The union of narrative and executive function: different but complementary

Friend, Margaret; Bates, Raven Phoenix

doi:10.3389/fpsyg.2014.00469

Cited by 48 publications

(37 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, there might be functional dependency between reading and EF. Reading learning may improve early executive functioning, as it has been demonstrated in narrative skills or social interaction domains ( Friend and Bates, 2014 ; Moriguchi, 2014 ).…”

Section: Discussionmentioning

confidence: 94%

Performance-based tests versus behavioral ratings in the assessment of executive functioning in preschoolers: associations with ADHD symptoms and reading achievement

et al. 2015

View full text Add to dashboard Cite

The early assessment of the executive processes using ecologically valid instruments is essential for identifying deficits and planning actions to deal with possible adverse consequences. The present study has two different objectives. The first objective is to analyze the relationship between preschoolers’ performance on tests of Working Memory and Inhibition and parents’ and teachers’ ratings of these executive functions (EFs) using the Behavior Rating Inventory of Executive Function (BRIEF). The second objective consists of studying the predictive value of the different EF measures (performance-based test and rating scales) on Inattention and Hyperactivity/Impulsivity behaviors and on indicators of word reading performance. The participants in the study were 209 children in the last year of preschool, their teachers and their families. Performance-based tests of Working Memory and Inhibition were administered, as well as word reading measures (accuracy and speed). The parents and teachers filled out rating scales of the EF and typical behaviors of attention deficit hyperactivity disorder (ADHD) symptomatology. Moderate correlation values were found between the different EF assessments procedures, although the results varied depending on the different domains. Metacognition Index from the BRIEF presented stronger correlations with verbal working memory tests than with inhibition tests. Both the rating scales and the performance-based tests were significant predictors of Inattention and Hyperactivity/Impulsivity behaviors and the reading achievement measures. However, the BRIEF explained a greater percentage of variance in the case of the ADHD symptomatology, while the performance-based tests explained reading achievement to a greater degree. The implications of the findings for research and clinical practice are discussed.

show abstract

Section: Discussionmentioning

confidence: 94%

Performance-based tests versus behavioral ratings in the assessment of executive functioning in preschoolers: associations with ADHD symptoms and reading achievement

et al. 2015

View full text Add to dashboard Cite

show abstract

“…Inhibitory control, for example, may provide a buffer for expressive language planning, while working memory theoretically affords the online maintenance of language inputs for processing and integration (Barkley, 1997 ). Executive control also has been shown to predict the development of narrative production, suggesting that it plays a fundamental role in the organization of language outputs (Friend and Bates, 2014 ). Any intervention to address language delays in individuals with DS will therefore benefit from the consideration of executive control networks which, as we now illustrate, are significantly atypical in DS.…”

Section: The Prefrontal Cortex Executive Control Network and Languamentioning

confidence: 99%

Building an adaptive brain across development: targets for neurorehabilitation must begin in infancy

Edgin

Clark

Massand

et al. 2015

Front. Behav. Neurosci.

View full text Add to dashboard Cite

Much progress has been made toward behavioral and pharmacological intervention in intellectual disability, which was once thought too difficult to treat. Down syndrome (DS) research has shown rapid advances, and clinical trials are currently underway, with more on the horizon. Here, we review the literature on the emergent profile of cognitive development in DS, emphasizing that treatment approaches must consider how some “end state” impairments, such as language deficits, may develop from early alterations in neural systems beginning in infancy. Specifically, we highlight evidence suggesting that there are pre- and early postnatal alterations in brain structure and function in DS, resulting in disturbed network function across development. We stress that these early alterations are likely amplified by Alzheimer’s disease (AD) progression and poor sleep. Focusing on three network hubs (prefrontal cortex, hippocampus, and cerebellum), we discuss how these regions may relate to evolving deficits in cognitive function in individuals with DS, and to their language profile in particular.

show abstract

“…In narrative discourse in particular, remembering the subject of a previous clause, and evaluating whether it is same as, or different from the one(s) in the current and upcoming clauses is important for referential continuity and for shifting perspectives (Drijbooms et al, 2017). The effects of these processing constraints are likely to be somewhat reduced between the ages of 4 and 5, the age bracket when executive functions show a significant development (Friend and Bates, 2014).…”

Section: Discussionmentioning

confidence: 99%

Clause Chaining and Discourse Continuity in Turkish Children's Narratives

Ögel‐Balaban

Aksu-Κοç

2020

Front. Psychol.

View full text Add to dashboard Cite

The present study examines the development of complex sentences with non-finite clause combining with particular focus on clause chaining, in narratives of 40 Turkish-speaking 4-to 11-year-olds and six adults elicited by a wordless picture book. Results show a gradual increase by age in the variety of clauses combined, the length of the complex sentences and their frequency of use. Clause chains formed with converbal clauses are the earliest and most frequent type of clause combinations, already present in 4-year-olds' complex sentences with 1-non-finite clause. Older children's and adults' 2-or 3-non-finite clause complex sentences consist of some combinations of adverbial, complement, relative and converbal clauses. Developmentally, clause chains establish first, aspectual-temporal continuity, then temporal-causal continuity. Sentence-internal and cross-sentence-boundary referential continuities are present early, from age 4 onwards. These findings are discussed in terms of the demands of narrative organization as well as the syntactic and semantic complexity of the clause combination devices in Turkish.

show abstract

The union of narrative and executive function: different but complementary

Cited by 48 publications

References 55 publications

Performance-based tests versus behavioral ratings in the assessment of executive functioning in preschoolers: associations with ADHD symptoms and reading achievement

Performance-based tests versus behavioral ratings in the assessment of executive functioning in preschoolers: associations with ADHD symptoms and reading achievement

Building an adaptive brain across development: targets for neurorehabilitation must begin in infancy

Clause Chaining and Discourse Continuity in Turkish Children's Narratives

Contact Info

Product

Resources

About