We will survey relationships between executive function, attention, and bilingualism within a developmental context. Point Value • 50 points

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We will survey relationships between executive function, attention, and bilingualism within a developmental context. Point Value • 50 points Required Activity and Reading .. Sorge et al (2017). Interactions between levels of attention ability and levels of bilingualism in children’s executive function Videos ..Dr.Ellen Bialystok Bilingual Training Facilitates Experience. Dependent Plasticity • Create a two-minute podcast/voice memo or a one page paper, • Your work should focus on two findings that connect executive function, attention, and bilingualism • One finding should focus on information from Sorge et al. (2017), and the other finding will originate from Dr Ellen Bialystok’s video lecture . Please introduce yourself at the beginning of your podcast or paper . Be sure each introduced finding was accurately and completely described within your work . Be sure to state your rationale for selecting each presented finding Lastly, how do you specifically plan to apply your discussed findings in life (ie, vocational or familial life), Tonnihl .

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Kaylee 4 months 2022-01-14T03:17:53+00:00 1 Answer 0 views 0

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    2022-01-14T03:19:20+00:00

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    Attention difficulty is associated with poor performance on executive functioning (EF) tasks, yet EF is enhanced in bilingual children. However, no research to date has investigated the possible interaction between bilingualism and attention ability in children to determine the consequences for EF when both are present. We assessed a sample of typically-developing children who were 8- to 11-years old for their ability in attention control and level of bilingualism on the basis of questionnaires completed by parents and teachers. Children performed three tasks requiring aspects of EF: stop signal task (inhibition), flanker task (interference control), and frogs matrices task (spatial working memory). Results from hierarchical regressions confirmed that both attention ability and bilingualism contributed to performance on the EF tasks. Where interaction effects were significant, they showed that attention ability was a stronger predictor for an inhibition task, namely stop signal, and bilingualism a stronger predictor for an interference task, namely flanker. Furthermore, these results allow us to discuss the relation between EF and attention ability.

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