This study explores the relationships among socioeconomic status (SES), executive function (EF), grammar comprehension (GC), and pragmatic language (PL) in children aged 8–11. By employing a structural equation modelling approach, we aimed to investigate the direct and indirect effects of these variables on PL, a crucial aspect of child development involved in the formation of social relationships and general well-being. Our final sample consisted of 128 children from a heterogeneous socioeconomic context. Participants were assessed using the APL Medea, TROG-2, and TeleFE tests to measure their PL, GC, and EF, respectively. The findings reveal that GC and EF are important predictors of PL, with GC playing an important role in mediating the effects of SES. In conclusion, this study highlights the key role of GC in connecting SES and PL, with strong practical implications for the interventions aimed at mitigating the adverse effects of socioeconomic factors.

Simultaneous interpreting (SI) is an intensive multitasking activity that requires coordination of a variety of linguistic and cognitive control mechanisms. Research has shown that interpreters perform better in tasks that require domain-general executive functions (EF), but the question remains whether such cognitive alternation is a result of interpreting experience or it reflects a selection bias that only cognitively capable people are recruited and trained to be interpreters. We examined the cognitive changes experienced by beginner-level students engaged in an intensive, two-week interpreting training programme. Our findings show that: (a) only cognitive flexibility was enhanced by training, together with improvement in SI performance; (b) the three EF subcomponents in their pre-existing forms negatively correlated with training gains; and (c) only pre-existing cognitive flexibility was positively associated with improvement in SI performance. Findings were discussed regarding the relationship between cognitive abilities and the early-stage acquisition of interpreting.

Previous research indicates that strong right-hand preference predicts performance in other skills, such as vocabulary size and executive function (EF). The purpose of this study was to assess the relationship between these functions, as well as social competence (SC), in a sample of preschool children. We used parent questionnaires and/or tabletop assessments to measure hand preference, fine motor skills, language, EF, and SC in 81 three- to five-year-old children. The results strengthened the evidence of a connection between right-hand use for pointing and vocabulary performance but indicated that right-hand use was not related to EF or SC. Further, the findings revealed a reciprocal connection between vocabulary and SC as well as EF and SC, but not vocabulary and EF. We discuss the implications of these connections for early childhood development.

The present study examined several distinct indicators of regulation (i.e., task-based executive function, surveyed child effortful control, and surveyed household chaos) as moderators of longitudinal bidirectional links between developmental changes in harsh parenting (HP) and child externalizing behaviors (EXT) from age 9 to 14 years. The sample included 311 children (50.4% female; 111 White or European American; 97 Hispanic or Latino; 103 Black or African American). We conducted cross-lagged panel analyses and utilized multiple reporters (mother, father, and child). Regarding bidirectionality between HP and EXT, findings were mixed depending on informant, but overall more child effects than parent effects or bidirectional effects emerged. Child and household regulation moderated certain effects, providing initial evidence of the potential role of regulations in bidirectional links between HP and EXT. The present study adds impetus to considering child self-regulation and household chaos as critical features influencing the bidirectional link between parenting and child functioning.

Measurement error undermines the accuracy of dietary intake data. The 24-h dietary recall (24HR) is the standard data collection method in nutrition surveillance. Several neurocognitive processes underpin the act of recall, and individuals differ in their performance of these processes. This study aimed to investigate whether variation in neurocognitive processes, measured using four cognitive tasks, was associated with variation in measurement error of 24HR. Participants (n 139) completed the Trail Making Test, the Wisconsin Card Sorting Test, the Visual Digit Span and the Vividness of Visual Imagery questionnaire. During a controlled feeding study, participants completed three technology-assisted 24HR: the Automated Self-Administered Dietary Assessment Tool, Intake24 and an Interviewer-Administered Image-Assisted 24HR (IA-24HR) 1 week apart. The percentage error between reported and true energy intakes was calculated. Using linear regression, the association between cognitive task scores and absolute percentage error in estimated energy intake was assessed. Longer time spent completing the Trail Making Test, an indicator of visual attention and executive functioning, was associated with greater error in energy intake estimation using ASA24 (B 0·13, 95 % CI 0·04, 0·21) and Intake24 (B 0·10, 95 % CI 0·02, 0·19). Regression models explained 13·6 % (ASA24) and 15·8 % (Intake24) of the variance in energy estimation error. No cognitive task scores were associated with error using IA-24HR. This study demonstrates that variation between individuals in neurocognitive processes explains some of the variation in 24HR error. Further investigation into the role of neurocognitive processes in 24HR and their role in the reliability of dietary intake data is warranted.

We demonstrate the use of a multidimensional extension of the latent Markov model to analyse data from studies with repeated binary responses in developmental psychology. In particular, we consider an experiment based on a battery of tests which was administered to pre-school children, at three time periods, in order to measure their inhibitory control (IC) and attentional flexibility (AF) abilities. Our model represents these abilities by two latent traits which are associated to each state of a latent Markov chain. The conditional distribution of the test outcomes given the latent process depends on these abilities through a multidimensional one-parameter or two-parameter logistic parameterisation. We outline an EM algorithm for likelihood inference on the model parameters; we also focus on likelihood ratio testing of hypotheses on the dimensionality of the model and on the transition matrices of the latent process. Through the approach based on the proposed model, we find evidence that supports that IC and AF can be conceptualised as distinct constructs. Furthermore, we outline developmental aspects of participants’ performance on these abilities based on inspection of the estimated transition matrices.

Bipolar disorder (BD) is a leading cause of disability and is linked to cognitive and functional impairment, increased mortality from cardiometabolic disorders and bipolar disorder suicide. Few studies in sub-Saharan Africa have explored cognitive dysfunction in bipolar disorder. Our study explores the cognitive characteristics in a bipolar patient cohort in Nigeria and assesses its association with clinical and demographic variables.

40 participants from the Bipolar Disorder Longitudinal Study, at baseline, were included in the pilot study of the BiDiLos-Ng. Using a cross-sectional design, cognitive function was assessed using the Screen for Cognitive Impairment in Psychiatry. Multiple linear regression models were used to explore associations between dependent and independent variables.

Cognitive impairment was present in 41% of the bipolar cohort, it was not associated with the frequency of mood episodes, and higher educational level was associated with higher verbal fluency test scores (p = 0.02). Being in employment (p = 0.03), younger age (p = 0.00), and lower YMRS score (p = 0.006) were associated with higher working memory test scores.

The presence of mania symptoms during the euthymic phase of BD was associated with cognitive impairment. Executive function and working memory were linked to better academic and occupational attainment.

Whether speaking two or more languages (multilingualism) or dialects of one language (bidialectalism) affect executive function (EF) is controversial. Theoretically, these effects may depend on at least two conditions. First, the multilingual and bidialectal characteristics; particularly, (second) language proficiency and the sociolinguistic context of language use (e.g., Green & Abutalebi, 2013). Second, the EF aspects examined; specifically, recent accounts of the locus of the multilingual effect propose a general EF effect rather than an impact on specific processes (Bialystok, 2017). We compared 52 “monolingual” (with limited additional-language/dialect experience), 79 bidialectal and 50 multilingual young adults in the diglossic context of Cyprus, where bidialectalism is widespread and Cypriot and Standard Greek are used in different everyday situations. Three EF processes were examined via seven tasks: inhibition, switching and working memory (Miyake et al., 2000). We found better multilingual and bidialectal performance in overall EF, an effect moderated by high (second) language proficiency.

Child maltreatment impacts approximately one in seven children in the United States, leading to adverse outcomes throughout life. Adolescence is a time period critical for the development of executive function, but there is little research examining how abuse and neglect may differently affect the developmental trajectories of executive function throughout adolescence and into young adulthood. In the current study, 167 adolescents participated at six time points from ages 14 to 20. At each time point, adolescents completed behavioral tasks measuring the three dimensions of executive function (working memory, inhibitory control, and cognitive flexibility). Neglect and abuse in early life (ages 1–13) were reported at ages 18–19. Unconditional growth curve models revealed age-related improvement in all three executive function dimensions. Conditional growth curve models tested the prospective effects of recalled neglect and abuse on the developmental trajectories of executive function. The results revealed that neglect was associated with developmental changes in working memory abilities, such that greater levels of neglect during ages 1–13 were associated with slower increases in working memory abilities across ages 14–20. These findings highlight the adverse consequences of early neglect experiences shown by delayed working memory development during adolescence into young adulthood.