Individuals encounter problems daily wherein varying numbers of constraints require delimitation of memory to target goal-satisfying information. Multiply-constrained problems, such as the compound remote associates, are commonly used to study this type of problem solving. Since their development, multiply-constrained problems have been…

A good deal of research purports that bilingualism has a positive effect on some aspects of cognitive functioning. However, this effect is not consistent, and little research examines trajectories of cognitive skill development in bilingual children. Moreover, it remains unclear whether different types of bilingualism impact how cognitive…

Purpose: This study aims to investigate the relationship between nonverbal cognitive functions and language processing of people with aphasia (PWA) by taking a data-driven approach, as well as multiple cognitive components and multilevel linguistic perspectives. It is hypothesized that language performance is differentially associated with…

Most research reporting that bilingual children exhibit enhanced cognitive skills and social awareness relative to their monolingual peers focusses on children raised and educated bilingually, making it difficult to pinpoint the degree of second language exposure necessary for such advantages to materialise. The current study measures the social…

Purpose: This study compared attention control and flexibility in school-age children who stutter (CWS) and children who do not stutter (CWNS) based on their performance on a behavioral task and parent report. We used a classic attention-shifting paradigm that included manipulations of task goals and timing to test effects of varying demands for…

Mathematical giftedness (MG) is an intriguing phenomenon, the nature of which has yet to be sufficiently explored. This study goes a step further in understanding how MG is related to expertise in mathematics (EM) and general giftedness (G). Cognitive testing was conducted among 197 high school students with different levels of G and of EM. Based…

Four experiments tested the conventional wisdom in experimental psychology that participants who complete laboratory tasks systematically differ in their cognitive abilities, motivational levels, and personality characteristics as a function of the time at which they participate during an academic term. Across 4 experiments with over 2,900…

The primary purpose of the present study was to test language and cognitive predictors of lexical selection in the storytelling of monolingual and bilingual children. Measures of language proficiency and cognitive ability were assessed with both English- and Mandarin-speaking monolinguals and Mandarin-English bilinguals aged 4 to 6 years old. To…

The main aim of the study was to explore the relationship between fluid intelligence (gf), attentional control (AC), and learning potential (LP), and to investigate the interaction effect between gf and AC on LP. The sample comprised 210 children attending the fourth grade of a standard elementary school. It was hypothesized that the extent of the…

There is strong evidence that self-regulatory processes are linked to early academic skills, both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique…

Prior research suggesting that longer bilingual experience benefits inhibitory control and monitoring has been criticized for a lack of control over confounding variables. We addressed this issue by using a propensity-score matching procedure that enabled us to match early and late bilinguals on 18 confounding variables--for example, demographic…

We determined how various cognitive abilities, including several measures of a proposed domain-specific number sense, relate to mathematical competence in nearly 100 9-year-old children with normal reading skill. Results are consistent with an extended number processing network and suggest that important processing nodes of this network are…

We examined the associations between 5-year-old children's private speech, behavioural self-regulation, and cognitive abilities. Behavioural self-regulation was assessed using parental and preschool teacher questionnaires. Cognitive abilities (i.e., language, inhibition, planning and fluency, and memory) were assessed with neurocognitive tests,…

Background: We may improve our understanding of the role of common versus unique risk factors in attention-deficit/hyperactivity disorder (ADHD) by examining ADHD-related cognitive deficits in single- (SPX), and multi-incidence (MPX) families. Given that individuals from multiplex (MPX) families are likely to share genetic vulnerability for the…

Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…