The Lexical Stroop Sort (LSS) picture-word task: A computerized task for assessing the relationship between language and executive functioning in school-aged children

Wilbourn, Makeba Parramore; Kurtz, Laura E.; Kalia, Vrinda

doi:10.3758/s13428-011-0142-4

Cited by 15 publications

(20 citation statements)

References 52 publications

(113 reference statements)

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“…This aligns with other work that suggests that language interacts with inhibition abilities in a lexical Stroop task in children with ASD and children with typical development (Eskes, Bryson, & McCormick, 1990; Wilbourn et al, 2012). Similar to our findings, it has been suggested that working memory, but also inhibition, affects the efficient use of resources to activate relevant information in language tasks in children with SLI (Im-Bolter, Johnson, & Pascual-Leone, 2006).…”

Section: Discussionsupporting

confidence: 90%

“…The HCSM suggests that language enables reflection and objective conscious consideration. As would be predicted by this model, associations with vocabulary knowledge and performance on EF tasks, such as the Lexical Stroop Sort and the Dimensional Change Card Sort, are documented in the literature (Wilbourn, Kurtz, & Kalia, 2012). School-age children with typical development often show improved performance on EF sorting tasks when they are allowed to verbalize strategies that they are using in the task.…”

Section: Introductionmentioning

confidence: 71%

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Lexical Processing in School-Age Children with Autism Spectrum Disorder and Children with Specific Language Impairment: The Role of Semantics

Haebig

Kaushanskaya²,

Weismer³

2015

J Autism Dev Disord

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Children with autism spectrum disorder (ASD) and specific language impairment (SLI) often have immature lexical-semantic knowledge; however, the organization of lexical-semantic knowledge is poorly understood. This study examined lexical processing in school-age children with ASD, SLI, and typical development, who were matched on receptive vocabulary. Children completed a lexical decision task, involving words with high and low semantic network sizes and nonwords. Children also completed nonverbal updating and shifting tasks. Children responded more accurately to words from high than from low semantic networks; however, follow-up analyses identified weaker semantic network effects in the SLI group. Additionally, updating and shifting abilities predicted lexical processing, demonstrating similarity in the mechanisms which underlie semantic processing in children with ASD, SLI, and typical development.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 71%

Lexical Processing in School-Age Children with Autism Spectrum Disorder and Children with Specific Language Impairment: The Role of Semantics

Haebig

Kaushanskaya²,

Weismer³

2015

J Autism Dev Disord

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“…Considering previous research comparing DLLs to monolinguals has found an advantage in EF favoring the DLLs (e.g., Barac & Bialystok, 2012; Esposito & Baker-Ward, 2013; Nicolay & Poncelet, 2015; Poarch & Van Hell, 2012), our first prediction was that the DLLs would outperform the monolinguals on the DCCS. Although EF benefits, favoring DLLs, in language-based tasks have not been reported our research has shown that children's performance on the DCCS and LSS are positively correlated (Wilbourn et al, 2012) so we predicted that if the DLL children outperformed the monolinguals on the DCCS task they would also show an advantage on the LSS. In order to succeed in the two EF tasks we used in our study, children would have to devote attentional resources to remember relational rules used to sort stimuli; so our second prediction was that the children's performance on the two EF tasks would be positively associated.…”

Section: Current Studymentioning

confidence: 86%

“…Why would vocabulary scores impact group differences in LSS, but not DCCS? Unlike the DCCS, the LSS task was specifically designed to tap into children's language processing skills (Wilbourn et al, 2012). It requires children to process relational information through their phonological loop and semantic knowledge base at both levels (i.e., stimulus attributes and abstract if-then level).…”

Section: Discussionmentioning

confidence: 99%

Relations between vocabulary and executive functions in Spanish–English dual language learners

2017

Self Cite

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The role of dual language exposure in children's cognitive development continues to be debated. The majority of the research with bilingual children in the US has been conducted with children becoming literate in onlyoneof their languages. Dual language learners who are becoming literate in both their languages are acutely understudied. We compared dual language learners (n = 61) in a Spanish–English dual language immersion program to monolingual English speaking children (n = 55) who were in a traditional English only school. Children (kindergarten to 3rdgrade) completed standardized vocabulary tasks and two measures of executive functions. Despite having significantly smaller English vocabularies, the dual language learners outperformed the monolingual children on the executive function measures. Implications for our understanding of the relations between oral language development and executive function in bilingual children are discussed.

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“…Indeed recent evidence suggests that these two critical cognitive functions follow similar developmental trajectories (Wilbourn et al, 2011). During preadolescence, children display major increases in verbal working memory (Brocki and Bohlin, 2004); goal-directed behavior (Anderson et al, 2001); response inhibition, selective attention (Klimkeit et al, 2004); and strategic planning and organizational skills (De Luca et al, 2003; Luciana and Nelson, 2002).…”

Section: Discussionmentioning

confidence: 99%

Development of white matter pathways in typically developing preadolescent children

et al. 2012

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The first phase of major neuronal rearrangements in the brain takes place during the prenatal period. While the brain continues maturation throughout childhood, a critical second phase of synaptic overproduction and elimination takes place during the preadolescent period. Despite the importance of this developmental phase, few studies have evaluated neural changes taking place during this period. In this study, MRI Diffusion Tensor Imaging data from a normative sample of 126 preadolescent children (59 girls and 67 boys) between the ages of 6 and 10 years were analyzed in order to characterize age-relationships in the white matter microstructure. Tract Based Spatial Statistics (TBSS) method was used for whole brain analysis of white matter tracts without a priori assumption about the location of age associated differences. Our results demonstrate significant age-associated differences in most of the major fiber tracts bilaterally and along the whole body of the tracts. In contrast, developmental differences in the cingulum at the level of the parahippocampal region were only observed in the right hemisphere. We suggest that these age-relationships with a widespread distribution seen during the preadolescent years maybe relevant for the implementation of cognitive and social behaviors needed for a normal development into adulthood.

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The Lexical Stroop Sort (LSS) picture-word task: A computerized task for assessing the relationship between language and executive functioning in school-aged children

Cited by 15 publications

References 52 publications

Lexical Processing in School-Age Children with Autism Spectrum Disorder and Children with Specific Language Impairment: The Role of Semantics

Lexical Processing in School-Age Children with Autism Spectrum Disorder and Children with Specific Language Impairment: The Role of Semantics

Relations between vocabulary and executive functions in Spanish–English dual language learners

Development of white matter pathways in typically developing preadolescent children

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