Executive Function (EF) refers to important socio-emotional and cognitive skills that are known to be highly correlated with both academic and life success. EF is a blanket term that is considered to include self-regulation, working memory, and planning. Recent studies have shown a relationship between EF and motor control. The emergence of motor control coincides with that of EF, hence understanding the relationship between these two domains could have significant implications for early detection and remediation of later EF deficits. The purpose of the current study was to investigate this relationship in young children. This study incorporated the Behavioral Rating Inventory of Executive Function (BRIEF) and two motor assessments with a focus on precision grasping to test this hypothesis. The BRIEF is comprised of two indices of EF: (1) the Behavioral Regulation Index (BRI) containing three subscales: Inhibit, Shift, and Emotional Control; (2) the Metacognition Index (MI) containing five subscales: Initiate, Working Memory, Plan/Organize, Organization of Materials, and Monitor. A global executive composite (GEC) is derived from the two indices. In this study, right-handed children aged 5–6 and 9–10 were asked to: grasp-to-construct (Lego® models); and grasp-to-place (wooden blocks), while their parents completed the BRIEF questionnaire. Analysis of results indicated significant correlations between the strength of right hand preference for grasping and numerous elements of the BRIEF including the BRI, MI, and GEC. Specifically, the more the right hand was used for grasping the better the EF ratings. In addition, patterns of space-use correlated with the GEC in several subscales of the BRIEF. Finally and remarkably, the results also showed a reciprocal relationship between hand and space use for grasping and EF. These findings are discussed with respect to: (1) the developmental overlap of motor and executive functions; (2) detection of EF deficits through tasks that measure lateralization of hand and space use; and (3) the possibility of using motor interventions to remediate EF deficits.
This article surveys the debate on the origin of periphrastic do, with particular attention to the hypothesis that Celtic languages might have exerted some influence. With respect to the facts, it is argued that there are various types of Celtic hypotheses and that one type is sensible, though unlikely to be proven and even less likely to be proven to be the only relevant factor. With respect to the debate itself, it is shown that a Celtic origin hypothesis is accepted more widely among non-British scholars, and we speculate why that might be the case.
This paper discusses alignment patterns in three-participant constructions in Blackfoot (Western Algonquian; Canada, USA). We demonstrate the effects of referential hierarchies relating to animacy, person and specificity. Blackfoot verbs stem are subcategorized for transitivity and the animacy of S (for intransitives) and P(atient), R(ecipient), T(heme), or B(eneficiary) (for (di)transitives), showing cross-reference with at most two participants. Non-specific participants are never cross-referenced, resulting in the possibility of constructions with three or even four participants, only one of which is cross-referenced on the verb. Even when all participants in a three-participant construction are specific, only two can be cross-referenced on the verb: the A and what is generally called the 'primary object' in Algonquian studies (T, R or B depending on the specific stem in question). Any remaining participants are not cross-referenced on the verb, irrespective of their specificity status. Whether T, R or B is chosen to be the primary object is lexically determined by the verbal stem, and more in particular by the so-called 'final', a derivational morpheme which closes every verb stem in Blackfoot. While Algonquian languages are often thought to display only secundative alignment, in line with the overwhelming importance of animacy in their grammars, we show that some stems require indirective alignment, while others allow for both configurations. Cross-referencing of A and B occurs as a result of applicativization with a benefactive final, which downgrades any potentially present T and/or R participants to non-cross-referenced objects. Finally, Blackfoot allows for a form of marking additional participants by a preverbal element called a 'relative root', which licenses a participant without influencing cross-referencing patterns and without indicating the specificity or animacy of the licensed participant.
This paper argues for pragmatism rather than linguistic purity in orthography design for endangered Indigenous languages such as Blackfoot, emphasizing the need to see orthography standardization as a dynamic process rather than a static result. It explores the ongoing lack of community agreement about the best way to write the Blackfoot language and lack of widespread proficiency in the use of its standard orthography, and then describes ways in which this is mitigated in the Blackfoot Language Resources and Digital Dictionary project, a suite of web resources created to support language maintenance and revitalization work. The website uses a combination of relaxed searches, alternative spelling fields, and multimedia content to increase accessibility of the resources for users lacking proficiency in the standard orthography.
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