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Resting Frontal Gamma Power Is Associated with Both Expressive Language and Non-Verbal Cognitive Abilities in Young Autistic Children
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Cora E. Mukerji; John S. Wilson III; Carol L. Wilkinson; Manon A. Krol; Charles A. Nelson; Helen Tager-Flusberg – Journal of Autism and Developmental Disorders, 2025
Previous research links resting frontal gamma power to key developmental outcomes in young neurotypical (NT) children and infants at risk for language impairment. However, it remains unclear whether gamma power is specifically associated with language or with more general cognitive abilities among young children diagnosed with autism spectrum…
Descriptors: Brain Hemisphere Functions, Language Impairments, Neurological Impairments, Young Children
Differential Contributions of Home Literacy, Vocabulary, and Grammar on Narrative Production and Comprehension
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Macarena Silva; Kate Cain – European Journal of Psychology of Education, 2024
The development of 4- to 6-year-olds' narrative skills was investigated in relation to their receptive vocabulary, grammar, and home literacy environment. At Time One, 82 children aged 4 to 6 years completed standardised assessments of cognitive ability, vocabulary, and grammar. Narrative production and comprehension were assessed by the narration…
Descriptors: Family Literacy, Vocabulary, Vocabulary Development, Grammar
Investigating the Mechanisms behind Relations between Academic Language and Reading Comprehension: The Role of Reading Self-Concept and Reading Enjoyment
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Haluk O. Öngören; Anna Volodina – Reading Psychology, 2024
Academic language and its associations with school success have been established in many prior studies. However, the scholarship lacks research on the mechanisms that constitute these relations. This study investigates the mediating role of motivational-­affective variables, specifically reading self-concept and reading enjoyment, in relations…
Descriptors: Academic Language, Reading Comprehension, Self Concept, Reading Attitudes
Evaluation of Potential Developmental Precursors to Executive Function in Young Children with Motor Delays: Exploratory Study
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Andrea Baraldi Cunha; Iryna Babik; Regina T. Harbourne; Stacey C. Dusing; Lin-Ya Hsu; Natalie A. Koziol; Sarah Westcott-McCoy; Sandra L. Willett; James A. Bovaird; Michele A. Lobo – Grantee Submission, 2024
This study aimed to explore whether early developmental abilities are related to future executive function (EF) in children with motor delays. Fourteen children with motor delays (Mean age = 10.76, SD = 2.55) were included from a larger study. Object interaction and developmental outcomes (Bayley-III) were evaluated at baseline and 3, 6, and 12…
Descriptors: Developmental Disabilities, Psychomotor Skills, Symptoms (Individual Disorders), Executive Function
Longitudinal Relations between Early Sensory Responsiveness and Later Communication in Infants with Autistic and Non-Autistic Siblings
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Jacob I. Feldman; Varsha Garla; Kacie Dunham; Jennifer E. Markfeld; Sarah M. Bowman; Alexandra J. Golden; Claire Daly; Sophia Kaiser; Nisha Mailapur; Sweeya Raj; Pooja Santapuram; Evan Suzman; Ashley E. Augustine; Aine Muhumuza; Carissa J. Cascio; Kathryn L. Williams; Anne V. Kirby; Bahar Keceli-Kaysili; Tiffany G. Woynaroski – Journal of Autism and Developmental Disorders, 2024
Early differences in sensory responsiveness may contribute to difficulties with communication among autistic children; however, this theory has not been longitudinally assessed in infants at increased familial versus general population-level likelihood for autism (Sibs-autism vs. Sibs-NA) using a comprehensive battery of sensory responsiveness and…
Descriptors: Infants, Autism Spectrum Disorders, Sensory Experience, Siblings
Task-Induced Involvement Load, Vocabulary Learning in a Foreign Language, and Their Association with Metacognition
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Mark Feng Teng; Danyang Zhang – Language Teaching Research, 2024
This study examined the effects of involvement load-based tasks on vocabulary learning in a foreign language, as well as the extent to which task effects are predicted by learners' metacognition (i.e. metacognitive knowledge and regulation). A total of 120 Chinese university students of English as a foreign language (EFL) were randomly assigned to…
Descriptors: Vocabulary Development, Second Language Learning, Task Analysis, Teaching Methods