Linguistic, affective, parental, and educational contributions to the bicultural identity development of Balkan minority adolescents

This study investigated linguistic, affective, parental, and educational contributions to bicultural identity, in two samples of younger (13- to 14-year-old; N = 95) and older (16- to 17-year-old; N = 67) bilingual adolescents, who were immigrants or belonged to ethnic minority communities in the Balkans. While bicultural identity level was not differentiated as a function of age group, there was an age-related shift in its predictors. Bicultural identity level was significantly predicted by perceived educators' attitudes toward linguistic/cultural diversity in the younger adolescent group, but by personal affective states (motivation and attitudes) toward the mainstream language in the older adolescent group. Implications of the findings are discussed regarding educational and family practices that would facilitate biculturalism in minority adolescents

Biculturalism, linguistic distance, and bilingual profile effects on the bilingual influence on cognition: A comprehensive multipopulation approach

The idea that being bilingual benefits one’s cognitive development and performance has been greatly challenged over the last years. If such an effect exists, as some studies continue to show, it might actually be restricted to particular contexts and bilingual profiles; not unlikely, considering the enormous diversity in the latter across the world. In this study, we assessed 4 different bilingual populations (N = 201) and 2 monolingual populations (N = 105), in the Balkan region. We formed bilingual groups based on (a) acculturation strategy (bicultural vs. monocultural), (b) linguistic distance, as well as (c) bilingual profile (balanced vs. unbalanced), based on linguistic, affective, and acculturation measures and cluster analysis. Beyond prior work, this allowed us to explore the specific conditions under which any cognitive advantage may be observed in bilinguals. We did not find systematic evidence for positive effects of bilingualism, biculturalism, or a balanced bilingual profile on inhibitory control, cognitive flexibility, monitoring, and proactive-reactive control management. The only evidence pointing to an advantage was restricted to Bosnian-Albanian bilinguals (linguistic distance analyses) and their general monitoring capacity. Acculturation strategy though, played an important role in shaping the bilinguals’ language profile, and appeared to have independent effects on cognition from bilingualism. On this basis, acculturation should be considered in future explorations of bilingual cognitive development

Validation of the children's sleep habits questionnaire in a sample of Greek children with allergic rhinitis

BACKGROUND: Obstructive respiratory disorders, such as allergic rhinitis and asthma may impair sleep quality. The aim of this study is to validate the Children's Sleep Habits Questionnaire (CSHQ) for Greek children from 6 to 14 years of age. No validated tool has been developed so far to assess sleep disturbances in Greek school-aged children. METHODS: We examined the reliability and validity of the CSHQ in a sample of children with allergic rhinitis (AR) and a non-clinical population of parents of these children as a proxy measure of children's AR quality of life (QoL) as evaluated by the Pediatric Allergic Rhinitis Quality of Life (PedARQoL) questionnaire. RESULTS: The CSHQ questionnaire Child's Form (CF) had a moderate internal consistency with a Cronbach's alpha 0.671 and Guttman split-half coefficient of 0.563 when correlated with the PedARQoL (CF). There was also a moderate intraclass correlation of ICC=0.505 between the responses to both questionnaires in the two visits. The CSHQ Parent's Form (PF) had a very good internal consistency with a Cronbach's alpha of 0.928 and Guttman split-half coefficient of 0.798. There was a high intraclass correlation of 0.643 between the responses in the two visits. CONCLUSIONS: The Greek version of the CSHQ CF, but particularly the PF has proved to be a very reliable clinical instrument, which can be used in clinical trials for assessing sleep quality in school-aged children with sleep disturbances because of obstructive airway disorders, such as AR

Generalization of auditory sensory and cognitive learning in typically developing children

Despite the well-established involvement of both sensory (“bottom-up”) and cognitive (“top-down”) processes in literacy, the extent to which auditory or cognitive (memory or attention) learning transfers to phonological and reading skills remains unclear. Most research has demonstrated learning of the trained task or even learning transfer to a closely related task. However, few studies have reported “far-transfer” to a different domain, such as the improvement of phonological and reading skills following auditory or cognitive training. This study assessed the effectiveness of auditory, memory or attention training on far-transfer measures involving phonological and reading skills in typically developing children. Mid-transfer was also assessed through untrained auditory, attention and memory tasks. Sixty 5- to 8-year-old children with normal hearing were quasi-randomly assigned to one of five training groups: attention group (AG), memory group (MG), auditory sensory group (SG), placebo group (PG; drawing, painting), and a control, untrained group (CG). Compliance, mid-transfer and far-transfer measures were evaluated before and after training. All trained groups received 12 x 45-min training sessions over 12 weeks. The CG did not receive any intervention. All trained groups, especially older children, exhibited significant learning of the trained task. On pre- to post-training measures (test-retest), most groups exhibited improvements on most tasks. There was significant mid-transfer for a visual digit span task, with highest span in the MG, relative to other groups. These results show that both sensory and cognitive (memory or attention) training can lead to learning in the trained task and to mid-transfer learning on a task (visual digit span) within the same domain as the trained tasks. However, learning did not transfer to measures of language (reading and phonological awareness), as the PG and CG improved as much as the other trained groups. Further research is required to investigate the effects of various stimuli and lengths of training on the generalization of sensory and cognitive learning to literacy skills

Urban Biodiversity and Landscape Ecology: Patterns, Processes and Planning

Effective planning for biodiversity in cities and towns is increasingly important as urban areas and their human populations grow, both to achieve conservation goals and because ecological communities support services on which humans depend. Landscape ecology provides important frameworks for understanding and conserving urban biodiversity both within cities and considering whole cities in their regional context, and has played an important role in the development of a substantial and expanding body of knowledge about urban landscapes and communities. Characteristics of the whole city including size, overall amount of green space, age and regional context are important considerations for understanding and planning for biotic assemblages at the scale of entire cities, but have received relatively little research attention. Studies of biodiversity within cities are more abundant and show that longstanding principles regarding how patch size, configuration and composition influence biodiversity apply to urban areas as they do in other habitats. However, the fine spatial scales at which urban areas are fragmented and the altered temporal dynamics compared to non-urban areas indicate a need to apply hierarchical multi-scalar landscape ecology models to urban environments. Transferring results from landscape-scale urban biodiversity research into planning remains challenging, not least because of the requirements for urban green space to provide multiple functions. An increasing array of tools is available to meet this challenge and increasingly requires ecologists to work with planners to address biodiversity challenges. Biodiversity conservation and enhancement is just one strand in urban planning, but is increasingly important in a rapidly urbanising world

The influence of bilingualism on adolescent cognition: The roles of biculturalism, the bilingual profile, and linguistic similarity

A broad and comprehensive approach was taken in the present study, to examine how acculturation, the bilingual profile (linguistic, affective, educational, and cultural), as well as linguistic similarity modulate any effects on executive functions (ΕFs) in adolescence. We also further explored whether any such effects are developmental in nature, and thus, modulated by adolescents’ age. The study was pre-registered and investigated four bilingual adolescent populations (N = 191), and two groups of monolingual adolescents (N = 100) from the Balkan region. Participants were tested on a range of cognitive outcomes, and rich contextual information was collected. We were able to move beyond studying factors in isolation by using data-driven cluster analyses to derive groups of more or less balanced profile bilinguals. While we found significant age-driven improvements in adolescents’ performance, we found no consistent evidence for an effect of bilingualism on EFs, across a range of tasks, taking into consideration a range of potential confounds and as a function of acculturation, bilingual profile or linguistic similarity. This suggests that when considering the wider bilingual picture, there is no evidence for a bilingual advantage in a range of EFs, even at such a sensitive period for cognitive development

Written text production in Greek-speaking children with Developmental Language Disorder and typically developing peers, in relation to their oral language, cognitive, visual-motor coordination, and handwriting skills

Written text production remains a relatively under-explored area in the child development literature, not only for typically developing (TD) children, but also for children with Developmental Language Disorder (DLD), despite its important role for academic performance and life success. The present study attempts the combined investigation of written text production (productivity, accuracy, and complexity) in relation to oral language, cognitive, visual-motor coordination, and handwriting skills, among 60 Greek-speaking school-age children with and without DLD (N = 30 in each group). Participants were given a battery of tasks measuring oral language (phonological awareness, receptive and expressive grammar), cognitive (rapid automatized naming, verbal working memory, visual memory—immediate and delayed), visual-motor coordination, and handwriting skills (alphabet writing fluency and copying shapes). They were also asked to write a story, given a prompt, with their productions evaluated according to productivity, accuracy and complexity. As expected, children with DLD were outperformed by TD children across all oral language measures, in most cognitive measures, on visual-motor coordination and handwriting, as well as in written text production. Results also demonstrated the contribution of oral language skills to the prediction of writing productivity and complexity among TD children, as well as that of rapid automatized naming, visual-motor coordination and alphabet writing fluency in the case of spelling accuracy among peers with DLD. Particularly, the present study highlights the importance of oral language skills, not explicitly incorporated in relevant developmental models, along with other underexplored factors, such as rapid automatized naming ability and visual motor coordination. The results are discussed in relation to research evidence emphasizing the need for comprehensive assessments of written text production determinants in languages other than English. © 2021, The Author(s), under exclusive licence to Springer Nature B.V

Emotional devaluation in ignoring and forgetting as a function of adolescent development

We know that emotion and cognition interact to guide goal-directed behavior. Accordingly, it has recently been shown that distracting stimuli (Raymond, Fenske, & Tavassoli, 2003) and instructed to-be-forgotten items (Vivas, Marful, Panagiotidou, & Bajo, 2016) are emotionally devaluated. The devaluation by inhibition hypothesis (Raymond, Fenske, & Tavassoli, 2003) is the main theoretical explanation of these effects. However, we know little about how the cognition-emotion interplay is further modulated by development, and particularly, by changes in inhibitory control and affective processing within the adolescence period. In the present study we combined a selective attention task with faces, and a selective memory (directed forgetting paradigm) task with words, with a pleasantness evaluation task to address this question in three age groups; younger adolescents, older adolescents and young adults. Younger adolescents exhibited worse accuracy in the attention task, lower overall recognition of words in the memory task, and a smaller in magnitude directed forgetting effect in the latter, relative to the two older groups. That is, they showed less efficient inhibitory control in attention and memory selection. Despite this, all groups showed similar devaluation effects of the distractor faces and the to-be-forgotten words. Our findings do not fully support an inhibition account of such effects. Yet, they support the robustness of the forgetting devaluation effect, replicating the findings of Vivas, Marful, Panagiotidou, and Bajo (2016) with a Greek version of the task and in a bigger sample of participants