Contrasting predictions have been made about the effects of positive mood states on the performance of frontal lobe tests that tap executive functions such as inhibition, switching, and strategy use. It has been argued that positive mood is likely to improve some cognitive processes, particularly those dependent on the frontal cortex and anterior cingulate of the brain. However, there is some evidence that happy mood may impair executive functioning. The current experiments investigated the effects of positive mood on Stoop and fluency tests, which are frequently used to assess executive function. Positive mood impaired performance on a switching condition of the Stroop test, but improved performance on a creative uses test of fluency. The effect of positive mood on an executive task may therefore depend on whether a task is inherently motivating or is impaired by diffuse semantic activation.
A series of measures used in a number of dyslexia screening tests was administered to groups of 7-8-year old English monolinguals and Sylheti/English bilinguals. Within these groups a subgroup of children was distinguished by poor spelling and reading in the absence of general ability, sensory, emotional or behavioural problems, i.e. specific literacy difficulties (SpLD). General ability (assessed by Raven's matrices), chronological age, male/female ratio and mono/bilingualism were controlled between SpLD and control groups. Screening measures assessed phonological skills, rapid naming, the ability to recite or repeat sequences of verbal and non-verbal stimuli, and visual and motor skills. Sample sizes were small owing to the selection criteria used and the small number of bilingual SpLD children identified. However, the results were encouraging in differentiating SpLD bilinguals from their peers, with the phonological measures in particular presenting consistent findings across bilingual and monolingual groupings. Those differences found between bilinguals and monolinguals are discussed in terms of a bilingual influence on the skills assessed or the reduced reliability of the measure.
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