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Examining the relation between non-English home-language, executive functioning, and school readiness

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TitleInfo
Title
Examining the relation between non-English home-language, executive functioning, and school readiness
Name (type = personal)
NamePart (type = family)
Hanlin
NamePart (type = given)
Patrick M.
NamePart (type = date)
1989-
DisplayForm
Patrick Hanlin
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Cutuli
NamePart (type = given)
J. J.
DisplayForm
J. J. Cutuli
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Whitlow
NamePart (type = given)
Bill
DisplayForm
Bill Whitlow
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Daniel
NamePart (type = given)
Lauren
DisplayForm
Lauren Daniel
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Camden Graduate School
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (encoding = w3cdtf); (qualifier = exact)
2019
DateOther (encoding = w3cdtf); (qualifier = exact); (type = degree)
2019-05
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2019
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract
Self-regulation skills are key for students to succeed in school. Self-regulation is also closely related to executive functioning (EF) skills, which are cognitive abilities necessary for focusing attention and adapting to context dependent changes in pursuit of a goal. Bilingual children may have an advantage over their monolingual peers in EF. However, it is not clear if this is true among emergent bilingual students. This study examined whether exposure to a non-English language at home predicted impulsivity and inattention in the preschool classroom, and whether it does so indirectly through EF skills. Families where English is not the only language spoken at home, at least some of the time, with a three- to five-year-old preschooler were recruited for this study. The NIH Toolbox Dimensional Change Card Sort (DCCS) test and the NIH Toolbox Flanker Inhibitory Control and Attention test were used to measure EF. NIH Toolbox Picture Vocabulary Test (PVT) measured receptive vocabulary in English. Parent reports indicated what languages are spoken at home. Teachers completed the ADHD symptoms scale of the MacArthur Health and Behavior Questionnaire, which measured inattention and impulsivity. Non-English language exposure was not significantly related to DCCS, Flanker, or ADHD symptoms scale scores. PVT scores did not interact with Non-English language exposure to predict DCCS or Flanker scores. DCCS scores were positively related to ADHD symptoms scores. Methodological considerations regarding the results are discussed.
Subject (authority = ETD-LCSH)
Topic
Bilingualism in children
Subject (authority = RUETD)
Topic
Psychology
Subject (authority = ETD-LCSH)
Topic
Executive functions (Neuropsychology)
Subject (authority = ETD-LCSH)
Topic
Attention-deficit hyperactivity disorder
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_10034
PhysicalDescription
Form (authority = gmd)
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (iii, 37 pages)
Note (type = degree)
M.A.
Note (type = bibliography)
Includes bibliographical references
RelatedItem (type = host)
TitleInfo
Title
Camden Graduate School Electronic Theses and Dissertations
Identifier (type = local)
rucore10005600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/t3-n4xc-g663
Genre (authority = ExL-Esploro)
ETD graduate
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Hanlin
GivenName
Patrick
MiddleName
M.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-05-10 11:59:09
AssociatedEntity
Name
Patrick M. Hanlin
Role
Copyright holder
Affiliation
Rutgers University. Camden Graduate School
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
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ETD
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windows xp
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1.3
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DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2019-05-13T15:41:32
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2019-05-13T15:41:32
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