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Attention difficulty is associated with poor performance on executive functioning (EF) tasks, yet EF is enhanced in bilingual children. However, no research to date has investigated the possible interaction between bilingualism and attention ability in children to determine the consequences for EF when both are present. We assessed a sample of typically-developing children who were 8- to 11-years old for their ability in attention control and level of bilingualism on the basis of questionnaires completed by parents and teachers. Children performed three tasks requiring aspects of EF: stop signal task (inhibition), flanker task (interference control), and frogs matrices task (spatial working memory). Results from hierarchical regressions confirmed that both attention ability and bilingualism contributed to performance on the EF tasks. Where interaction effects were significant, they showed that attention ability was a stronger predictor for an inhibition task, namely stop signal, and bilingualism a stronger predictor for an interference task, namely flanker. Furthermore, these results allow us to discuss the relation between EF and attention ability.
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Responsibilities that counselors are charged with to assure the protection of clients rights and the promotion of client welfare: 1. Identify the clinical issue 2. Identifying the system issue 3.
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Did the study include sampling inclusion criteria? What were those criteria? Were these criteria appropriate for this study?a.Yes, the study included a sampling inclusion criteria.b.The criteria was: i.The targeted child was between the ages of 3 to 5 years old at the time of data collection between March 2010 through March 2011ii.The mother had primary custody or regular visitation with the childiii.The dyad lived in state and/or was able to meet in state for the data collection iv.The mother participated in the MTB program or the control condition beyond the initial consent period. c.Yes, the criteria was appropriate for the study.2.Sampling inclusion and exclusion are developed to determine what type of population? What is the accessible population? Document your answer.a.Sampling inclusion criteria are the requirements identified by the researcher that must be present for an element or participant to be included in a sample. b.Sampling exclusion criteria are the requirements identified by the researcher that eliminate or exclude participants from being in a sample. c.Researchers may identify from very broad sampling criteria to very specific criterion. Broad sampling criteria can promote a large, diverse, or heterogeneous population, while specific sampling criteria promote a smaller, more homogeneous population. d.The accessible population is the population in research to which the researchers can apply their conclusions. This population is a subset of the target population and is also known as the study population. It is from the accessible population thatresearchers draw their samples.3.How many of the mother–child dyads with children 3 to 5 years old were available for contact for the follow-up study? How many mother–child dyads were included in the initial intervention group for the follow-up study? What frequency and percent of the mother–child dyads were unable to be contacted in the intervention group?a.50 mother-child dyads (80.6%) were available for contact.b.62 mother-child dyads from the initial intervention group met all the eligibility criteria and were therefore included in the follow up study.c.12 mother-child dyads we unreachable.
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Well both include practice in medical studies. Hope it helps