1 |
Utterance length, complexity, and errors (Castilla-Earls et al., 2021) ...
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Utterance length, complexity, and errors (Castilla-Earls et al., 2021) ...
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Bilingual phonological awareness: Construct validation of Grade 1 Spanish-speaking English learners
|
|
|
|
In: New Dir Child Adolesc Dev (2019)
|
|
BASE
|
|
Show details
|
|
4 |
IQ-Achievement Discrepancy for Identification of Disabilities in Spanish-speaking English Learners
|
|
|
|
In: New Dir Child Adolesc Dev (2019)
|
|
BASE
|
|
Show details
|
|
5 |
Moving Forward by Looking Back: Understanding Why Some Spanish-Speaking English Learners Fall Behind
|
|
|
|
In: New Dir Child Adolesc Dev (2019)
|
|
BASE
|
|
Show details
|
|
6 |
Extending the Simple View of Reading to Account for Variation Within Readers and Across Texts: The Complete View of Reading (CVRi)
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Beyond the bilingual advantage: The potential role of genes and environment on the development of cognitive control
|
|
|
|
Abstract:
In recent years there has been considerable debate about the presence or absence of a bilingual advantage in tasks that involve cognitive control. Our previous work has established evidence of differences in brain activity between monolinguals and bilinguals in both word learning and in the avoidance of interference during a picture selection task. Recent models of cognitive control have highlighted the importance of a set of neural structures that may show differential tuning due to exposure to two languages. There is also evidence that genetic factors play a role in the availability of dopamine in neural structures involved in cognitive control. Thus, it is important to investigate whether there are interactions effects generating variability in language acquisition when attributed to genetic (e.g., characteristics of dopamine turnover) and environmental (e.g., exposure to two languages) factors. Here preliminary results from genotyping of a sample of bilingual and monolingual individuals are reported. They reveal different distributions in allele frequencies of the DRD2/ANKK1 taq1A polymorphism. These results bring up the possibility that bilinguals may exhibit additional flexibility due to differences in genetic characteristics relative to monolinguals. Future studies should consider genotype as a possible contributing factor to the development of cognitive control across individuals with different language learning histories.
|
|
Keyword:
Article
|
|
URL: https://doi.org/10.1016/j.jneuroling.2015.04.002 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6159907/
|
|
BASE
|
|
Hide details
|
|
9 |
Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Psychometric Properties of Maze Tasks in Middle School Students
|
|
|
|
BASE
|
|
Show details
|
|
11 |
The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Cognitive Correlates of Inadequate Response to Reading Intervention
|
|
|
|
BASE
|
|
Show details
|
|
13 |
A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention
|
|
|
|
BASE
|
|
Show details
|
|
14 |
A Response to Recent Reanalyses of the National Reading Panel Report: Effects of Systematic Phonics Instruction Are Practically Significant
|
|
|
|
BASE
|
|
Show details
|
|
|
|