., Rast, P., Hofer, S. M., Iverson, G. L., & Garcia-Barrera, M. A. (2018). The unity and diversity of executive functions: A systematic review and re-analysis of latent variable studies. Psychological Bulletin, 144(11), 11471185. https://doi.org/10.1037/bul0000160CrossRefGoogle ScholarPubMed
Kašćelan, D., & De Cat, C. (2022). A constellation of continua: Reconceptualising bilingualism, autism and language research. Linguistic Approaches to Bilingualism, 5964. https://doi.org/10.1075/lab.21069.kasCrossRefGoogle Scholar
Katz, B., Jones, M. R., Shah, P., Buschkuehl, M., & Jaeggi, S. M. (2021). Individual differences in cognitive training research. In Cognitive training (pp. 107123). Springer, Cham. https://doi.org/10.1007/978-3-030-39292-5_8CrossRefGoogle Scholar
Katz, B., & Shah, P. (2020). Logical and methodological considerations in cognitive training research. In Novick, J. M., Bunting, M. F., Dougherty, M. R., & Engle, R. W. (Eds.), Cognitive and working memory training: Perspectives from psychology, neuroscience, and human development (pp. 455486). Oxford University Press. https://doi.org/10.1093/oso/9780199974467.001.0001Google Scholar
Kaushanskaya, M., & Marian, V. (2007). Bilingual language processing and interference in bilinguals: Evidence from eye tracking and picture naming. Language Learning, 57(1), 119163. https://doi.org/10.1111/j.1467-9922.2007.00401.xCrossRefGoogle Scholar
Kaushanskaya, M., & Prior, A. (2015). Variability in the effects of bilingualism on cognition: It is not just about cognition, it is also about bilingualism. Bilingualism: Language and Cognition, 18(1), 2728. https://doi.org/10.1017/S1366728914000510CrossRefGoogle Scholar
Kautto, A., Jansson-Verkasalo, E., & Mainela-Arnold, E. (2021). Generalized slowing rather than inhibition is associated with language outcomes in both late talkers and children with typical early development. Journal of Speech, Language, and Hearing Research, 64(4), 12221234. https://doi.org/10.1044/2020_JSLHR-20-00523CrossRefGoogle ScholarPubMed
Kerns, J. G., Cohen, J. D., MacDonald III, A. W., Cho, R. Y., Stenger, V. A., & Carter, C. S. (2004). Anterior cingulate conflict monitoring and adjustments in control. Science, 303(5660), 10231026. https://doi.org/10.1126/science.1089910.CrossRefGoogle ScholarPubMed
Kheder, S., & Kaan, E. (2021). Cognitive control in bilinguals: Proficiency and code-switching both matter. Cognition, 209, 104575. https://doi.org/10.1016/j.cognition.2020.104575CrossRefGoogle ScholarPubMed
Kidd, E., Donnelly, S., & Christiansen, M. H. (2018). Individual differences in language acquisition and processing. Trends in Cognitive Sciences, 22(2), 154169. https://doi.org/10.1016/j.tics.2017.11.00CrossRefGoogle ScholarPubMed
Kim, J. Marton, K., & Obler, L. K. (2019). Interference control in bilingual auditory sentence processing in noise. In Sekerina, I. A., Spradlin, L., & Valian, V. (Eds.), Bilingualism, executive function, and beyond. Questions and insights. John Benjamins Publishing Company, 103116.CrossRefGoogle Scholar
Kim-Spoon, J., Maciejewski, D., Lee, J., Deater-Deckard, K., & King-Casas, B. (2017). Longitudinal associations among family environment, neural cognitive control, and social competence among adolescents. Developmental Cognitive Neuroscience, 26, 6976. https://doi.org/10.1016/j.dcn.2017.04.009CrossRefGoogle ScholarPubMed
King, J., & Just, M. A. (1991). Individual differences in syntactic processing: The role of working memory. Journal of Memory and Language, 30(5), 580602. https://doi.org/10.1016/0749-596X(91)90027-HCrossRefGoogle Scholar
Kirkham, N. Z., Cruess, L., & Diamond, A. (2003). Helping children apply their knowledge to their behavior on a dimension‐switching task. Developmental Science, 6(5), 449467. https://doi.org/10.1111/1467-7687.00300CrossRefGoogle Scholar
Klahr, D., & Chen, Z. (2011). Finding one’s place in transfer space. Child Development Perspectives, 5(3), 196204. https://doi.org/10.1111/j.1750-8606.2011.00171.xCrossRefGoogle Scholar
Klauer, K. C., Herfordt, J., & Voss, A. (2008). Social presence effects on the Stroop task: Boundary conditions and an alternative account. Journal of Experimental Social Psychology, 44, 469476. https://doi.org/10.1016/j.jesp.2007.02.009CrossRefGoogle Scholar
Knoll, L. J., Fuhrmann, D., Sakhardande, A. L., Stamp, F., Speekenbrink, M., & Blakemore, S. J. (2016). A window of opportunity for cognitive training in adolescence. Psychological Science, 27(12), 16201631. https://doi.org/10.1177/0956797616671327CrossRefGoogle ScholarPubMed
Koelsch, S. (2009). Neural substrates of processing syntax and semantics in music. In Haas, R., & Brandes, V. (Eds.), Music that works (pp 143153). Springer, Vienna. https://doi.org/10.1007/978-3-211-75121-3_9CrossRefGoogle Scholar
Kohnert, K., Windsor, J., & Yim, D. (2006). Do language‐based processing tasks separate children with language impairment from typical bilinguals? Learning Disabilities Research & Practice, 21(1), 1929. https://doi.org/10.1111/j.1540-5826.2006.00204.xCrossRefGoogle Scholar
Kolb, B., Gibb, R., & Robinson, T. E. (2003). Brain plasticity and behavior. Current Directions in Psychological Science, 12(1), 15. https://doi.org/10.1111/1467-8721.01210CrossRefGoogle Scholar
Kolb, A. Y., & Kolb, D. A. (2005b). The Kolb Learning Style Inventory – Version 3.1 2005 technical specifications (pp. 172). Hay Group.Google Scholar
Kool, W., & Botvinick, M. (2014). A labor/leisure tradeoff in cognitive control. Journal of Experimental Psychology: General, 143(1), 131141. https://doi.org/10.1037/a0031048.CrossRefGoogle ScholarPubMed
Kormos, J., & Sáfár, A. (2008). Phonological short-term memory, working memory and foreign language performance in intensive language learning. Bilingualism: Language and Cognition, 11(2), 261271. https://doi.org/10.1017/S1366728908003416CrossRefGoogle Scholar
Kovács, Á. M. (2015). Cognitive adaptations induced by a multi-language input in early development. Current Opinion in Neurobiology, 35, 8086. https://doi.org/10.1016/j.conb.2015.07.003CrossRefGoogle ScholarPubMed
Kovács, Á. M., & Mehler, J. (2009). Cognitive gains in 7-month-old bilingual infants. Proceedings of the National Academy of Sciences, 106(16), 65566560. https://doi.org/10.1073/pnas.0811323106CrossRefGoogle ScholarPubMed
Könen, T., Strobach, T., & Karbach, J. (2021). Working memory training. In Cognitive training (pp. 155167). Springer, Cham. https://doi.org/10.1007/978-3-030-39292-5_11CrossRefGoogle Scholar
Kray, J., Karbach, J., Haenig, S., & Freitag, C. (2012). Can task-switching training enhance executive control functioning in children with attention deficit/-hyperactivity disorder? Frontiers in Human Neuroscience, 5, 180. https://doi.org/10.3389/fnhum.2011.00180CrossRefGoogle ScholarPubMed
Kroll, J. F., & Bialystok, E. (2013). Understanding the consequences of bilingualism for language processing and cognition. Journal of Cognitive Psychology, 25(5), 497514. https://doi.org/10.1080/20445911.2013.799170CrossRefGoogle ScholarPubMed
Kroll, J. F., Dussias, P. E., Bice, K., & Perrotti, L. (2015). Bilingualism, mind, and brain. Annual Review of Linguistics, 1(1), 377394. https://doi.org/10.1146/annurev-linguist-030514-124937CrossRefGoogle ScholarPubMed
Krueger, C. E., Bird, A. C., Growdon, M. E., Jang, J. Y., Miller, B. L., & Kramer, J. H. (2009). Conflict monitoring in early frontotemporal dementia. Neurology, 73(5), 349-355. https://doi.org/10.1212/WNL.0b013e3181b04b24CrossRefGoogle ScholarPubMed
Kuchinsky, S. E., & Haarmann, H. J. (2020). Neuroscience perspectives on cognitive training. In Novick, J. M., Bunting, M. F., Dougherty, M. R., & Engle, R. W. (Eds.), Cognitive and working memory training: Perspectives from psychology, neuroscience, and human development (pp. 79104). Oxford University Press. https://doi.org/10.1093/oso/9780199974467.001.0001Google Scholar
Kühn, S., Gleich, T., Lorenz, R. C., Lindenberger, U., & Gallinat, J. (2014). Playing Super Mario induces structural brain plasticity: Gray matter changes resulting from training with a commercial video game. Molecular Psychiatry, 19(2), 265271. https://doi.org/10.1038/mp.2013.120CrossRefGoogle ScholarPubMed
Ladányi, E., & Lukács, Á. (2019). Word retrieval difficulties and cognitive control in specific language impairment. Journal of Speech, Language, and Hearing Research, 62(4), 918931. https://doi.org/10.1044/2018_JSLHR-L-17-0446CrossRefGoogle ScholarPubMed
LaGasse, A. B. (2014). Developmental speech and language training through music (DSLM). In Thaut, M., & Hoemberg, V. (Eds.), Handbook of neurologic music therapy (pp.196216). Oxford University Press.Google Scholar
Lahey, M., Edwards, J., & Munson, B. (2001). Is processing speed related to severity of language impairment? Journal of Speech, Language, & Hearing Research, 44(6), 13541361. https://doi.org/10.1044/1092-4388(2001/105)CrossRefGoogle ScholarPubMed
Laloi, A., de Jong, J., & Baker, A. (2017). Can executive functioning contribute to the diagnosis of SLI in bilingual children?: A study on response inhibition. Linguistic Approaches to Bilingualism, 7(3–4), 431459. https://doi.org/10.1075/lab.15020.lalCrossRefGoogle Scholar
Laureys, F., De Waelle, S., Barendse, M. T., Lenoir, M., & Deconinck, F. J. (2022). The factor structure of executive function in childhood and adolescence. Intelligence, 90, 101600. https://doi.org/10.1016/j.intell.2021.101600CrossRefGoogle Scholar
Leeser, M. J., Sunderman, G. L., Granena, G., Jackson, D. O., & Yilmaz, Y. (2016). Methodological implications of working memory tasks for L2 processing research. In Granena, G., Jackson, D. O., & Yilmaz, Y. (Eds.), Cognitive individual differences in second language processing and acquisition (pp. 89–104). John Benjamins Publishing Company. https://doi.org/10.1075/bpa.3Google Scholar
Leonard, L. B. (2014). Children with specific language impairment. Massachusetts Institute of Technology.CrossRefGoogle ScholarPubMed
Leonard, L. B., Eyer, J. A., Bedore, L. M., & Grela, B. G. (1997). Three accounts of the grammatical morpheme difficulties of English-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 40(4), 741753. https://doi.org/10.1044/jslhr.4004.741CrossRefGoogle ScholarPubMed
Leonard, L. B., Weismer, S. E., Miller, C. A., Francis, D. J., Tomblin, J. B., & Kail, R. V. (2007). Speed of processing, working memory, and language impairment in children. Journal of Speech, Language, and Hearing Research, 50, 408428. https://doi.org/10.1044/1092-4388(2007/029)CrossRefGoogle ScholarPubMed
Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children’s intrinsic interest with extrinsic reward: A test of the “overjustification” hypothesis. Journal of Personality and Social Psychology, 28(1), 129137. https://doi.org/10.1037/h0035519CrossRefGoogle Scholar
Lewandowsky, S., Geiger, S. M., & Oberauer, K. (2008). Interference-based forgetting in verbal short-term memory. Journal of Memory and Language, 59(2), 200222. https://doi.org/10.1016/j.jml.2008.04.004CrossRefGoogle Scholar
Lewandowsky, S., Oberauer, K., & Brown, G. D. (2009). No temporal decay in verbal short-term memory. Trends in Cognitive Sciences, 13(3), 120126. https://doi.org/10.1016/j.tics.2008.12.003CrossRefGoogle ScholarPubMed
Lewis, F. C., Reeve, R. A., Kelly, S. P., & Johnson, K. A. (2017). Evidence of substantial development of inhibitory control and sustained attention between 6 and 8 years of age on an unpredictable Go/No-Go task. Journal of Experimental Child Psychology, 157, 6680. https://doi.org/10.1016/j.ecp.2016.12.08CrossRefGoogle Scholar
Li, M., Lindenmuth, M., Tarnai, K., Lee, J., KingCasas, B., Kim-Spoon, J., & Deater-Deckard, K. (2022). Development of cognitive control during adolescence: The integrative effects of family socioeconomic status and parenting behaviors. Developmental Cognitive Neuroscience, 101139. https://doi.org/10.1016/j.dcn.2022.101139CrossRefGoogle ScholarPubMed
Li, P., Legault, J., & Litcofsky, K. A. (2014). Neuroplasticity as a function of second language learning: Anatomical changes in the human brain. Cortex, 58, 301324. https://doi.org/10.1016/j.cortex.2014.05.001CrossRefGoogle ScholarPubMed
Li, Y., Yang, J., Suzanne Scherf, K., & Li, P. (2013). Two faces, two languages: An fMRI study of bilingual picture naming. Brain and Language, 127, 452462. https://doi.org/10.1016/j.bandl.2013.09.005CrossRefGoogle ScholarPubMed
Lidz, C. S., & Macrine, S. L. (2001). An alternative approach to the identification of gifted culturally and linguistically diverse learners: The contribution of dynamic assessment. School Psychology International, 22(1), 7496. https://doi.org/10.1177/01430343010221006CrossRefGoogle Scholar
Lieven, E. (2014). First language development: A usage-based perspective on past and current research. Journal of Child Language, 41(S1), 4863. https://doi.org/10.1017/S0305000914000282CrossRefGoogle ScholarPubMed
Little, T. D. (2013). Longitudinal structural equation modeling. The Guilford Press.Google Scholar
Liu, C., Timmer, K., Jiao, L., Yuan, Y., & Wang, R. (2019). The influence of contextual faces on bilingual language control. Quarterly Journal of Experimental Psychology, 72(9), 23132327. https://doi.org/10.1177/1747021819836713CrossRefGoogle ScholarPubMed
Liu, L., & Kager, R. (2017). Is mommy talking to daddy or to me? Exploring parental estimates of child language exposure using the Multilingual Infant Language Questionnaire. International Journal of Multilingualism, 14(4), 366377. https://doi.org/10.1080/14790718.2016.1216120CrossRefGoogle Scholar
Loehlin, J. C. (2004). Latent variable models: An introduction to factor, path, and structural equation analysis. Psychology Press.CrossRefGoogle Scholar
Loosli, S. V., Buschkuehl, M., Perrig, W. J., & Jaeggi, S. M. (2012). Working memory training improves reading processes in typically developing children. Child Neuropsychology, 18(1), 6278. https://doi.org/10.1080/09297049.2011.575772CrossRefGoogle ScholarPubMed
López-Crespo, G., Daza, M. T., & Méndez-López, M. (2012). Visual working memory in deaf children with diverse communication modes: Improvement by differential outcomes. Research in Developmental Disabilities, 33(2), 362368. https://doi.org/10.1016/j.ridd.2011.10.022CrossRefGoogle ScholarPubMed
Lövdén, M., Bäckman, L., Lindenberger, U., Schaefer, S., & Schmiedek, F. (2010). A theoretical framework for the study of adult cognitive plasticity. Psychological Bulletin, 136(4), 659676. https://doi.org/10.1037/a0020080CrossRefGoogle Scholar
Lövdén, M., Brehmer, Y., Li, S. C., & Lindenberger, U. (2012). Training-induced compensation versus magnification of individual differences in memory performance. Frontiers in Human Neuroscience, 6, 141. https://doi.org/10.3389/fnhum.2012.00141CrossRefGoogle ScholarPubMed
Luckner, J. L., & McNeill, J. H. (1994). Performance of a group of deaf and hard-of-hearing students and a comparison group of hearing students on a series of problem-solving tasks. American Annals of the Deaf, 371377.CrossRefGoogle Scholar
Luk, G., & Bialystok, E. (2013). Bilingualism is not a categorical variable: Interaction between language proficiency and usage. Journal of Cognitive Psychology, 25(5), 605621. https://doi.org/10.1080/20445911.2013.795574CrossRefGoogle Scholar
Luk, G., De Sa, E. R. I. C., & Bialystok, E. (2011). Is there a relation between onset age of bilingualism and enhancement of cognitive control? Bilingualism: Language and Cognition, 14(4), 588595. https://doi.org/10.1017/S1366728911000010CrossRefGoogle Scholar
Lukács, Á., Leonard, L. B., Kas, B., & Pléh, C. (2009). The use of tense and agreement by Hungarian-speaking children with language impairment. Journal of Speech, Language, and Hearing Research, 52(1), 98117. https://doi.org/10.1044/1092-4388(2008/07-0183)CrossRefGoogle ScholarPubMed
Luna, B., Marek, S., Larsen, B., Tervo-Clemmens, B., & Chahal, R. (2015). An integrative model of the maturation of cognitive control. Annual Review of Neuroscience, 38, 151170. https://doi.org/10.1146/annurev-neuro-071714-034054CrossRefGoogle ScholarPubMed
MacDonald, M. C., & Christiansen, M. H. (2002). Reassessing working memory: Comment on Just and Carpenter (1992) and Waters and Caplan (1996). Psychological Review, 109(1), 3554. https://doi.org/10.1037/0033-295X.109.1.35CrossRefGoogle ScholarPubMed
Mackey, A. P., Hill, S. S., Stone, S. I., & Bunge, S. A. (2011). Differential effects of reasoning and speed training in children. Developmental Science, 14(3), 582590. https://doi.org/10.1111/j.1467-7687.2010.01005.xCrossRefGoogle ScholarPubMed
Mackin, R. S., Ayalon, L., Feliciano, L., & Areán, P. A. (2010). The sensitivity and specificity of cognitive screening instruments to detect cognitive impairment in older adults with severe psychiatric illness. Journal of Geriatric Psychiatry and Neurology, 23(2), 9499. https://doi.org/10.1177/0891988709358589CrossRefGoogle ScholarPubMed
MacLeod, C. M. (1991). Half a century of research on the stroop effect: An integrative review. Psychological Bulletin, 109(2), 163203. https://doi.org/10.1037/0033-2909.109.2.163CrossRefGoogle ScholarPubMed
MacRoy‐Higgins, M., Schwartz, R. G., Shafer, V. L., & Marton, K. (2013). Influence of phonotactic probability/neighbourhood density on lexical learning in late talkers. International Journal of Language & Communication Disorders, 48(2), 188199. https://doi.org/10.1111/j.1460-6984.2012.00198.xCrossRefGoogle ScholarPubMed
Mahncke, H. W., Bronstone, A., & Merzenich, M. M. (2006). Brain plasticity and functional losses in the aged: Scientific bases for a novel intervention. Progress in Brain Research, 157, 81109. https://doi.org/10.1016/S0079-6123(06)57006-2CrossRefGoogle ScholarPubMed
Mainela-Arnold, E., & Evans, J. L. (2005). Beyond capacity limitations: Determinants of word recall performance on verbal working memory span tasks in children with SLI. Journal of Speech, Language and Hearing Research, 48(4), 897909. https://10.1044/1092-4388(2005/062)CrossRefGoogle ScholarPubMed
Marian, V., Blumenfeld, H., & Kaushanskaya, M. (2007). The Language Experience and Proficiency Questionnaire (LEAPQ): Assessing Language profiles in bilinguals and multilinguals. Journal of Speech, Language, and Hearing Research, 50(4), 940967. https://doi.org/10.1044/1092-4388(2007/067)CrossRefGoogle ScholarPubMed
Marie, C., Delogu, F., Lampis, G., Belardinelli, M. O., & Besson, M. (2011). Influence of musical expertise on segmental and tonal processing in Mandarin Chinese. Journal of Cognitive Neuroscience, 23(10), 27012715. https://doi.org/10.1162/jocn.2010.21585CrossRefGoogle ScholarPubMed
Marinis, T., & Armon-Lotem, S. (2015). Sentence repetition. In Armon-Lotem, S., de Jong, J., & Meir, N. (Eds.), Assessing multilingual children: Disentangling bilingualism from language impairment (pp. 95124). Multilingual Matters.Google Scholar
Martin, K. I., & Ellis, N. C. (2012). The roles of phonological short-term memory and working memory in L2 grammar and vocabulary learning. Studies in Second Language Acquisition, 34(3), 379413. https://doi.org/10.1017/S0272263112000125CrossRefGoogle Scholar
Martin, J. D., Tsukahara, J. S., Draheim, C., Shipstead, Z., Mashburn, C. A., Vogel, E. K., & Engle, R. W. (2021). The visual arrays task: Visual storage capacity or attention control? Journal of Experimental Psychology: General, 150(12), 25252551. https://doi.org/10.1037/xge0001048CrossRefGoogle ScholarPubMed
Marton, K. (2006). Do nonword repetition errors in children with specific language impairment (SLI) reflect a weakness in an unidentified skill specific to nonword repetition or a deficit in simultaneous processing? Applied Psycholinguistics, 27(4), 569573. https://doi.org/10.1017.S0142716406060450CrossRefGoogle ScholarPubMed
Marton, K. (2008). Visuo‐spatial processing and executive functions in children with specific language impairment. International Journal of Language & Communication Disorders, 43(2), 181200. https://doi.org/10.1080/16066350701340719CrossRefGoogle ScholarPubMed
Marton, K. (2009). Imitation of body postures and hand movements in children with specific language impairment. Journal of Experimental Child Psychology, 102(1), 113. https://doi.org/10.1016/j.jecp.2008.07.007CrossRefGoogle ScholarPubMed
Marton, K. (2015). Do bilingual children perform more efficiently in experimental tasks than their monolingual peers? Paper presented at the Workshop on Bilingualism and Executive functions. An interdisciplinary approach. New York, NY.Google Scholar
Marton, K. (2019). Executive control in bilingual children: Factors that influence the outcomes. In Sekerina, I. A., Spradlin, L., & Valian, V. (Eds.), Bilingualism, Executive Function, and Beyond. Questions and insights (pp. 265279). John Benjamins Publishing Company. https://doi.org/10.1075/sibil.57.17marCrossRefGoogle Scholar
Marton, K., Abramoff, B., & Rosenzweig, S. (2005). Social cognition and language in children with specific language impairment (SLI). Journal of Communication Disorders, 38(2), 143162. https://doi.org/10.1016/j.jcomdis.2004.06.003CrossRefGoogle ScholarPubMed
Marton, K., Campanelli, L., Eichorn, N., Scheuer, J., & Yoon, J. (2014). Information processing and proactive interference in children with and without specific language impairment (SLI). Journal of Speech, Language, and Hearing Research, 57, 106119. https://doi.org/10.1044/1092-4388(2013/12-0306)CrossRefGoogle Scholar
Marton, K., Campanelli, L., Scheuer, J., Yoon, J., & Eichorn, N. (2012). Executive function profiles in children with and without specific language impairment. Rivista di Psycolinguistica Applicata /Journal of Applied Psycholinguistics, 12(3), 925.Google ScholarPubMed
Marton, K., & Eichorn, N. (2014). Interaction between working memory and long-term memory. Zeitschrift für Psychologie, 222(2), 9099. https://doi.org/10.1027/2151-2604/a000170CrossRefGoogle Scholar
Marton, K., Eichorn, N., Campanelli, L., & Zakarias, L. (2016). Working memory and interference control in children with specific language impairment. Language and Linguistics Compass, 10(5), 211224. https://doi.org/10.1111/lnc3.12189CrossRefGoogle Scholar
Marton, K., Gehebe, T. & Pazuelo, L. (2019). Cognitive control along the language spectrum: From the typical bilingual child to language impairment. Seminars in Speech & Language, 40(4), 256271. DOI: https://doi.org/10.1055/s-0039-1692962Google ScholarPubMed
Marton, K., Kelmenson, L., & Pinkhasova, M. (2007). Inhibition control and working memory capacity in children with SLI. Psychologia, 50, 110121. https://doi.org/10.2117/psysoc.2007.110CrossRefGoogle ScholarPubMed
Marton, K., Kövi, Zs., & Egri, T. (2018). Is interference control in children with specific language impairment similar to that of children with autistic spectrum disorder? Research in Developmental Disabilities, 72, 179190. https://doi.org/10.1016/j.ridd.2017.11.007CrossRefGoogle ScholarPubMed
Marton, K., & Scheuer, J. (2020). The relationship between proceduralization and cognitive control. Journal of Communication Disorders, 83, 105941. https://doi.org/10.1016/j.jcomdis.2019.105941CrossRefGoogle ScholarPubMed
Marton, K., & Schwartz, R. G. (2003). Working memory capacity and language processes in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 46, 11381153. https://doi.org/1092-4388/03/4605-1138CrossRefGoogle ScholarPubMed
Marton, K., Schwartz, R. G., & Braun, A. (2006). The effect of age and language structure in working memory performance. In Bara, B. G., Barsalou, L., & Bucciarelli, M. (Eds.), Proceedings of the XXVII. Annual Meeting of the Cognitive Science Society (pp. 14131418). Lawrence Erlbaum Associates, Inc.Google Scholar
Marton, K., Schwartz, R. G., Farkas, L., & Katsnelson, V. (2006). Effect of sentence length and complexity on working memory performance in Hungarian children with specific language impairment (SLI): A cross‐linguistic comparison. International Journal of Language & Communication Disorders, 41(6), 653673. https://doi.org/10.1080/13682820500420418CrossRefGoogle ScholarPubMed
Marton, K., & Wellerstein, M. (2008). What can social psychology gain from and offer to children with specific language impairment: Social perception of the self and others. In Teiford, Jenifer B. (Ed.), Social perception: 21st century issues and challenges (pp. 103125). Nova Science Publishers.Google Scholar
Marton, K., & Yoon, J. (2014). Cross-linguistic investigations of language impairments. In Brooks, P., & Kempe, V. (Eds.), Encyclopedia of language development (pp. 123127). Sage Reference.Google Scholar
Matte-Landry, A., Boivin, M., Tanguay-Garneau, L., Mimeau, C., Brendgen, M., Vitaro, F., …, & Dionne, G. (2020). Children with persistent versus transient early language delay: Language, academic, and psychosocial outcomes in elementary school. Journal of Speech, Language, and Hearing Research, 63(11), 37603774. https://doi.org/10.1044/2020_JSLHR-20-00230CrossRefGoogle ScholarPubMed
Mayes, S. D., & Calhoun, S. L. (2007). Learning, attention, writing, and processing speed in typical children and children with ADHD, autism, anxiety, depression, and oppositional-defiant disorder. Child Neuropsychology, 13(6), 469493. https://doi.org/10.1080/09297040601112773CrossRefGoogle ScholarPubMed
Mazuka, R., Jincho, N., & Oishi, H. (2009). Development of executive control and language processing. Language and Linguistics Compass, 3(1), 5989. https://doi.org/10.1111/j.1749-818X.2008.00102.xCrossRefGoogle Scholar
McCabe, P. C., & Meller, P. J. (2004). The relationship between language and social competence: How language impairment affects social growth. Psychology in the Schools, 41(3), 313321. https://doi.org/10.1002/pits.10161CrossRefGoogle Scholar
McCormick, E. M., Qu, Y., & Telzer, E. H. (2016). Adolescent neurodevelopment of cognitive control and risk-taking in negative family contexts. NeuroImage, 124, 989996. https://doi.org/10.1016/j.neuroimage.2015.09.063CrossRefGoogle ScholarPubMed
McGregor, K. K., Goffman, L., Van Horne, A. O., Hogan, T. P., & Finestack, L. H. (2020). Developmental language disorder: Applications for advocacy, research, and clinical service. Perspectives of the ASHA Special Interest Groups, 5(1), 3846. https://doi.org/10.1044/2019_PERSP-19-00083CrossRefGoogle Scholar
McIntyre, D. (2005). Bridging the gap between research and practice. Cambridge Journal of Education, 35(3), 357382. https://doi.org/10.1080/03057640500319065CrossRefGoogle Scholar
McVay, J. C., & Kane, M. J. (2012b). Why does working memory capacity predict variation in reading comprehension? On the influence of mind wandering and executive attention. Journal of Experimental Psychology: General, 141(2), 302320. https://doi.org/10.1037/a0025250CrossRefGoogle ScholarPubMed
Mechelli, A., Crinion, J. T., Noppeney, U., O’Doherty, J. P., Ashburner, J., Frackowiak, R. S., et al. (2004). Structural plasticity in the bilingual brain: Proficiency in a second language and age at acquisition affect grey-matter density. Nature, 431(7010), 757. https://doi.org/10.1038/431757aCrossRefGoogle Scholar
Meier, M. E., & Kane, M. J. (2017). Attentional control and working memory capacity. In Egner, T. (Ed.), The Wiley handbook of cognitive control. John Wiley & Sons. https://doi.org/10.1002/9781118920497Google Scholar
Meiran, N., Pereg, M., Kessler, Y., Cole, M. W., & Braver, T. S. (2015). The power of instructions: Proactive configuration of stimulus–response translation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(3), 768786. https://doi.org/10.1037/xlm0000063Google ScholarPubMed
Meisel, J. M. (2011). First and second language acquisition: Parallels and differences. Cambridge University Press.CrossRefGoogle Scholar
Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49(2), 270291. https://doi.org/10.1037/a0028228CrossRefGoogle ScholarPubMed
Mercer, S., & Ryan, S. (2010). A mindset for EFL: Learners’ beliefs about the role of natural talent. ELT Journal, 64(4), 436444. https://doi.org/10.1093/elt/ccp083.CrossRefGoogle Scholar
Merz, E. C., Wiltshire, C. A., & Noble, K. G. (2019). Socioeconomic inequality and the developing brain: Spotlight on language and executive function. Child Development Perspectives, 13(1), 1520. https://doi.org/10.1111/cdep.12305CrossRefGoogle Scholar
Meyer, A., Nelson, B., Perlman, G., Klein, D. N., & Kotov, R. (2018). A neural biomarker, the error‐related negativity, predicts the first onset of generalized anxiety disorder in a large sample of adolescent females. Journal of Child Psychology and Psychiatry, 59(11), 11621170. https://doi.org/10.1111/jcpp.12922CrossRefGoogle Scholar
Mezzacappa, E. (2004). Alerting, orienting, and executive attention: Developmental properties and sociodemographic correlates in an epidemiological sample of young, urban children. Child Development, 75(5), 13731386. https://doi.org/10.1111/j.1467-8624.2004.00746.xCrossRefGoogle Scholar
Miller, C. A., Kail, R., Leonard, L. B., & Tomblin, J. B. (2001). Speed of processing in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44(2), 416433. https://doi.org/10.1044/1092-4388(2001/034)CrossRefGoogle ScholarPubMed
Milner, B. (1963). Effects of different brain lesions on card sorting: The role of the frontal lobes. Archives of Neurology, 9(1), 90100. https://doi.org/10.1001/archneur.1963.00460070100010CrossRefGoogle Scholar
Miltner, W. H., Lemke, U., Weiss, T., Holroyd, C., Scheffers, M. K., & Coles, M. G. (2003). Implementation of error-processing in the human anterior cingulate cortex: A source analysis of the magnetic equivalent of the error-related negativity. Biological Psychology, 64(1–2), 157166. https://doi.org/10.1016/S0301-0511(03)00107-8CrossRefGoogle ScholarPubMed
Mistry, J., Li, J., Yoshikawa, H., Tseng, V., Tirrell, J., Kiang, L., …, & Wang, Y. (2016). An integrated conceptual framework for the development of Asian American children and youth. Child Development, 87(4), 10141032. https://doi.org/10.1111/cdev.12577CrossRefGoogle ScholarPubMed
Mitchell, T. V., & Quittner, A. L. (1996). Multimethod study of attention and behavior problems in hearing-impaired children. Journal of Clinical Child Psychology, 25(1), 8396. https://doi.org/10.1207/s15374424jccp2501_10CrossRefGoogle Scholar
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49100. https://doi.org/10.1006/cogp.1999.0734CrossRefGoogle ScholarPubMed
Monsrud, M. B., Rydland, V., Geva, E., Thurmann-Moe, A. C., & Halaas Lyster, S. A. (2019). The advantages of jointly considering first and second language vocabulary skills among emergent bilingual children. International Journal of Bilingual Education and Bilingualism, 117. https://doi.org/10.1080/13670050.2019.1624685Google Scholar
Montgomery, J. W. (2003). Working memory and comprehension in children with specific language impairment: What we know so far. Journal of Communication Disorders, 36(3), 221231. https://doi.org/10.1016/S0021-9924(03)00021-2CrossRefGoogle ScholarPubMed
Montgomery, J. W. (2005). Effects of input rate and age on the real‐time language processing of children with specific language impairment. International Journal of Language & Communication Disorders, 40(2), 171188. https://doi.org/10.1080/13682820400011069CrossRefGoogle ScholarPubMed
Montgomery, J. W., Magimairaj, B. M., & Finney, M. C. (2010). Working memory and specific language impairment: An update on the relation and perspectives on assessment and treatment. American Journal of Speech-Language Pathology, 19, 7894. https://doi.org/10.1044/1058-0360(2009/09-0028)CrossRefGoogle ScholarPubMed
Montgomery, J. W., Magimairaj, B. M., & O’Malley, M. H. (2008). Role of working memory in typically developing children’s complex sentence comprehension. Journal of Psycholinguistic Research, 37(5), 331354. https://doi.org/10.1007/s10936-008-9077-zCrossRefGoogle ScholarPubMed
Morales, J., Calvo, A., & Bialystok, E. (2013). Working memory development in monolingual and bilingual children. Journal of Experimental Child Psychology, 114(2), 187202. https://doi.org/10.1016/j.jecp.2012.09.002CrossRefGoogle ScholarPubMed
Moreno, S. (2009). Can music influence language and cognition? Contemporary Music Review, 28(3), 329345. https://doi.org/10.1080/07494460903404410CrossRefGoogle Scholar
Moreno, S., Bialystok, E., Barac, R., Schellenberg, E. G., Cepeda, N. J., & Chau, T. (2011). Short-term music training enhances verbal intelligence and executive function. Psychological Science, 22(11), 14251433. https://doi.org/10.1177/0956797611416999CrossRefGoogle ScholarPubMed
Morgan, P. L., Farkas, G., Hillemeier, M. M., Li, H., Pun, W. H., & Cook, M. (2017). Cross-cohort evidence of disparities in service receipt for speech or language impairments. Exceptional Children, 84(1), 2741. https://doi.org/10.1177/0014402917718341CrossRefGoogle Scholar
Moriguchi, Y., Evans, A. D., Hiraki, K., Itakura, S., & Lee, K. (2012). Cultural differences in the development of cognitive shifting: East–West comparison. Journal of Experimental Child Psychology, 111(2), 156163. https://doi.org/10.1016/j.jecp.2011.09.001CrossRefGoogle ScholarPubMed
Moriguchi, Y., & Hiraki, K. (2009). Neural origin of cognitive shifting in young children. Proceedings of the National Academy of Sciences, 106(14), 60176021. https://doi.org/10.1073/pnas.0809747106CrossRefGoogle ScholarPubMed
Morton, J., & Munakata, Y. (2002). Active versus latent representations: A neural network model of perseveration, dissociation, and decalage. Developmental Psychobiology, 40, 255265. https://doi.org/10.1002/dev.10033CrossRefGoogle ScholarPubMed
Moseley Harris, B. (2021). Exploring parents’ experiences: Parent-focused intervention groups for communication needs. Child Language Teaching and Therapy, 37(2), 193209. https://doi.org/10.1177/02656590211019461CrossRefGoogle Scholar
Moyer, A. (2014). Exceptional outcomes in L2 phonology: The critical factors of learner engagement and self-regulation. Applied Linguistics, 35(4), 418440. https://doi.org/10.1093/applin/amu012CrossRefGoogle Scholar
Mulder, H., Pitchford, N. J., & Marlow, N. (2010). Processing speed and working memory underlie academic attainment in very preterm children. Archives of Disease in Childhood-Fetal and Neonatal Edition, 95(4), F267F272. http://dx.doi.org/10.1136/adc.2009.167965CrossRefGoogle ScholarPubMed
Muñoz-Sandoval, A. F., Cummins, J., Alvarado, C. G., & Ruef, M. L. (2005). Bilingual verbal ability tests. Normative update. Rolling Meadows, IL: The Riverside Publishing Company.Google Scholar
Murao, A., Ito, T., Fukuda, S. E., & Fukuda, S. (2017). Grammatical case-marking in Japanese children with SLI. Clinical Linguistics & Phonetics, 31(7–9), 711723. https://doi.org/10.1080/02699206.2017.1310929CrossRefGoogle ScholarPubMed
Musslick, S., & Cohen, J. D. (2021). Rationalizing constraints on the capacity for cognitive control. Trends in Cognitive Sciences, 25(9), 757775. https://doi.org/10.1016/j.tics.2021.06.001CrossRefGoogle ScholarPubMed
Musslick, S., Shenhav, A., Botvinick, M. M., & Cohen, J. D. (2015). A computational model of control allocation based on the expected value of control. In Reinforcement learning and decision making conference (Vol. 2015), Alberta, Canada.Google Scholar
Nelson, J. M., James, T. D., Chevalier, N., Clark, C. A., & Espy, K. A. (2016). Structure, measurement, and development of preschool executive control. In Griffin, J. A., McCardle, P., & Freund, L. S. (Eds.), Executive function in preschool age children: Integrating measurement, neurodevelopment, and translational research (pp. 65–89). American Psychological Association. https://doi.org/10.1037/14797-004Google Scholar
Nelson, T. D., James, T. D., Nelson, J. M., Tomaso, C. C., & Espy, K. A. (2022). Executive control throughout elementary school: Factor structure and associations with early childhood executive control. Developmental Psychology, 58(4), 730750. https://doi.org/10.1037/dev0001314CrossRefGoogle ScholarPubMed
Neville, H. J., Stevens, C., Pakulak, E., Bell, T. A., Fanning, J., Klein, S., & Isbell, E. (2013). Family-based training program improves brain function, cognition, and behavior in lower socioeconomic status preschoolers. Proceedings of the National Academy of Sciences, 110(29), 12138–12143. https://doi.org/10.1073/pnas.1304437110CrossRefGoogle ScholarPubMed
Newbury, J., Klee, T., Stokes, S. F., & Moran, C. (2016). Interrelationships between working memory, processing speed, and language development in the age range 2–4 years. Journal of Speech, Language, and Hearing Research, 59(5), 11461158. https://doi.org/10.1044/2016_JSLHR-L-15-0322CrossRefGoogle ScholarPubMed
Nicolay, A. C., & Poncelet, M. (2013). Cognitive advantage in children enrolled in a second-language immersion elementary school program for three years. Bilingualism: Language and Cognition, 16(3), 597607. https://doi.org/10.1017/S1366728912000375CrossRefGoogle Scholar
Noble, K. G., Houston, S. M., Brito, N. H., Bartsch, H., Kan, E., Kuperman, J. M., Akshoomoff, N., Amaral, D. G., Bloss, C. S., Libiger, O., Schork, N. J., Murray, S. S., Casey, B. J., Chang, L., Ernst, T. M., Frazier, J. A., Gruen, J. R., Kennedy, D. N., Van Zijl, P., …, & Sowell, E. R. (2015). Family income, parental education and brain structure in children and adolescents. Nature Neuroscience, 18 (5), 773+.CrossRefGoogle ScholarPubMed
Norbury, C. F. (2005). Barking up the wrong tree? Lexical ambiguity resolution in children with language impairments and autistic spectrum disorders. Journal of Experimental Child Psychology, 90(2), 142171. https://doi.org/10.1016/j.jecp.2004.11.003CrossRefGoogle ScholarPubMed
Norbury, C. F., Bishop, D. V., & Briscoe, J. (2002). Does impaired grammatical comprehension provide evidence for an innate grammar module? Applied Psycholinguistics, 23(2), 247268. https://doi.org/10.1017/S0142716402002059CrossRefGoogle Scholar
Norbury, C. F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., …, & Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study. Journal of Child Psychology and Psychiatry, 57(11), 12471257. https://doi.org/10.1111/jcpp.12573CrossRefGoogle ScholarPubMed
Norris, C. J. (2021). The negativity bias, revisited: Evidence from neuroscience measures and an individual differences approach. Social Neuroscience, 16(1), 6882. https://doi.org/10.1080/17470919.2019.1696225CrossRefGoogle Scholar
Notebaert, W., Houtman, F., Van Opstal, F., Gevers, W., Fias, W., & Verguts, T. (2009). Post-error slowing: An orienting account. Cognition, 111(2), 275279. https://doi.org/10.1016/j.cognition.2009.02.002CrossRefGoogle ScholarPubMed
Nunez Castellar, E., Kuhn, S., Fias, W., and Notebaert, W. (2010). Outcome expectancy and not accuracy determines posterror slowing: ERP support. Cognitive Affective Behavioral Neuroscience, 10, 270278. https://doi.org/10.3758/CABN.10.2.270CrossRefGoogle Scholar
Nye, Jr., J. S. (2008). Bridging the gap between theory and policy. Political Psychology, 29(4), 593603. https://doi.org/10.1111/j.1467-9221.2008.00651.x.Google Scholar
Oberauer, K. (2005). Binding and inhibition in working memory: Individual and age differences in short-term recognition. Journal of Experimental Psychology: General, 134(3), 368387. https://doi.org/10.1037/0096-3445.134.3.368CrossRefGoogle ScholarPubMed
Oberauer, K. (2009). Design for a working memory. Psychology of Learning and Motivation, 51, 45100. https://doi.org/10.1016/S0079-7421(09)51002-XCrossRefGoogle Scholar
Oberauer, K., Farrell, S., Jarrold, C., & Lewandowsky, S. (2016). What limits working memory capacity? Psychological Bulletin, 142(7), 758799. https://doi.org/10.1037/bul0000046.CrossRefGoogle ScholarPubMed
Oberauer, K., & Lange, E. (2009). Activation and binding in verbal working memory: A dual-process model for the recognition of nonwords. Cognitive Psychology, 58, 102136. https://doi.org/10.1016/j.cogpsych.2008.05.003CrossRefGoogle ScholarPubMed
Oberauer, K., & Lewandowsky, S. (2008). Forgetting in immediate serial recall: Decay, temporal distinctiveness, or interference? Psychological Review, 115(3), 544. https://doi.org/10.1037/0033-295X.115.3.544CrossRefGoogle ScholarPubMed
Oberauer, K., Lewandowsky, S., Farrell, S., Jarrold, C., & Greaves, M. (2012). Modeling working memory: An interference model of complex span. Psychonomic Bulletin Review, 19(5), 779819. https://doi.org/10.3758/s13423-012-0272-4CrossRefGoogle ScholarPubMed
Ochsner, K. N., & Gross, J. J. (2005). The cognitive control of emotion. Trends in Cognitive Sciences, 9(5), 242249. https://doi.org/10.1016/j.tics.2005.03.010CrossRefGoogle ScholarPubMed
O’Connor, T. A., & Burns, N. R. (2003). Inspection time and general speed of processing. Personality and Individual Differences, 35(3), 713724. https://doi.org/10.1016/S0191-8869(02)00264-7CrossRefGoogle Scholar
Oller, D. K., Pearson, B. Z., & Cobo-Lewis, A. B. (2007). Profile effects in early bilingual language and literacy. Applied Psycholinguistics, 28(2), 191230. https://doi.org/10.1017/S0142716407070117CrossRefGoogle ScholarPubMed
Opitz, B., Schneiders, J. A., Krick, C. M., & Mecklinger, A. (2014). Selective transfer of visual working memory training on Chinese character learning. Neuropsychologia, 53, 111. https://doi.org/10.1016/j.neuropsychologia.2013.10.017CrossRefGoogle ScholarPubMed
Ortiz-Mantilla, S., Choudhury, N., Alvarez, B., & Benasich, A. A. (2010). Involuntary switching of attention mediates differences in event-related responses to complex tones between early and late Spanish–English bilinguals. Brain Research, 1362, 7892. https://doi.org/10.1016/j.brainres.2010.09.031CrossRefGoogle ScholarPubMed
Owen, A. M., Roberts, A. C., Hodges, J. R., & Robbins, T. W. (1993). Contrasting mechanisms of impaired attentional set-shifting in patients with frontal lobe damage or Parkinson’s disease. Brain, 116(5), 11591175. https://doi.org/10.1093/brain/116.5.1159CrossRefGoogle ScholarPubMed
Paap, K. R., & Greenberg, Z. I. (2013). There is no coherent evidence for a bilingual advantage in executive processing. Cognitive Psychology, 66(2), 232258. https://doi.org/10.1016/j.cogpsych.2012.12.002CrossRefGoogle ScholarPubMed
Page, M., Wilhelm, M. S., Gamble, W. C., & Card, N. A. (2010). A comparison of maternal sensitivity and verbal stimulation as unique predictors of infant social–emotional and cognitive development. Infant Behavior and Development, 33(1), 101110. https://doi.org/10.1016/j.infbeh.2009.12.001CrossRefGoogle ScholarPubMed
Pallesen, K. J., Brattico, E., Bailey, C. J., Korvenoja, A., Koivisto, J., Gjedde, A., & Carlson, S. (2010). Cognitive control in auditory working memory is enhanced in musicians. PloS One, 5(6), e11120. https://doi.org/10.1371/journal.pone.0011120CrossRefGoogle ScholarPubMed
Papagno, C., & Vallar, G. (1995). Verbal short-term memory and vocabulary learning in polyglots. Quarterly Journal of Experimental Psychology, 38A, 98107. https://doi.org/10.1080/14640749508401378CrossRefGoogle Scholar
Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English Bilingual Children with SLI. How do they compare with their monolingual peers? Journal of Speech, Language, and Hearing Research, 46(1), 113127. https://doi.org/10.1044/1092-4388(2003/009)CrossRefGoogle ScholarPubMed
Park, J., Miller, C. A., & Mainela-Arnold, E. (2015). Processing speed measures as clinical markers for children with language impairment. Journal of Speech, Language, and Hearing Research, 58(3), 954960. https://doi.org/10.1044/2015_JSLHR-L-14-0092CrossRefGoogle ScholarPubMed
Patel, A. D. (2011). Why would musical training benefit the neural encoding of speech? The OPERA hypothesis. Frontiers in Psychology, 2, 142. https://doi.org/10.3389/fpsyg.2011.00142CrossRefGoogle ScholarPubMed
Pauls, L. J., & Archibald, L. M. (2016). Executive functions in children with specific language impairment: A meta-analysis. Journal of Speech, Language, and Hearing Research, 59(5), 10741086. https://doi.org/10.1044/2016_JSLHR-L-15-0174.CrossRefGoogle ScholarPubMed
Pearson, B. Z., & Amaral, L. (2014). Interactions between input factors in bilingual language acquisition: Considerations for minority language maintenance. In Grüter, T. & Paradis, J. (Eds.), Input and experience in bilingual development (pp. 99118). John Benjamins Publishing Company.Google Scholar
Pearson, B. Z., Fernández, S. C., & Oller, D. K. (1993). Lexical development in bilingual infants and toddlers: Comparison to monolingual norms. Language Learning, 43(1), 93120. https://doi.org/10.1111/j.1467-1770.1993.tb00174.xCrossRefGoogle Scholar
Pelham, S. D., & Abrams, L. (2014). Cognitive advantages and disadvantages in early and late bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(2), 313325. https://doi.org/10.1037/a0035224Google ScholarPubMed
Penke, L., Maniega, S. M., Bastin, M. E., Hernández, M. V., Murray, C., Royle, N. A., …, & Deary, I. J. (2012). Brain white matter tract integrity as a neural foundation for general intelligence. Molecular Psychiatry, 17(10), 10261030. https://doi.org/10.1038/mp.2012.66CrossRefGoogle ScholarPubMed
Peña, E., Iglesias, A., & Lidz, C. S. (2001). Reducing test bias through dynamic assessment of children’s word learning ability. American Journal of Speech-Language Pathology, 10, 138154. https://doi.org/10.1044/1058-0360(2001/014)CrossRefGoogle Scholar
Peterson, C., & Slaughter, V. (2003). Opening windows into the mind: Mothers’ preferences for mental state explanations and children’s theory of mind. Cognitive Development, 18(3), 399429. https://doi.org/10.1016/S0885-2014(03)00041-8CrossRefGoogle Scholar
Peterson, R. L., & McGrath, L. M. (2009). Speech and language disorders. In Pennington, B. F. (Ed.), Diagnosing learning disorders. A neuropsychological framework (pp. 83107). The Guilford Press.Google Scholar
Petruccelli, N., Bavin, E. L., & Bretherton, L. (2012). Children with specific language impairment and resolved late talkers: Working memory profiles at 5 years. Journal of Speech, Language, and Hearing Research, 55(6), 16901703. https://doi.org/10.1044/1092-4388(2012/11-0288)CrossRefGoogle ScholarPubMed
Piek, J. P., Dyck, M. J., Francis, M., & Conwell, A. (2007). Working memory, processing speed, and set‐shifting in children with developmental coordination disorder and attention‐deficit–hyperactivity disorder. Developmental Medicine & Child Neurology, 49(9), 678683. https://doi.org/10.1111/j.1469-8749.2007.00678.xCrossRefGoogle ScholarPubMed
Pierce, L., & Genesee, F. (2014). Language input and language learning. In Grüter, T., & Paradis, J. (Eds.), Input and experience in bilingual development (pp. 5976). John Benjamins Publishing Company.Google Scholar
Pisoni, D. B., & Cleary, M. (2003). Measures of working memory span and verbal rehearsal speed in deaf children after cochlear implantation. Ear and Hearing, 24(1 Suppl), 106S. https://doi.org/10.1097/01.AUD.0000051692.05140.8ECrossRefGoogle ScholarPubMed
Pisoni, D. B., Mayberry, R. I., Marschark, M., Anaya, E., Conway, C. M., Spencer, P. E., Kronenberger, W., Rhoten, C., Zupan, M., Sarchet, T., & Henning, S. (2010). Executive function, cognitive control, and sequence learning in deaf children with cochlear implants. In The Oxford handbook of deaf studies, language, and education, vol. 2 (Vol. 1). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195390032.013.0029Google Scholar
Pitt, J. (2020). Communicating through musical play: Combining speech and language therapy practices with those of early childhood music education–the SALTMusic approach. Music Education Research, 22(1), 6886. https://doi.org/10.1080/14613808.2019.1703927CrossRefGoogle Scholar
Pizzioli, F., & Schelstraete, M. A. (2008). The argument-structure complexity effect in children with specific language impairment: Evidence from the use of grammatical morphemes in French. Journal of Speech, Language, and Hearing Research, 51(3), 706721. https://doi.org/10.1044/1092-4388(2008/050)CrossRefGoogle ScholarPubMed
Plass, J. L., O’Keefe, P. A., Homer, B. D., Case, J., Hayward, E. O., Stein, M., & Perlin, K. (2013). The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation. Journal of Educational Psychology, 105(4), 10501066. https://doi.org/10.1037/a0032688CrossRefGoogle Scholar
Plebanek, D. J., & Sloutsky, V. M. (2019). Selective attention, filtering, and the development of working memory. Developmental Science, 22(1), e12727. https://doi.org/10.1111/desc.12727CrossRefGoogle ScholarPubMed
Plunkett, K. (1993). Lexical segmentation and vocabulary growth in early language acquisition. Journal of Child Language, 20(1), 4360. https://doi.org/10.1017/S0305000900009119CrossRefGoogle ScholarPubMed
Pons, F., Sanz‐Torrent, M., Ferinu, L., Birulés, J., & Andreu, L. (2018). Children with SLI can exhibit reduced attention to a talker’s mouth. Language Learning, 68, 180192. https://doi.org/10.1111/lang.12276CrossRefGoogle Scholar
Pourtois, G., Notebaert, W., & Verguts, T. (2012). Cognitive and affective control. Frontiers in Psychology, 3, 477. https://doi.org/10.3389/fpsyg.2012.00477CrossRefGoogle ScholarPubMed
Power, J. D., Barnes, K. A., Snyder, A. Z., Schlaggar, B. L., & Petersen, S. E. (2012). Spurious but systematic correlations in functional connectivity MRI networks arise from subject motion. Neuroimage, 59(3), 21422154. https://doi.org/10.1016/j.neuroimage.2011.10.018CrossRefGoogle ScholarPubMed
Power, J. D., Fair, D. A., Schlaggar, B. L., & Petersen, S. E. (2010). The development of human functional brain networks. Neuron, 67(5), 735748. https://doi.org/10.1016/j.neuron.2010.08.017CrossRefGoogle ScholarPubMed
Preston, J. L., Frost, S. J., Mencl, W. E., Fulbright, R. K., Landi, N., Grigorenko, E., …, & Pugh, K. R. (2010). Early and late talkers: School-age language, literacy and neurolinguistic differences. Brain, 133(8), 21852195. https://doi.org/10.1093/brain/awq163CrossRefGoogle ScholarPubMed
Prior, A., Degani, T., Awawdy, S., Yassin, R., & Korem, N. (2017). Is susceptibility to cross-language interference domain specific? Cognition, 165, 1025. https://doi.org/10.1016/j.cognition.2017.04.006CrossRefGoogle ScholarPubMed
Purves, D., & Lichtman, J. W. (1980). Elimination of synapses in the developing nervous system. Science, 210(4466), 153157. https://doi.org/10.1126/science.7414326CrossRefGoogle ScholarPubMed
Qu, L. (2011). Two is better than one, but mine is better than ours: Preschoolers’ executive function during co-play. Journal of Experimental Child Psychology, 108, 549566. https://doi.org/10.1016/j.jecp.2010.08.010.CrossRefGoogle Scholar
Rapoport, J. L., & Gogtay, N. (2008). Brain neuroplasticity in healthy, hyperactive and psychotic children: Insights from neuroimaging. Neuropsychopharmacology, 33(1), 181197. https://doi.org/10.1038/sj.npp.1301553CrossRefGoogle ScholarPubMed
Ravitch, S. M. &, Riggan, M. (2017). Reason & rigor: How conceptual frameworks guide research (2nd edn., p. 234). Sage Publications.Google Scholar
Redmond, S. M. (2011). Peer victimization among students with specific language impairment, attention-deficit/hyperactivity disorder, and typical development. Language, Speech, and Hearing Services in Schools, 42(4), 520535. https://doi.org/10.1044/0161-1461(2011/10-0078)CrossRefGoogle ScholarPubMed
Reeves, S., Pelone, F., Harrison, R., Goldman, J., & Zwarenstein, M. (2017). Interprofessional collaboration to improve professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews, (6). https://doi.org/10.1002/14651858.CD000072.pub3Google ScholarPubMed
Reijntjes, A., Kamphuis, J. H., Prinzie, P., & Telch, M. J. (2010). Peer victimization and internalizing problems in children: A meta-analysis of longitudinal studies. Child Abuse & Neglect, 34(4), 244252. https://doi.org/10.1016/j.chiabu.2009.07.009.CrossRefGoogle ScholarPubMed
Reilly, S., Bishop, D. V., & Tomblin, B. (2014). Terminological debate over language impairment in children: Forward movement and sticking points. International Journal of Language & Communication Disorders, 49(4), 452462. https://doi.org/10.1111/1460-6984.12111CrossRefGoogle ScholarPubMed
Reilly, S., Wake, M., Ukoumunne, O. C., Bavin, E., Prior, M., Cini, E., …, & Bretherton, L. (2010). Predicting language outcomes at 4 years of age: Findings from early language in Victoria study. Pediatrics, 126, 15301537. https://doi.org/10.1542/peds.2010-0254CrossRefGoogle ScholarPubMed
Reimers, S., & Maylor, E. A. (2005). Task switching across the life span: Effects of age on general and specific switch costs. Developmental Psychology, 41(4), 661671. https://doi.org/10.1037/0012-1649.41.4.661CrossRefGoogle ScholarPubMed
Reingold, E. M., Reichle, E. D., Glaholt, M. G., & Sheridan, H. (2012). Direct lexical control of eye movements in reading: Evidence from a survival analysis of fixation durations. Cognitive Psychology, 65, 177206. https://doi.org/10.1016/j.cogpsych.2012.03.001CrossRefGoogle ScholarPubMed
Reiterer, S. M., Hu, X., Erb, M., Rota, G., Nardo, D., Grodd, W., …, & Ackermann, H. (2011). Individual differences in audio-vocal speech imitation aptitude in late bilinguals: Functional neuro-imaging and brain morphology. Frontiers in Psychology, 2, 271. https://doi.org/10.3389/fpsyg.2011.00271CrossRefGoogle ScholarPubMed
Rescorla, L. (2011). Late talkers: Do good predictors of outcome exist? Developmental Disabilities Research Reviews, 17(2), 141150. https://doi.org/10.1002/ddrr.1108CrossRefGoogle ScholarPubMed
Ribot, K. M., Hoff, E., & Burridge, A. (2018). Language use contributes to expressive language growth: Evidence from bilingual children. Child Development, 89(3), 929940. https://doi.org/10.1111/cdev.12770CrossRefGoogle ScholarPubMed
Rice, D., & Barone Jr, S. (2000). Critical periods of vulnerability for the developing nervous system: Evidence from humans and animal models. Environmental Health Perspectives, 108(suppl 3), 511533. https://doi.org/10.1289/ehp.00108s3511Google ScholarPubMed
Rice, M. L., Taylor, C. L., & Zubrick, S. R. (2008). Language outcomes of 7-year-old children with or without a history of late language emergence at 24 months. Journal of Speech, Language, and Hearing Research, 51, 394407. https://doi.org/10.1044/1092-4388(2008/029)CrossRefGoogle ScholarPubMed
Rice, M. L., & Wexler, K. (1996). Toward tense as a clinical marker of specific language impairment in English-speaking children. Journal of Speech, Language, and Hearing Research, 39(6), 12391257. https://doi.org/10.1044/jshr.3906.1239CrossRefGoogle ScholarPubMed
Riches, N. G., Tomasello, M., & Conti-Ramsden, G. (2005). Verb learning in children with SLI. Journal of Speech, Language, and Hearing Research, 48, 13971411. https://doi.org/10.1044/1092-4388(2005/097)CrossRefGoogle ScholarPubMed
Ridderinkhof, K. R., Band, G. P., & Logan, G. D. (1999). A study of adaptive behavior: Effects of age and irrelevant information on the ability to inhibit one’s actions. Acta Psychologica, 101(2–3), 315337. https://doi.org/10.1016/S0001-6918(99)00010-4CrossRefGoogle Scholar
Riggs, K. J., McTaggart, J., Simpson, A., & Freeman, R. P. (2006). Changes in the capacity of visual working memory in 5-to 10-year-olds. Journal of Experimental Child Psychology, 95(1), 1826. https://doi.org/10.1016/j.jecp.2006.03.009CrossRefGoogle ScholarPubMed
Robinson, P. (2005). Aptitude and second language acquisition. Annual Review of Applied Linguistics, 25, 46-73. https://doi.org/10.1017/S0267190505000036CrossRefGoogle Scholar
Roden, I., Grube, D., Bongard, S., & Kreutz, G. (2014). Does music training enhance working memory performance? Findings from a quasi-experimental longitudinal study. Psychology of Music, 42(2), 284298. 2 https://doi.org/10.1177/0305735612471239CrossRefGoogle Scholar
Rodríguez-Fornells, A., Kurzbuch, A. R., & Münte, T. F. (2002). Time course of error detection and correction in humans: Neurophysiological evidence. Journal of Neuroscience, 22(22), 99909996. https://doi.org/10.1523/JNEUROSCI.22-22-09990.2002CrossRefGoogle ScholarPubMed
Roello, M., Ferretti, M. L., Colonnello, V., & Levi, G. (2015). When words lead to solutions: Executive function deficits in preschool children with specific language impairment. Research in Developmental Disabilities, 37, 216222. https://doi.org/10.1016/j.ridd.2014.11.017CrossRefGoogle ScholarPubMed
Rogers, R. D., & Monsell, S. (1995). Costs of a predictable switch between simple cognitive tasks. Journal of Experimental Psychology: General, 124(2), 207231. https://doi.org/10.1037/0096-3445.124.2.207CrossRefGoogle Scholar
Romeo, R. R., Leonard, J. A., Scherer, E., Robinson, S., Takada, M., Mackey, A. P., …, & Gabrieli, J. D. (2021). Replication and extension of family-based training program to improve cognitive abilities in young children. Journal of Research on Educational Effectiveness, 14(4), 792811. https://doi.org/10.1080/19345747.2021.1931999CrossRefGoogle ScholarPubMed
Roncadin, C., Pascual-Leone, J., Rich, J. B., & Dennis, M. (2007). Developmental relations between working memory and inhibitory control. Journal of the International Neuropsychological Society, 13(1), 5967. https://doi.org/10.1017/S1355617707070099CrossRefGoogle ScholarPubMed
Rossignoli-Palomeque, T., Perez-Hernandez, E., & Gonzalez-Marques, J. (2018). Brain training in children and adolescents: Is it scientifically valid? Frontiers in Psychology, 9, 565. https://doi.org/10.3389/fpsyg.2018.00565CrossRefGoogle ScholarPubMed
Rothweiler, M., Chilla, S., & Clahsen, H. (2012). Subject–verb agreement in specific language impairment: A study of monolingual and bilingual German-speaking children. Bilingualism: Language and Cognition, 15(1), 3957. http://dx.doi.org/10.1017/S136672891100037XCrossRefGoogle Scholar
Rowe, M. L. (2015). Input versus intake–a commentary on Ambridge, Kidd, Rowland, and Theakson’s “The ubiquity of frequency effects in first language acquisition”. Journal of Child Language, 42(2), 301305. https://doi.org/10.1017/S030500091400066XCrossRefGoogle Scholar
Rueda, M. R., Fan, J., McCandliss, B. D., Halparin, J. D., Gruber, D. B., Lercari, L. P., & Posner, M. I. (2004). Development of attentional networks in childhood. Neuropsychologia, 42(8), 10291040. https://doi.org/10.1016/j.neuropsychologia.2003.12.012CrossRefGoogle ScholarPubMed
Rueda, M. R., & Posner, M. I. (2013). Development of attentional networks. In Zelazo, P. D. (Ed.), The Oxford handbook of developmental psychology (pp. 683–705). Oxford University Press.Google Scholar
Rueda, M. R., Cómbita, L. M., & Pozuelos, J. P. (2021). Cognitive training in childhood and adolescence. In Cognitive training: An overview of features and applications (pp. 127–139). Springer, Cham. https://doi.org/10.1007/978-3-030-39292-5_9Google Scholar
Rutherford, M., Singh-Roy, A., Rush, R., McCartney, D., O’Hare, A., & Forsyth, K. (2019). Parent focused interventions for older children or adults with ASD and parent wellbeing outcomes: A systematic review with meta-analysis. Research in Autism Spectrum Disorders, 68, 101450. https://doi.org/10.1016/j.rasd.2019.101450CrossRefGoogle Scholar
Saarikivi, K., Putkinen, V., Tervaniemi, M., & Huotilainen, M. (2016). Cognitive flexibility modulates maturation and music‐training‐related changes in neural sound discrimination. European Journal of Neuroscience, 44(2), 18151825. https://doi.org/10.1111/ejn.13176CrossRefGoogle ScholarPubMed
Sackett, P. R., Lievens, F., Van Iddekinge, C. H., & Kuncel, N. R. (2017). Individual differences and their measurement: A review of 100 years of research. Journal of Applied Psychology, 102(3), 254273. https://doi.org/10.1037/apl0000151CrossRefGoogle ScholarPubMed
Sala, G., Aksayli, N. D., Tatlidil, K. S., Tatsumi, T., Gondo, Y., & Gobet, F. (2019). Near and far transfer in cognitive training: A second-order meta-analysis. Collabra: Psychology, 5(1), 18. https://doi.org/10.1525/collabra.203CrossRefGoogle Scholar
Salthouse, T. A. (2000). Aging and measures of processing speed. Biological Psychology, 54(1–3), 3554. https://doi.org/10.1016/S0301-0511(00)00052-1CrossRefGoogle ScholarPubMed
Salvatierra, J. L., & Rosselli, M. (2011). The effect of bilingualism and age on inhibitory control. International Journal of Bilingualism, 15, 2637. http://dx.doi.org/10.1177/1367006910371021CrossRefGoogle Scholar
Sandson, J., & Albert, M. L. (1984). Varieties of perseveration. Neuropsychologia, 22(6), 715732. https://doi.org/10.1016/0028-3932(84)90098-8CrossRefGoogle ScholarPubMed
Schatz, J., Kramer, J. H., Ablin, A., & Matthay, K. K. (2000). Processing speed, working memory, and IQ: A developmental model of cognitive deficits following cranial radiation therapy. Neuropsychology, 14(2), 189200. https://doi.org/10.1037/0894-4105.14.2.189CrossRefGoogle ScholarPubMed
Scherger, A. L. (2018). German dative case marking in monolingual and simultaneous bilingual children with and without SLI. Journal of Communication Disorders, 75, 87101. https://doi.org/10.1016/j.jcomdis.2018.06.004CrossRefGoogle ScholarPubMed
Schmidt, R. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206226. https://doi.org/10.1017/S0267190500002476CrossRefGoogle Scholar
Schmidt, R. (2001). Attention. In Robinson, P. (Ed.), Cognition and second language instruction (pp. 332). Cambridge University Press.CrossRefGoogle Scholar
Schubert, A. L., Nunez, M. D., Hagemann, D., & Vandekerckhove, J. (2019). Individual differences in cortical processing speed predict cognitive abilities: A model-based cognitive neuroscience account. Computational Brain & Behavior, 2(2), 6484. https://doi.org/10.1007/s42113-018-0021-5CrossRefGoogle Scholar
Schul, R., Townsend, J., & Stiles, J. (2003). The development of attentional orienting during the school‐age years. Developmental Science, 6(3), 262272. https://doi.org/10.1111/1467-7687.00282CrossRefGoogle Scholar
Schwab, J. F., & Lew‐Williams, C. (2016). Language learning, socioeconomic status, and child‐directed speech. Wiley Interdisciplinary Reviews: Cognitive Science, 7(4), 264275. https://doi.org/10.1002/wcs.1393Google ScholarPubMed
Schwartz, D., Gorman, A. H., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2008). Friendships with peers who are low or high in aggression as moderators of the link between peer victimization and declines in academic functioning. Journal of Abnormal Child Psychology, 36(5), 719730. https://doi.org/10.1007/s10802-007-9200-xCrossRefGoogle ScholarPubMed
Schwartz, R. G., & Marton, K. (2011). Articulatory and phonological disorders. In Anderson, N. B., & Shames, G. H. (Eds.), Human communication disorders: An introduction (pp. 132163). Allyn & Bacon Publisher.Google Scholar
Scionti, N., Cavallero, M., Zogmaister, C., & Marzocchi, G. M. (2020). Is cognitive training effective for improving executive functions in preschoolers? A systematic review and meta-analysis. Frontiers in Psychology, 10, 2812. https://doi.org/10.3389/fpsyg.2019.02812CrossRefGoogle ScholarPubMed
Seiger‐Gardner, L., & Schwartz, R. G. (2008). Lexical access in children with and without specific language impairment: A cross‐modal picture–word interference study. International Journal of Language & Communication Disorders, 43(5), 528551. https://doi.org/10.1080/13682820701768581CrossRefGoogle ScholarPubMed
Senzaki, S., Wiebe, S. A., Masuda, T., & Shimizu, Y. (2018). A cross-cultural examination of selective attention in Canada and Japan: The role of social context. Cognitive Development, 48, 3241. https://doi.org/10.1016/j.cogdev.2018.06.005CrossRefGoogle Scholar
Shaw, P., Greenstein, D., Lerch, J., Clasen, L., Lenroot, R., Gogtay, N. E. E. A., …, & Giedd, J. (2006). Intellectual ability and cortical development in children and adolescents. Nature, 440(7084), 676679. https://doi.org/10.1038/nature04513CrossRefGoogle ScholarPubMed
Shaw, P., Kabani, N. J., Lerch, J. P., Eckstrand, K., Lenroot, R., Gogtay, N., …, & Wise, S. P. (2008). Neurodevelopmental trajectories of the human cerebral cortex. Journal of Neuroscience, 28(14), 35863594. https://doi.org/10.1523/JNEUROSCI.5309-07.2008CrossRefGoogle ScholarPubMed
Shenhav, A. (2017). The perils of losing control: Why self-control is not just another value-based decision. Psychological Inquiry, 28(2–3), 148152. https://doi.org/10.1080/1047840X.2017.1337407CrossRefGoogle Scholar
Shenhav, A., Botvinick, M. M., & Cohen, J. D. (2013). The expected value of control: An integrative theory of anterior cingulate cortex function. Neuron, 79, 217240. https://doi.org/10.1016/j.neuron.2013.07.007CrossRefGoogle ScholarPubMed
Shenhav, A., Musslick, S., Lieder, F., Kool, W., Griffiths, T. L., Cohen, J. D., & Botvinick, M. M. (2017). Toward a rational and mechanistic account of mental effort. Annual Review of Neuroscience, 40, 99124. https://doi.org/10.1146/annurev-neuro-072116-031526CrossRefGoogle Scholar
Sheridan, H., & Reingold, E. M. (2014). Expert vs. novice differences in the detection of relevant information during a chess game: Evidence from eye movements. Frontiers in Psychology, 5, 16. https://doi.org/10.3389/fpsyg.2014.00941CrossRefGoogle ScholarPubMed
Sheridan, M. A., Peverill, M., Finn, A. S., & McLaughlin, K. A. (2017). Dimensions of childhood adversity have distinct associations with neural systems underlying executive functioning. Development and Psychopathology, 29(5), 17771794. http://dx.doi.org.ezproxy.gc.cuny.edu/10.1017/S0954579417001390CrossRefGoogle ScholarPubMed
Shiffrin, R. M., & Schneider, W. (1977). Controlled and automatic information processing, II: Perceptual learning, automatic attending, and a general theory. Psychological Review, 84, 127190. https://doi.org/10.1037/0033-295X.84.2.127CrossRefGoogle Scholar
Shipstead, Z., Redick, T. S., & Engle, R. W. (2012). Is working memory training effective? Psychological Bulletin, 138 (4), 628654. https://doi.org/10.1037/a0027473CrossRefGoogle ScholarPubMed
Shohamy, D. (2011). Learning and motivation in the human striatum. Current Opinion in Neurobiology, 21(3), 408414. https://doi.org/10.1016/j.conb.2011.05.009CrossRefGoogle ScholarPubMed
Singh, K. (2011). Study of achievement motivation in relation to academic achievement of students. International Journal of Educational Planning & Administration, 1(2), 161171. ISSN 2249-3093Google Scholar
Snyder, H. R., Miyake, A., & Hankin, B. L. (2015). Advancing understanding of executive function impairments and psychopathology: Bridging the gap between clinical and cognitive approaches. Frontiers in Psychology, 6, 328. https://doi.org/10.3389/fpsyg.2015.00328CrossRefGoogle Scholar
Soleymani, Z., Amidfar, M., Dadgar, H., & Jalaie, S. (2014). Working memory in Farsi-speaking children with normal development and cochlear implant. International Journal of Pediatric Otorhinolaryngology, 78(4), 674678. https://doi.org/10.1016/j.ijporl.2014.01.035CrossRefGoogle ScholarPubMed
Sparks, R. L., Humbach, N., Patton, J. O. N., & Ganschow, L. (2011). Subcomponents of second‐language aptitude and second‐language proficiency. The Modern Language Journal, 95(2), 253273. https://doi.org/10.1111/j.1540-4781.2011.01176.xCrossRefGoogle Scholar
Spaulding, T. J. (2010). Investigating mechanisms of suppression in preschool children with specific language impairment. Journal of Speech, Language, & Hearing Research, 53(3), 725738. https://doi.org/10.1044/1092-4388(2009/09-0041)CrossRefGoogle ScholarPubMed
Spaulding, T. J., Plante, E., & Vance, R. (2008). Sustained selective attention skills of preschool children with specific language impairment: Evidence for separate attentional capacities. Journal of Speech, Language, & Hearing Research, 51(1), 1634. https://doi.org/10.1044/1092-4388(2008/002)CrossRefGoogle ScholarPubMed
Spoelman, M., & Bol, G. W. (2012). The use of subject–verb agreement and verb argument structure in monolingual and bilingual children with specific language impairment. Clinical Linguistics & Phonetics, 26(4), 357379. https://doi.org/10.3109/02699206.2011.637658CrossRefGoogle ScholarPubMed
St Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The Quarterly Journal of Experimental Psychology, 59(4), 745759. https://doi.org/10.1080/17470210500162854CrossRefGoogle ScholarPubMed
Stanford, E., Durrleman, S., & Delage, H. (2019). The effect of working memory training on a clinical marker of French-speaking children with developmental language disorder. American Journal of Speech-Language Pathology, 28(4), 13881410. https://doi.org/10.1044/2019_AJSLP-18-0238CrossRefGoogle ScholarPubMed
Stevens, C., Lauinger, B., & Neville, H. (2009). Differences in the neural mechanisms of selective attention in children from different socioeconomic backgrounds: An event‐related brain potential study. Developmental Science, 12(4), 634646. https://doi.org/10.1111/j.1467-7687.2009.00807.xCrossRefGoogle ScholarPubMed
Stevens, L. J., & Bliss, L. S. (1995). Conflict resolution abilities of children with specific language impairment and children with normal language. Journal of Speech and Hearing Research, 38, 599611. https://doi.org/10.1044/jshr.3803.599.CrossRefGoogle ScholarPubMed
Stins, J. F., Polderman, J. C., Boomsma, D. I., & de Geus, E. J. (2005). Response interference and working memory in 12-year-old children. Child Neuropsychology, 11(2), 191201. https://doi.org/10.1080/092970490911351.CrossRefGoogle ScholarPubMed
Stone, A., & Bosworth, R. G. (2019). Exploring infant sensitivity to visual language using eye tracking and the preferential looking paradigm. JoVE (Journal of Visualized Experiments), (147), e59581. https://dx.doi.org/10.3791/59581Google Scholar
Strait, D. L., Kraus, N., Parbery-Clark, A., & Ashley, R. (2010). Musical experience shapes top-down auditory mechanisms: Evidence from masking and auditory attention performance. Hearing Research, 261(1–2), 2229. https://doi.org/10.1016/j.heares.2009.12.021CrossRefGoogle ScholarPubMed
Supekar, K., Musen, M., & Menon, V. (2009). Development of large-scale functional brain networks in children. PLoS Biology, 7(7), e1000157. https://doi.org/10.1371/journal.pbio.1000157CrossRefGoogle ScholarPubMed
Surrain, S., & Luk, G. (2019). Describing bilinguals: A systematic review of labels and descriptions used in the literature between 2005–2015. Bilingualism: Language and Cognition, 22(2), 401415. https://doi.org/10.1017/S1366728917000682CrossRefGoogle Scholar
Surrain, S., Rowe, M., & Luk, G. (2021). Dual language learners in transition from home to school: Understanding apparent “delays” in the context of parent input and child usage. Presentation at the IASCL 2021 virtual conference by the International Association for the Study of Child Language, July 15–23, 2021.Google Scholar
Suttora, C., Guarini, A., Zuccarini, M., Aceti, A., Corvaglia, L., & Sansavini, A. (2020). Speech and language skills of low-risk preterm and full-term late talkers: The role of child factors and parent input. International Journal of Environmental Research and Public Health, 17(20), 7684. https://doi.org/10.3390/ijerph17207684CrossRefGoogle ScholarPubMed
Swaminathan, S., & Schellenberg, E. G. (2021). Music training. In Cognitive training (pp. 307318). Springer, Cham. https://doi.org/10.1007/978-3-030-39292-5_21CrossRefGoogle Scholar
Swanson, H. L., & Jerman, O. (2007). The influence of working memory on reading growth in subgroups of children with reading disabilities. Journal of Experimental Child Psychology, 96(4), 249283. https://doi.org/10.1016/j.jecp.2006.12.004CrossRefGoogle ScholarPubMed
Talamini, F., Grassi, M., Toffalini, E., Santoni, R., & Carretti, B. (2018). Learning a second language: Can music aptitude or music training have a role? Learning and Individual Differences, 64, 17. https://doi.org/10.1016/j.lindif.2018.04.003CrossRefGoogle Scholar
Tallal, P., & Gaab, N. (2006). Dynamic auditory processing, musical experience and language development. Trends in Neurosciences, 29(7), 382390. https://doi.org/10.1016/j.tins.2006.06.003CrossRefGoogle ScholarPubMed
Tamnes, C. K., Walhovd, K. B., Torstveit, M., Sells, V. T., & Fjell, A. M. (2013). Performance monitoring in children and adolescents: A review of developmental changes in the error-related negativity and brain maturation. Developmental Cognitive Neuroscience, 6, 113. https://doi.org/10.1016/j.dcn.2013.05.001CrossRefGoogle ScholarPubMed
Tansley, C. (2011). What do we mean by the term “talent” in talent management? Industrial and Commercial Training, 43(5), 266274. https://doi.org/10.1108/00197851111145853CrossRefGoogle Scholar
Tao, L., Marzecová, A., Taft, M., Asanowicz, D., & Wodniecka, Z. (2011). The efficiency of attentional networks in early and late bilinguals: The role of age of acquisition. Frontiers in Psychology, 2, 123. https://doi.org/10.3389/fpsyg.2011.00123CrossRefGoogle ScholarPubMed
Thaut, M., & Hoemberg, V. (Eds.). (2014). Handbook of neurologic music therapy (p. 383). Oxford University Press.Google Scholar
Thompson, T. W., Waskom, M. L., Garel, K. L. A., Cardenas-Iniguez, C., Reynolds, G. O., Winter, R., …, & Gabrieli, J. D. (2013). Failure of working memory training to enhance cognition or intelligence. PloS One, 8(5), e63614. https://doi.org/10.1371/journal.pone.0063614CrossRefGoogle ScholarPubMed
Thordardottir, E. (2011). The relationship between bilingual exposure and vocabulary development. International Journal of Bilingualism, 15(4), 426445. https://doi.org/10.1177/1367006911403202CrossRefGoogle Scholar
Thordardottir, E. (2015). The relationship between bilingual exposure and morphosyntactic development. International Journal of Speech-Language-Pathology, 17(2), 97114. https://doi.org/10.3109/17549507.2014.923509Google ScholarPubMed
Thordardottir, E. T., & Namazi, M. (2007). Specific language impairment in French-speaking children: Beyond grammatical morphology. Journal of Speech, Language, and Hearing Research, 50(3), 698715. https://doi.org/10.1044/1092-4388(2007/049).CrossRefGoogle ScholarPubMed
Thorne, K., & Pellant, A. (2007). The essential guide to managing talent: How top companies recruit, train, & retain the best employees. Kogan Page Publishers.Google Scholar
Titz, C., & Karbach, J. (2014). Working memory and executive functions: Effects of training on academic achievement. Psychological Research, 78(6), 852868. https://doi.org/10.1007/s00426-013-0537-1CrossRefGoogle ScholarPubMed
Timmer, K., Christoffels, I. K., & Costa, A. (2019). On the flexibility of bilingual language control: The effect of language context. Bilingualism: Language and Cognition, 22(3), 555568. https://doi.org/10.1017/S1366728918000329CrossRefGoogle Scholar
Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Harvard University Press.Google Scholar
Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child Development, 57(6), 14541463. https://doi.org/10.2307/1130423CrossRefGoogle ScholarPubMed
Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O’Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40(6), 12451260. https://doi.org/10.1044/jslhr.4006.1245CrossRefGoogle ScholarPubMed
Tomoschuk, B., Ferreira, V. S., & Gollan, T. H. (2019). When a seven is not a seven: Self-ratings of bilingual language proficiency differ between and within language populations. Bilingualism: Language and Cognition, 22(3), 516536. https://doi.org/10.1017/S1366728918000421CrossRefGoogle Scholar
Towse, J. N., & Hitch, G. J. (1995). Is there a relationship between task demand and storage space in tests of working memory capacity? Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 48A, 108124. https://doi.org/10.1080/14640749508401379CrossRefGoogle Scholar
Turken, U., Whitfield-Gabrieli, S., Bammer, R., Baldo, J. V., Dronkers, N. F., & Gabrieli, J. D. (2008). Cognitive processing speed and the structure of white matter pathways: Convergent evidence from normal variation and lesion studies. Neuroimage, 42(2), 10321044. https://doi.org/10.1016/j.neuroimage.2008.03.057CrossRefGoogle ScholarPubMed
Tuller, L. (2015). Clinical use of parental questionnaires in multilingual contexts. In Armon-Lotem, S., de Jong, J., & Meir, N. (Eds.), Assessing multilingual children: Disentangling bilingualism from language impairment (pp. 301330). Multilingual Matters.CrossRefGoogle Scholar
Ulber, J., Hamann, K., & Tomasello, M. (2016). Extrinsic rewards diminish costly sharing in 3‐year‐olds. Child Development, 87(4), 11921203. https://doi.org/10.1111/cdev.12534CrossRefGoogle ScholarPubMed
Umbel, V. M., Pearson, B. Z., Fernández, M. C., & Oller, D. K. (1992). Measuring bilingual children’s receptive vocabularies. Child Development, 63(4), 10121020. https://doi.org/10.1111/j.1467-8624.1992.tb01678.xCrossRefGoogle ScholarPubMed
Unsworth, N., Brewer, G. A., & Spillers, G. J. (2013). Focusing the search: Proactive and retroactive interference and the dynamics of free recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(6), 17421756. https://doi.org/10.1037/a0033743Google ScholarPubMed
Unsworth, N. & Engle, R. W. (2006). Simple and complex memory spans and their relation to fluid abilities: Evidence from list-length effects. Journal of Memory and Language, 54, 6880. https://doi.org/10.1016/j.jml.2005.06.003CrossRefGoogle Scholar
Unsworth, N., Fukuda, K., Awh, E., & Vogel, E. K. (2014). Working memory and fluid intelligence: Capacity, attention control, and secondary memory retrieval. Cognitive Psychology, 71, 126. https://doi.org/10.1016/j.cogpsych.2014.01.003CrossRefGoogle ScholarPubMed
Unsworth, N., Miller, A. L., & Robison, M. K. (2021). Are individual differences in attention control related to working memory capacity? A latent variable mega-analysis. Journal of Experimental Psychology: General, 150(7), 13321357. https://doi.org/10.1037/xge0001000CrossRefGoogle Scholar
Ursache, A., & Noble, K. G. (2016). Neurocognitive development in socioeconomic context: Multiple mechanisms and implications for measuring socioeconomic status. Psychophysiology, 53(1), 7182. https://doi.org/10.1111/psyp.12547CrossRefGoogle ScholarPubMed
Vagh, S. B., Pan, B. A., & Mancilla‐Martinez, J. (2009). Measuring growth in bilingual and monolingual children’s English productive vocabulary development: The utility of combining parent and teacher report. Child Development, 80(5), 15451563. https://doi.org/10.1111/j.1467-8624.2009.01350.xCrossRefGoogle ScholarPubMed
Valian, V. V. (2015). Bilingualism and cognition. Journal of Bilingualism: Language and Cognition, 18(1), 324. https://doi.org/10.1017/S1366728914000522CrossRefGoogle Scholar
van den Berg, R., Awh, E., & Ma, W. J. (2014). Factorial comparison of working memory models. Psychological Review, 121, 124149. http://dx.doi.org/10.1037/a0035234CrossRefGoogle ScholarPubMed
Van Den Noort, M. W. M. L., Bosch, P. & Hugdahl, K. (2006). Foreign language proficiency and working memory capacity. European Psychologist, 11, 289296. https://doi.org/10.1027/1016-9040.11.4.289CrossRefGoogle Scholar
van der Wilt, F., van der Veen, C., van Kruistum, C., & van Oers, B. (2019). Why do children become rejected by their peers? A review of studies into the relationship between oral communicative competence and sociometric status in childhood. Educational Psychology Review, 31(3), 699724. https://doi.org/10.1007/s10648-019-09479-zCrossRefGoogle Scholar
Van der Lely, H. K. (1996). Specifically language impaired and normally developing children: Verbal passive vs. adjectival passive sentence interpretation. Lingua, 98(4), 243272. https://doi.org/10.1016/0024-3841(95)00044-5CrossRefGoogle Scholar
Van Dyke, J. A., & Johns, C. L. (2012). Memory interference as a determinant of language comprehension. Language and Linguistic Compass, 6(4), 193211. https://doi.org/10.1002/lnc3.330CrossRefGoogle ScholarPubMed
Van Dyke, J. A., & McElree, B. (2006). Retrieval interference in sentence comprehension. Journal of Memory and Language, 55(2), 157166. https://doi.org/10.1016/j.jml.2006.03.007CrossRefGoogle ScholarPubMed
Varnum, M. E., Grossmann, I., Kitayama, S., & Nisbett, R. E. (2010). The origin of cultural differences in cognition: The social orientation hypothesis. Current Directions in Psychological Science, 19(1), 913. https://doi.org/10.1177/0963721409359301CrossRefGoogle ScholarPubMed
Velanova, K., Wheeler, M. E., & Luna, B. (2008). Maturational changes in anterior cingulate and frontoparietal recruitment support the development of error processing and inhibitory control. Cerebral Cortex, 18(11), 25052522. https://doi.org/10.1093/cercor/bhn012CrossRefGoogle ScholarPubMed
Verhoeven, L., Steenge, J., van Weerdenburg, M., & van Balkom, H. (2011). Assessment of second language proficiency in bilingual children with specific language impairment: A clinical perspective. Research in Developmental Disabilities, 32(5), 17981807. https://doi.org/10.1016/j.ridd.2011.03.010CrossRefGoogle ScholarPubMed
Videsott, G., Della Rosa, P. A., Wiater, W., Franceschini, R., & Abutalebi, J. (2012). How does linguistic competence enhance cognitive functions in children? A study in multilingual children with different linguistic competences. Bilingualism: Language and Cognition, 15(4), 884895. https://doi.org/10.1017/S1366728912000119CrossRefGoogle Scholar
Vigil, D. C., Hodges, J., & Klee, T. (2005). Quantity and quality of parental language input to late-talking toddlers during play. Child Language Teaching and Therapy, 21(2), 107122. https://doi.org/10.1191/0265659005ct284CrossRefGoogle Scholar
Vigil, D. C., Tyler, A. A., & Ross, S. (2006). Cultural differences in learning novel words in an attention-following versus attention-directing style. Journal of Multilingual Communication Disorders, 4(1), 5970. https://doi.org/10.1080/14769670600631016CrossRefGoogle Scholar
Vingerhoets, G., Van Borsel, J., Tesink, C., van den Noort, M., Deblaere, K., Seurinck, R., Vandemaele, P., & Achten, E. (2003). Multilingualism: An fMRI study. NeuroImage, 20, 21812196. https://doi.org/10.1016/j.neuroimage.2003.07.029CrossRefGoogle ScholarPubMed
Vissers, C., Koolen, S., Hermans, D., Scheper, A., & Knoors, H. (2015). Executive functioning in preschoolers with specific language impairment. Frontiers in Psychology, 6, 1574. https://doi.org/10.3389/fpsyg.2015.01574CrossRefGoogle ScholarPubMed
Volkers, N. (2018). Diverging views on language disorders: Researchers debate whether the label “developmental language disorder” should replace “specific language impairment.” The ASHA Leader, 23(12), 4453. https://doi.org/10.1044/leader.FTR1.23122018.44CrossRefGoogle Scholar
Von Bastian, C. C., Souza, A. S., & Gade, M. (2016). No evidence for bilingual cognitive advantages: A test of four hypotheses. Journal of Experimental Psychology: General, 145(2), 246258. https://doi.org/10.1037/xge0000120CrossRefGoogle ScholarPubMed
Vugs, B., Cuperus, J., Hendriks, M., & Verhoeven, L. (2013). Visuospatial working memory in specific language impairment: A meta-analysis. Research in Developmental Disabilities, 34(9), 25862597. https://doi.org/10.1016/j.ridd.2013.05.014CrossRefGoogle ScholarPubMed
Vugs, B., Knoors, H., Cuperus, J., Hendriks, M., & Verhoeven, L. (2017). Executive function training in children with SLI: A pilot study. Child Language Teaching and Therapy, 33(1), 4766. https://doi.org/10.1177/026565901666777CrossRefGoogle Scholar
Vukovic, M., & Stojanovik, V. (2011). Characterising developmental language impairment in Serbian-speaking children: A preliminary investigation. Clinical Linguistics & Phonetics, 25(3), 187197. https://doi.org/10.3109/02699206.2010.521611CrossRefGoogle ScholarPubMed
Wade, M., Browne, D. T., Madigan, S., Plamondon, A., & Jenkins, J. M. (2014). Normal birth weight variation and children’s neuropsychological functioning: Links between language, executive functioning, and theory of mind. Journal of the International Neuropsychological Society, 20(9), 909919. https://doi.org/10.1017/S1355617714000745CrossRefGoogle ScholarPubMed
Wadhera, D. (2020). Working Memory Training: Cognitive and Linguistic Implications in Adult English Language Learners (Doctoral dissertation, City University of New York).Google Scholar
Wadhera, D., Campanelli, L., & Marton, K. (2018). The influence of bilingual language experience on working memory updating performance in young adults. In Rogers, T. T., Rau, M., Zhu, X., & Kalish, C. W. (Eds.), Proceedings of the 40th annual conference of the cognitive science society (pp. 2639–2644), Madison, WI.Google Scholar
Wagner, L., Greene‐Havas, M., & Gillespie, R. (2010). Development in children’s comprehension of linguistic register. Child Development, 81(6), 16781686. https://doi.org/10.1111/j.1467-8624.2010.01502.xCrossRefGoogle ScholarPubMed
Waldman DeLuca, Z., Schwartz, R. G., Marton, K., Houston, D. M., Ying, E., Steinman, S., & Drakopoulou, G. (2023). The effect of sentence length on question comprehension in children with cochlear implants. Cochlear Implants International, 24(1), 1426. https://doi.org/10.1080/14670100.2022.2136591CrossRefGoogle Scholar
Wang, S., & Gathercole, S. E. (2015). Interference control in children with reading difficulties. Child Neuropsychology, 21(4), 418431. https://doi.org/10.1080/09297049.2014.918594CrossRefGoogle ScholarPubMed
Wang, Y., Hartman, M., Aziz, N. A. A., Arora, S., Shi, L., & Tunison, E. (2017). A systematic review of the use of LENA technology. American Annals of the Deaf, 162(3), 295311. www.jstor.org/stable/26235350CrossRefGoogle ScholarPubMed
Weber, M. (2007). DIALANG. The Canadian Modern Language Review/La revue Canadienne des langues vivantes, 64(1), 233238. ISSN 1710-1131Google Scholar
Wen, Z., & Skehan, P. (2011). A new perspective on foreign language aptitude research: Building and supporting a case for “working memory as language aptitude.” Ilha do Desterro: A Journal of English Language, Literatures in English and Cultural Studies, (60), 1543. E-ISSN: 2175-8026Google Scholar
Wenger, E., Fandakova, Y., & Shing, Y. L. (2021). Episodic memory training. In Cognitive training (pp. 169184). Springer, Cham. https://doi.org/10.1007/978-3-030-39292-5_12CrossRefGoogle Scholar
Wiebe, S. A., Sheffield, T., Nelson, J. M., Clark, C. A., Chevalier, N., & Espy, K. A. (2011). The structure of executive function in 3-year-olds. Journal of Experimental Child Psychology, 108(3), 436452. https://doi.org/10.1016/j.jecp.2010.08.008CrossRefGoogle ScholarPubMed
Wiersema, J. R., van der Meere, J. J., & Roeyers, H. (2007). Developmental changes in error monitoring: An event-related potential study. Neuropsychologia, 45(8), 16491657. https://doi.org/10.1016/j.neuropsychologia.2007.01.004CrossRefGoogle ScholarPubMed
Wijnen, F. (2000). Input, intake and sequence in syntactic development. In Beers, M., van de Bogaerde, B., Bol, G., de Jong, J., & Rooijmans, C. (Eds.), From sound to sentence – Studies on first language acquisition (pp. 163–186). Centre for Language and Cognition.Google Scholar
Williams, B. R., Ponesse, J. S., Schachar, R. J., Logan, G. D., & Tannock, R. (1999). Development of inhibitory control across the life span. Developmental Psychology, 35(1), 205213. https://doi.org/10.1037/0012-1649.35.1.205CrossRefGoogle ScholarPubMed
Windsor, J., & Hwang, M. (1999). Testing the generalized slowing hypothesis in specific language impairment. Journal of Speech, Language, and Hearing Research, 42(5), 12051218. https://doi.org/10.1044/jslhr.4205.1205CrossRefGoogle ScholarPubMed
Wiseheart, M., Viswanathan, M., & Bialystok, E. (2016). Flexibility in task switching by monolinguals and bilinguals. Bilingualism: Language and Cognition, 19(1), 141146. https://doi.org/10.1017/S1366728914000273CrossRefGoogle ScholarPubMed
Wong, P., Skoe, E., Russo, N. M., Dees, T., & Kraus, N. (2007). Musical experience shapes human brainstem encoding of linguistic pitch patterns. Nature Neuroscience, 10 (4), 420422. https://doi.org/10.1038/nn1872Google ScholarPubMed
Wong, W. (2001). Modality and attention to meaning and form in the input. Studies in Second Language Acquisition, 23(3), 345368. https://doi.org/10.1017/S0272263101003023CrossRefGoogle Scholar
Wyer Jr, R. S., & Srull, T. K. (2014). Memory and cognition in its social context. Psychology Press.CrossRefGoogle Scholar
Ye, Z., & Zhou, X. (2009). Executive control in language processing. Neuroscience & Biobehavioral Reviews, 33(8), 11681177. https://doi.org/10.1016/j.neubiorev.2009.03.003CrossRefGoogle ScholarPubMed
Yeung, N., Botvinick, M. M., & Cohen, J. D. (2004). The neural basis of error detection: Conflict monitoring and the error-related negativity. Psychological Review, 111(4), 931959. https://doi.org/10.1037/0033-295X.111.4.931CrossRefGoogle ScholarPubMed
Yeung, M. K., Lee, T. L., & Chan, A. S. (2020). Neurocognitive development of flanker and Stroop interference control: A near-infrared spectroscopy study. Brain and Cognition, 143, 105585. https://doi.org/10.1016/j.bandc.2020.105585CrossRefGoogle ScholarPubMed
Young, A. R., Beitchman, J. H., Johnson, C., Douglas, L., Atkinson, L., Escobar, M., & Wilson, B. (2002). Young adult academic outcomes in a longitudinal sample of early identified language impaired and control children. The Journal of Child Psychology and Psychiatry, 43(5), 635645. https://doi.org/10.1111/14697610.00052CrossRefGoogle Scholar
Yow, W. Q., & Markman, E. M. (2011). Young bilingual children’s heightened sensitivity to referential cues. Journal of Cognition and Development, 12(1), 1231. https://doi.org/10.1080/15248372.2011.539524CrossRefGoogle Scholar
Yudes, C., Mazico, P., & Bajo, T. (2011). The influence of expertise in simultaneous interpreting on non-verbal executive processes. Frontiers in Psychology, 2(309), 19. https://doi.org/10.3389/fpsyg.2011.00309CrossRefGoogle ScholarPubMed
Zelaznik, H. N., & Goffman, L. (2010). Generalized motor abilities and timing behavior in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 53(2), 383393. https://doi.org/10.1044/1092-4388(2009/08-0204)CrossRefGoogle ScholarPubMed
Zelazo, P. D. (2006). The Dimensional Change Card Sort (DCCS): A method of assessing executive function in children. Nature Protocols, 1(1), 297301. https://doi.org/10.1038/nprot.2006.46CrossRefGoogle ScholarPubMed
Zelazo, P. D., Anderson, J. E., Richler, J., Wallner‐Allen, K., Beaumont, J. L., & Weintraub, S. (2013). II. NIH Toolbox Cognition Battery (CB): Measuring executive function and attention. Monographs of the Society for Research in Child Development, 78(4), 1633. https://doi.org/10.1111/mono.12032CrossRefGoogle ScholarPubMed
Zelazo, P. D., & Müller, U. (2002). Executive function in typical and atypical development. Blackwell Handbook of Childhood Cognitive Development, 445469. https://doi.org/10.1002/9780470996652CrossRefGoogle Scholar
Zeromskaite, I. (2014). The potential role of music in second language learning: A review article. Journal of European Psychology Students, 5(3), 7888. http://doi.org/10.5334/jeps.ciCrossRefGoogle Scholar
Zimmerman, M. A., Stoddard, S. A., Eisman, A. B., Caldwell, C. H., Aiyer, S. M., & Miller, A. (2013). Adolescent resilience: Promotive factors that inform prevention. Child Development Perspectives, 7(4), 215220. https://doi.org/10.1111/cdep.12042CrossRefGoogle ScholarPubMed
Zubrick, S. R.; Taylor, C. L.; Rice, M. L.; & Slegers, D. W. (2007). Late language emergence at 24 months: An epidemiological study of prevalence, predictors, and covariates. Journal of Speech, Language, and Hearing Research, 50, 15621592. https://doi.org/10.1044/1092-4388(2007/106)CrossRefGoogle ScholarPubMed
English Language Learners. (2018, 2021). www.pewresearch.orgGoogle Scholar
English Language Learners. (2018, 2021). www.pewresearch.orgGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×