Bilingualism and Attention in Typically Developing Children and Children With Developmental Language Disorder

Park, Ji Sook; Miller, Carol; Sanjeevan, Teenu; Hell, Janet G. van; Weiss, Daniel J.; Mainela-Arnold, Elina

doi:10.1044/2019_jslhr-l-18-0341

Cited by 17 publications

(22 citation statements)

References 75 publications

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“…We feel that this finding is unlikely to be caused by insufficient power, given that our sample size was validated by previous work (Fernandez et al, 2019b). In addition, although the ANT has been successfully employed in several studies to assess major attentional components across various populations (Wang et al, 2005;Fernandez-Duque and Black, 2006;Mahoney et al, 2010;Park et al, 2019), it may have failed to capture another attentional dimension that is possibly affected by amusia. Nevertheless, the current finding of comparable visuospatial attentional performance in this paradigm, despite the congenital impairment associated with amusia, helps to further refine our understanding of this disorder.…”

Section: Effects Of Emotional Music On Attention In Amusiamentioning

confidence: 82%

Influence of Background Musical Emotions on Attention in Congenital Amusia

Fernandez

Vuilleumier

Gosselin

et al. 2021

Front. Hum. Neurosci.

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Congenital amusia in its most common form is a disorder characterized by a musical pitch processing deficit. Although pitch is involved in conveying emotion in music, the implications for pitch deficits on musical emotion judgements is still under debate. Relatedly, both limited and spared musical emotion recognition was reported in amusia in conditions where emotion cues were not determined by musical mode or dissonance. Additionally, assumed links between musical abilities and visuo-spatial attention processes need further investigation in congenital amusics. Hence, we here test to what extent musical emotions can influence attentional performance. Fifteen congenital amusic adults and fifteen healthy controls matched for age and education were assessed in three attentional conditions: executive control (distractor inhibition), alerting, and orienting (spatial shift) while music expressing either joy, tenderness, sadness, or tension was presented. Visual target detection was in the normal range for both accuracy and response times in the amusic relative to the control participants. Moreover, in both groups, music exposure produced facilitating effects on selective attention that appeared to be driven by the arousal dimension of musical emotional content, with faster correct target detection during joyful compared to sad music. These findings corroborate the idea that pitch processing deficits related to congenital amusia do not impede other cognitive domains, particularly visual attention. Furthermore, our study uncovers an intact influence of music and its emotional content on the attentional abilities of amusic individuals. The results highlight the domain-selectivity of the pitch disorder in congenital amusia, which largely spares the development of visual attention and affective systems.

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Section: Effects Of Emotional Music On Attention In Amusiamentioning

confidence: 82%

Influence of Background Musical Emotions on Attention in Congenital Amusia

Fernandez

Vuilleumier

Gosselin

et al. 2021

Front. Hum. Neurosci.

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“…This study included sixty‐six 8–12‐year‐old children: 14 monolingual TD (MO‐TD), 12 bilingual TD (BI‐TD), 28 monolinguals with fDLD (MO‐fDLD) and 12 bilinguals with fDLD (BI‐fDLD). These children were a subset of a larger project investigating procedural learning (Park et al., 2018), attention (Park et al., 2019), processing speed (Park et al., 2020) and motor abilities (Sanjeevan and Mainela‐Arnold 2019). Age did not differ among the four groups (MO‐TD, BI‐TD, MO‐fDLD, BI‐fDLD), F (3, 62) = 0.82, p = 0.489.…”

Section: Methodsmentioning

confidence: 99%

“…The ANT is designed to measure three subcomponents of attention (alerting–vigilance, orienting–relocating attention and executive attention). We only included the executive attention measure because our prior study (Park et al., 2019) revealed that of the three subcomponents of attention, only executive attention results differed between the children with DLD and typical development across mono‐ and bilinguals. This parallels other studies reporting executive attention deficits in children with DLD (e.g., monolinguals: Pauls and Archibald 2016; and mono‐ and bilinguals: Ebert et al., 2019).…”

Section: Methodsmentioning

confidence: 99%

“…We considered procedural learning, executive attention and processing speed. These abilities differ between children with DLD and TD children, but are minimally influenced by bilingual status (Park et al., 2018, 2019, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Supporting this claim, executive attention is associated with word selection (Thompson‐Schill et al., 1997) and sentence comprehension (Novick et al., 2005). Correspondingly, underdeveloped executive attention is negatively associated with language comprehension in young TD children (Woodard et al., 2016) and children with DLD have poor executive attention relative to TD peers (Ebert et al., 2019, Park et al., 2019).…”

Section: Introductionmentioning

confidence: 99%

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Non‐linguistic cognitive measures as predictors of functionally defined developmental language disorder in monolingual and bilingual children

Park

Miller

Sanjeevan

et al. 2021

Intl J Lang & Comm Disor

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Background & Aims: Given that standardized language measures alone are inadequate for identifying functionally defined developmental language disorder (fDLD), this study investigated whether non-linguistic cognitive abilities (procedural learning, motor functions, executive attention, processing speed) can increase the prediction accuracy of fDLD in children in linguistically diverse settings. Methods & Procedures:We examined non-linguistic cognitive abilities in mono-and bilingual school-aged children (ages 8-12) with and without fDLD. Typically developing (TD) children (14 monolinguals, 12 bilinguals) and children with fDLD (28 monolinguals, 12 bilinguals) completed tasks measuring motor functions, procedural learning, executive attention and processing speed. Children were assigned as fDLD based on parental or professional concerns regarding children's daily language functioning. If no concerns were present, children were assigned as TD. Standardized English scores, non-verbal IQ scores and years of maternal education were also obtained. Likelihood ratios were used to examine how well each measure separated the fDLD versus TD groups. A binary logistic regression was used to test whether combined measures enhanced the prediction of identifying fDLD status.Outcomes & Results: A combination of linguistic and non-linguistic measures provided the best distinction between fDLD and TD for both mono-and bilingual groups. For monolingual children, the combined measures include English language scores, functional motor abilities and processing speed, whereas for bilinguals, the combined measures include English language scores and procedural learning. Conclusions & Implications:A combination of non-linguistic and linguistic measures significantly improved the distinction between fDLD and TD for both mono-and bilingual groups. This study supports the possibility of using nonlinguistic cognitive measures to identify fDLD in linguistically diverse settings.

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Generalized Slowing Rather Than Inhibition Is Associated With Language Outcomes in Both Late Talkers and Children With Typical Early Development

Kautto

Jansson-Verkasalo

Mainela-Arnold

2021

J Speech Lang Hear Res

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Purpose While most of the children who are identified as late talkers at the age of 2 years catch up with their peers before school age, some continue to have language difficulties and will later be identified as having developmental language disorder. Our understanding of which children catch up and which do not is limited. The aim of the current study was to find out if inhibition is associated with late talker outcomes at school age. Method We recruited 73 school-aged children (ages 7–10 years) with a history of late talking ( n = 38) or typical development ( n = 35). Children completed measures of language skills and a flanker task to measure inhibition. School-age language outcome was measured as a continuous variable. Results Our analyses did not reveal associations between inhibition and school-age language index or history of late talking. However, stronger school-age language skills were associated with shorter overall response times on the flanker task, in both congruent and incongruent trials. This effect was not modulated by history of late talking, suggesting that a relationship between general response times and language development is similar in both children with typical early language development and late talkers. Conclusions Inhibition is not related to late talker language outcomes. However, children with better language outcomes had shorter general response times. We interpret this to reflect differences in general processing speed, suggesting that processing speed holds promise for predicting school-age language outcomes in both late talkers and children with typical early development. Supplemental Material https://doi.org/10.23641/asha.14226722

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Bilingualism and Attention in Typically Developing Children and Children With Developmental Language Disorder

Cited by 17 publications

References 75 publications

Influence of Background Musical Emotions on Attention in Congenital Amusia

Influence of Background Musical Emotions on Attention in Congenital Amusia

Non‐linguistic cognitive measures as predictors of functionally defined developmental language disorder in monolingual and bilingual children

Generalized Slowing Rather Than Inhibition Is Associated With Language Outcomes in Both Late Talkers and Children With Typical Early Development

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