Browsing by Author "Chevalier, Nicolas"

Now showing items 1-3 of 3

    • Consistent use of proactive control and relation with academic achievement in childhood 

      Kubota, Maki; Hadley, Lauren V; Schaeffner, Simone; Könen, Tanja; Meaney, Julie-Ann; Auyeung, Bonnie; Morey, Candice C; Karbach, Julia; Chevalier, Nicolas (Journal article; Tidsskriftartikkel; Peer reviewed, 2020-06-08)
      As children become older, they better maintain task-relevant information in preparation of upcoming cognitive demands. This is referred to as proactive control, which is a key component of cognitive control development. However, it is still uncertain whether children engage in proactive control consistently across different contexts and how proactive control relates to academic abilities. This study ...

    • The effect of metacognitive executive function training on children's executive function, proactive control, and academic skills 

      Kubota, Maki; Hadley, Lauren V.; Schaeffner, Simone; Könen, Tanja; Meaney, Julie-Anne; Morey, Candice C.; Auyeung, Bonnie; Moriguchi, Yusuke; Karbach, Julia; Chevalier, Nicolas (Journal article; Tidsskriftartikkel; Peer reviewed, 2023)
      The current study investigated the effects of metacognitive and executive function (EF) training on childhood EF (inhibition, working memory [WM], cognitive flexibility, and proactive/reactive control) and academic skills (reading, reasoning, and math) among children from disadvantaged backgrounds. Children (N = 134, Mage = 8.70 years) were assigned randomly to the three training groups: (a) ...

    • Losing access to the second language and its effect on executive function development in childhood: The case of'returnees' 

      Kubota, Maki; Chevalier, Nicolas; Sorace, Antonella (Journal article; Tidsskriftartikkel; Peer reviewed, 2020-03-31)
      This study examined how relative language proficiency and exposure influence the development of executive function (EF) in 7–12 year-old bilingual ‘returnee’ children. Returnees are children of immigrant families who were immersed in an environment where their second language (L2; English) was the majority societal language and returned to their native language (L1; Japanese) environment after the ...