Search Results (170)

The bilingual advantage hypothesis proposes that bilingual children will display greater executive function (EF) skills compared to their monolingual peers. However, most research on this topic neglects to include monolingual children from both language groups for comparison, thus confounding language status and cultural context. To address this gap, we administered an extensive battery of EF tasks to 189 typically developing children ages 47–95 months (M_age = 71.47, SD = 11.68, 42.9 % Female) drawn from three language status groups: Korean-English Bilingual and English Monolingual (both in the northwestern United States) and Korean Monolingual (South Korea). Korean-English Bilingual children scored significantly higher on the EF composite than Korean Monolingual children, even after controlling for child age and verbal ability. Both English Monolingual and Korean-English Bilingual children waited significantly longer during a delay-of-gratification task than Korean Monolingual children when controlling for age and verbal ability. Korean-English Bilingual children outperformed English Monolingual and Korean Monolingual children on the Comprehensive Test of Nonverbal Intelligence. There were no significant differences between language status groups on the other individual EF tasks after adjusting for multiple comparisons. Taken together, we did not find consistent support for a bilingual advantage in EF skills: Country of residence also played a role, with children living in the United States outperforming children living in Korea in some cases. Full article

The nonfluent/agrammatic variant of primary progressive aphasia (nfav-PPA) and primary progressive apraxia of speech (PPAOS) are neurodegenerative syndromes that raise diagnostic challenges related to several issues. First, there are two divergent conceptions, one stipulating that (i) nfav-APP and PPAOS are distinct entities, and the other (ii) that PPAOS has to be integrated into the nfav-APP spectrum. A second related issue concerns the consideration of phonological dimensions, lying at the language interface with speech, which could potentially help overcome the nfva-PPA/PPAOS controversy. Third, there is a lack of internationally validated clinical tests assessing apraxia of speech and syntactic abilities with sufficient specificity and sensitivity. This narrative review discusses these issues taking into account clinical, neurocognitive and neurobiological dimensions. It proposes a conceptual-integrative framework conciliating competing nfav-APP/PPAOS accounts while suggesting a graded continuum with subdivisions, related to neurodegenerative expansion throughout language/speech production systems, ranging from syntactic to phonological to phonetic-articulatory impairments. A second controversy in the field of PPA arises from divergent conceptions of semantic PPA (sv-PPA), defined by primary damage to verbal semantics, and of semantic dementia (SD) characterized by multimodal semantic impairments. The current consensus criteria of PPA have deconstructed the initial SD conception by absorbing it into sv-PPA, hence leaving mixed and some non-verbal semantic phenotypes nosologically orphaned. Again, the article proposes a conceptual and integrative model, built on findings from clinical research and cognitive neuroscience, suggesting a graded continuum with subdivisions spanning from verbal to different non-verbal semantic impairments including social-semantic/behavioral phenotypes. Full article

Background: Empathy is a critical component of patient-centered care, influencing clinical outcomes, patient satisfaction, and adherence. Despite its recognized importance, empathy often declines during medical training, particularly in clinical years. Traditional teaching methods, such as reflective writing or self-assessment scales, often fail to promote sustained behavioral change. This study evaluated a structured, skills-focused empathy training program integrated into the third-year medical curriculum, designed to improve observable communication behaviors through actor-led simulation and multi-rater feedback. Methods: This single-group pre-post study evaluated a four-week mandatory intervention embedded within the clinical communication curriculum. Students were assessed before and after the intervention using a 19-item checklist covering five domains of empathy-related communication. Pre-post changes were analyzed using paired-sample t-tests and Cohen’s dz. Results: Thirty-two third-year medical students (mean age 21.25 years, 53% female) participated in the study. Post-intervention scores were significantly higher than baseline scores for the overall empathy-related communication score and across all five domains (all p ≤ 0.001). The overall mean score increased from 7.5 (SD 1.43) to 9.2 (SD 1.14), with a mean difference of 1.7 points (95% CI 1.12 to 2.28; p < 0.001), corresponding to a large paired-sample effect size (Cohen’s dz = 1.03). The largest domain-level gains were observed in verbal and non-verbal communication. Conclusions: This curriculum-embedded, actor-led empathy training intervention was associated with short-term improvement in observed empathy-related communication behaviors among third-year medical students. These findings support the feasibility of behaviorally grounded empathy training within undergraduate medical education, while highlighting the need for controlled and longitudinal studies to assess durability and transferability. Full article

Gifted education is gaining traction in many non-Western contexts, including the United Arab Emirates (UAE), which has developed many policies to develop giftedness. However, the identification of giftedness relies heavily on instruments developed in Western contexts, which have the potential to derail efforts toward promoting gifted education in the UAE. This study aimed to present data on 999 grade 4 to 12 students who completed the UAE’s national gifted identification test, known as the Hamdan Gifted test. Guided by the Cattell–Horn–Carroll theory, this study reports data on ability tests (verbal ability, nonverbal ability and preknowledge of mathematics and science) completed by students across the UAE between 2018 and 2023. The results revealed that 53% of the participants demonstrated superior ability in science, whereas 19% reported superior ability in mathematics. The percentage of students who demonstrated superior ability in other domains was as follows: verbal ability (52%; word crossing), verbal ability (14; true/false) and nonverbal ability (29%). The study concludes with recommendations for teacher development to enhance the teaching of mathematics to gifted students in schools in the UAE and beyond. Full article

Executive function (EF) impairments are common in children with intellectual and developmental disabilities and have a significant impact on learning and daily life. Cognitive training programs aimed at strengthening EFs may show limited feasibility and generalization. However, recent studies suggest that ecological, curriculum-embedded problem-solving activities may be more promising. This multiple-baseline single-case study tested the feasibility and efficacy of a short computational thinking and coding intervention based on problem-solving for children with sickle cell disease, a hemoglobinopathy associated with cognitive decline and EF deficits. The trial followed the What Works Clearinghouse (WWC) Version 5 guidelines for single-case research. Three 7–8-year-old children with lower-range IQ (71–82) and EF impairments completed 11 coding sessions over 5–6 weeks using code.org, with pre/post assessments of non-verbal EF (planning, inhibition, and switching), and verbal EF skills (verbal working memory, phonological fluency and semantic fluency). Results showed 100% adherence to the intervention, significant improvement in coding (IRD range = 0.69–0.79), with positive transfer effects on nonverbal planning skills (gains > 2 z-scores) and also verbal fluency (z-score gains ranging from 0.47 to 1.04). Inter-individual variability in effects was related to the child’s individual cognitive profile. Findings suggest that problem-solving, coding-based activities can be feasible and potentially beneficial for children with significant EF impairments. Full article

Live-streaming commerce has become a routine channel for merchants, and streamers’ nonverbal cues are closely associated with consumer responses and conversion. Drawing on real live-streaming settings, this study examined the relationship between streamers’ nonverbal cues and consumer purchase behavior, and further tested whether immersion, as reflected by average watch time, helped explain this relationship. Building on Social Cognitive Theory, we constructed a multimodal dataset of 4600 product-presentation segments from 546 live sessions. Using an automated computer-vision-based framework, we measured segment-level nonverbal behaviors, including nodding frequency, gesture intensity, postural movement intensity, forward lean, and camera proximity. We then examined how these nonverbal cues were associated with consumer purchase behavior and through what mechanisms in live-streaming settings. The results showed that each nonverbal cue was positively and significantly associated with consumer purchase behavior. Mediation tests further indicated that immersion significantly helped explain the relationships between nonverbal cues and consumer purchase behavior. From a process perspective, this study extends the range of constructs examined in live-streaming commerce and clarifies how nonverbal communication is associated with outcomes, offering practical implications for streamer training, camera setup, and content design. Full article

Background/Objectives: With growing waves of migration, children speaking a home language different from the language of school literacy have become increasingly common in Western education systems. In this context, understanding and monitoring bilinguals’ reading development is crucial to inform both educational and clinical practices and ensure equitable services. The present study contributes to the literature by investigating learning patterns in single-word reading across primary school grades. Monolingual and bilingual children learning to read in an alphabetic orthography were examined. Methods: The sample consisted of 565 typically developing monolingual and bilingual primary school children from grades 1–5 (bilinguals = 162). Participants completed a computerised Lexical Decision task (LDT) recording accuracy and response times, and standardised tests of reading and cognition. A parental questionnaire was used to gather socio-demographic and linguistic information. Results: Response bias-corrected accuracy rates in the LDT revealed an increase in sensitivity across school years after correcting for potential confounds (SES, vocabulary, nonverbal intelligence). No significant effect of bilingualism was observed. Response times for correct responses also decreased consistently across grades after controlling for the same confounds. Although no significant main effect of bilingualism emerged, an interaction with grade revealed a greater decrease in response times for second-grade bilinguals compared to monolingual peers. Conclusions: Monolingual and bilingual children showed comparable sensitivity rates and reading times, suggesting similar decoding skill acquisition. However, an earlier decrease in response times for bilinguals points to a facilitatory effect in the early stages of reading development, consistent with a bilingual advantage during skill learning. Full article

This work proposes a hybrid Uzbek sentiment analysis model (sometimes referred to as tonality analysis in the local literature) that integrates contextual text representations with named-entity information from an NER module and emoji-based emotional cues that are common in short online messages. To provide a comprehensive baseline comparison, we evaluate seven approaches—SVM, LSTM, mBERT, XLM-RoBERTa-base, mDeBERTa-v3, LaBSE, and the proposed hybrid model—covering both classical machine learning and modern multilingual transformer architectures for low-resource sentiment tasks. The overall pipeline begins with Uzbek-specific text normalization to reduce noise from informal spellings, transliteration variants, and inconsistent apostrophe usage. In parallel, the system performs explicit emoji extraction to capture affective signals that are often expressed non-verbally in social media texts. Next, we construct three complementary feature streams: a context encoder for sentence-level semantics, NER-driven entity features that encode entity mentions and types, and an emotion module that models emoji priors and their interaction with contextual meaning. These streams are fused into a unified representation and fed to a final classifier to predict sentiment polarity. Experiments on an Uzbek test set demonstrate that the hybrid model reaches an F1-score of 0.92, consistently outperforming text-only baselines. The results indicate that entity-aware and emoji-informed features improve robustness under sarcasm/irony, mixed sentiment with multiple targets, and orthographic noise, making the approach suitable for social media analytics, public opinion monitoring, customer feedback triage, and recommendation-oriented text mining. Full article

With applications in psychology, security, and human–computer interaction, facial expression recognition (FER) has become an essential tool for non-verbal communication. Current research often categorizes expressions into micro- and macro-types, yet existing datasets suffer from inconsistent labelling for classes, limited diversity of the databases, and insufficient scale for the currently available datasets. To address these gaps, this work proposes a novel framework combining the diffusion model with pre-trained CNNs. Leveraging original images from established datasets, CASME II, we generate synthetic facial expressions to augment training data, mitigating bias and inconsistency. The synthetic dataset is evaluated using ResNet 50, VGG16 and Inception V3 architectures. Inception V3 trained on the proposed AI-generated dataset and tested using CASME II, VGG-16 with data augmentation applied is trained on CASME II and tested on the proposed AI-generated dataset, and Inception V3 with 30% freezing layers method is trained on the proposed AI-generated dataset and tested using CASME II. These all successfully achieved state-of-the-art performance. The data augmentation and freezing layers approaches significantly improved the performance of the models. Our proposed approaches achieved state-of-the-art performance and outperformed most of the existing state-of-the-art approaches benchmarked in this study. Full article

There is a growing consensus that we must look beyond IQ to understand the mechanisms of talent development. Grounded in the Actiotope Model of Giftedness, this study adopts a resource-based approach and examines the incremental and interactive contributions of educational and learning capital to STEM achievement beyond IQ. Data were collected from 318 German secondary school students (grades 6–10; M_age = 12.08; 50.3% male) using domain-specific measures of educational and learning capital, a nonverbal matrix intelligence test, and STEM grades. Robust regression and mediation analyses showed that learning capital significantly predicted STEM achievement beyond general intelligence, whereas educational capital exerted no direct effect. Instead, the relationship between educational capital and achievement was fully mediated by learning capital. Moreover, the interaction term of educational and learning capital predicted achievement. A further interaction indicated that the positive effect of learning capital on STEM achievement was stronger for students with higher intelligence, consistent with an intelligence utilization (Matthew) effect. These findings support a systemic interpretation of achievement in which intelligence reflects prior resource utilization and functions as a catalyst, while current learning resources constitute the proximal determinants of STEM performance. Full article

Background: Dental anxiety is common in pediatric dentistry and may hinder care, particularly in behaviorally challenging children. Most anxiety measures rely on verbal report, which can be unreliable in young patients. This study explored whether the Lüscher Color Test, a non-verbal psychological instrument, shows associations with established anxiety proxies in a pediatric dental sedation setting. Methods: In this single-center prospective observational study, 100 children aged 4–12 years referred for dental treatment in a conscious sedation unit were recruited; 80 completed the protocol (exclusion rate 20%). N₂O/O₂ inhalation sedation was not randomized and was selected by the clinician based on clinical judgement. Anxiety was assessed pre- and post-operative using the Lüscher Color Test, heart rate (HR) monitoring, and the Visual Facial Anxiety Scale (VFAS). The primary outcome was the pre–post change in the Lüscher anxiety index calculated as the pre-operative score minus the post-operative score (Δ = pre − post). Associations between changes in anxiety measures and demographic/clinical variables were examined. Results: Anxiety scores decreased after treatment for both the Lüscher Color Test and VFAS (both p < 0.001). Change in Lüscher scores was positively associated with HR reduction (Spearman r = 0.68; p < 0.01), whereas VFAS change showed a weaker association (r = 0.28; p < 0.05). In regression analyses, treatment-related variables were explored; however, given the observational design and subgroup imbalance, these findings should be interpreted cautiously. Conclusions: Although pre–post scores suggested a reduction in anxiety, the Lüscher Color Test should be considered an exploratory, complementary non-verbal measure rather than a validated diagnostic instrument. In the multivariable logistic regression, nitrous oxide sedation showed only a non-significant trend toward greater anxiety reduction (p = 0.07). Further studies with appropriate validation frameworks and stronger designs are needed before clinical implementation can be recommended. Full article

Background/Objectives: The foetal alcohol syndrome spectrum is linked with neurodevelopmental delay and cognitive and educational problems. Direct consequences of prenatal alcohol exposure include impaired processes of neural migration and brain development. Among the important features present in affected children are impaired communicational skills and intelligence. Methods: Here we presented the case–control comparison of 124 children with foetal alcohol syndrome spectrum disorder (FAS: 62 (50%), pFAS: 34 (27.42%) and ARND: 28 (22.58%)) and 53 healthy controls regarding intelligence quotient and a verbal fluency task. The verbal and non-verbal intelligence was measured using the WISC-R scale, and the verbal fluency task encompassed phonemic, semantic and categorial assessment in 15 and 60 s; we used the authors’ parental/caregiver survey to determine risk factors. In statistical analysis both methods of classical parametric/non-parametric tests and machine learning algorithms were used. Results: Foetal alcohol syndrome spectrum patients were clearly distinguished from healthy controls regarding total verbal and non-verbal intelligence, as well as all three categories of verbal fluency (p < 0.01). ML methods distinguished an FAS group with 0.49 precision and 80% recall and for pFAS and ARND diagnoses we obtained: 0.50/0.33 precision and 3%/7% recall. None of the parameters analysed in our study differentiated foetal alcohol syndrome, partial foetal alcohol syndrome and alcohol-related neurodevelopmental disorders. Conclusions: Children with foetal alcohol syndrome spectrum disorder markedly differ from healthy control subjects in intelligence and verbal fluency. The diagnostic sub-types of foetal alcohol spectrum are not clearly defined in obtained neuropsychological and clinical data. Full article

In recent decades, technological advances have fostered new therapeutic approaches for children with neurodevelopmental disorders, particularly Autism Spectrum Disorder. Educational robotics has emerged as a promising resource for acquiring social skills, recognizing emotions, and developing theory of mind. However, there is still a need to understand which dimensions are most susceptible to this specific intervention and how its impact differs based on individual profiles. This study analyzes the effect of a therapeutic intervention based on Educational Robotics on Social Skills, Emotional Recognition, and Theory of Mind in two students diagnosed with Autism Spectrum Disorder. The intervention was structured in seven sessions using the ANDY^® kit. Tests from the NEPSY-II battery and an observational rubric of Social Skills recorded session by session were applied. Both participants showed significant improvements in Social Skills, especially in rules of courtesy, nonverbal communication, and conversational interaction. Regarding Emotional Recognition, one participant improved in identifying highly affective emotions, while the other showed more modest progress. Theory of Mind showed progress in only one of the participants. Adherence was high, although a slight decrease in motivation was identified in the last sessions. These results suggest that Educational Robotics, when applied within a structured therapeutic framework, can effectively foster socioemotional development in children with Neurodevelopmental Disorders. However, variability across domains highlights the importance of tailoring interventions to individual profiles and complementing them with strategies that support the transfer of learning to natural contexts. Full article

Children with Down syndrome (DS) show considerable variability in social-communication and cognitive profiles, and a subset meet criteria for co-occurring autism. In the present study, we examined the associations between developmental domains and autistic trait severity in toddlers with DS. Participants included 38 toddlers (M = 4.19 years, SD = 0.99) who completed a home-based assessment, including measures of language, fine motor, and visual reception skills. Caregivers also completed standardized questionnaires on communication and executive functioning. Multiple regression analyses tested the degree of association between these developmental domains and autistic traits. Fewer words produced fewer gestures, and more impaired fine motor and visual reception scores were significantly associated with higher autism trait severity, whereas executive function domains were not significantly associated. Preliminary findings indicate that variability in language and nonverbal developmental skills contributes to the expression of autism traits in DS, underscoring the need for early, multidomain assessment approaches to support accurate identification and tailored intervention. Full article

Background/Objectives: Facial expressions are central to nonverbal communication and social cognition, and their recognition is shaped not only by facial features but also by contextual cues and prior experience. In high-threat contexts, rapid and accurate decoding of others’ emotions is adaptively advantageous. Grounded in neurocognitive models of face processing and vigilance, we tested whether brief perceptual adaptation to emotionally salient scenes, real-world disaster exposure, and pre-traumatic stress reactions enhance facial-emotion categorization. Methods: Fifty healthy adults reported prior direct exposure to catastrophic events (present/absent) and completed the Pre-Traumatic Stress Reactions Checklist (Pre-Cl; low/high). In a computerized task, participants viewed a single adaptor image for 5 s—negative (disaster), positive (pleasant environment), or neutral (phase-scrambled)—and then categorized a target face as emotional (fearful, angry, happy) or neutral as quickly and accurately as possible. Performance was compared across adaptation conditions and target emotions and examined as a function of disaster exposure and Pre-Cl. Results: Emotional adaptation (negative or positive) yielded better performance than neutral adaptation. Higher-order interactions among adaptation condition, target emotion, disaster exposure, and Pre-Cl indicated that the magnitude of facilitation varied across specific facial emotions and was modulated by both experiential (exposed vs. non-exposed) and dispositional (low vs. high Pre-Cl) factors. These effects support a combined influence of short-term contextual tuning and longer-term experience on facial-emotion categorization. Conclusions: Brief exposure to emotionally salient scenes facilitates subsequent categorization of facial emotions relative to neutral baselines, and this benefit is differentially shaped by prior disaster exposure and pre-traumatic stress. The findings provide behavioral evidence that short-term perceptual adaptation and longer-term experiential predispositions jointly modulate a fundamental communicative behavior, consistent with neurocognitive accounts in which context-sensitive visual pathways and salience systems dynamically adjust to support adaptive responding under threat. Full article