261
Views
1
CrossRef citations to date
0
Altmetric
Articles

Age-related changes of cognitive flexibility and planning skills in school-age Moroccan children

, , &

References

  • Abdi, H. (1987). Introduction au traitement statistique des données expérimentales. PUG.
  • Adleman, N. E., Menon, V., Blasey, C. M., White, C. D., Warsofsky, I. S., Glover, G. H., & Reiss, A. L. (2002). A developmental fMRI study of the Stroop color-word task. NeuroImage, 16(1), 61–75. https://doi.org/10.1006/nimg.2001.1046
  • Anderson, P. (2002). Assessment and Development of Executive Function (EF) during childhood. Child Neuropsychology, 8(2), 71–82. https://doi.org/10.1076/chin.8.2.71.8724.
  • Anderson, J. A. E., Mak, L., Keyvani Chahi, A., & Bialystok, E. (2018). The language and social background questionnaire: Assessing degree of bilingualism in a diverse population. Behavior Research Methods, 50(1), 250–263. https://doi.org/10.3758/s13428-017-0867-9
  • Antoniou, K., & Katsos, N. (2017). The effect of childhood multilingualism and bilectalism on implicature understanding. Applied Psycholinguistics, 38(4), 787–833. https://doi.org/10.1017/S014271641600045X.
  • Ardila, A., Rosselli, M., Matute, E., & Guajardo, S. (2005). The Influence of the parents' educational level on the development of executive functions. Developmental Neuropsychology, 28(1), 539–560. https://doi.org/10.1207/s15326942dn2801_5.
  • Baumgart, C., & Billick, S. B. (2018). Positive cognitive effects of bilingualism and multilingualism on cerebral function: A review. The Psychiatric Quarterly, 89(2), 273–283. https://doi.org/10.1007/s11126-017-9532-9.
  • Bellaj, T., Salhi, I., Le Gall, D., & Roy, A. (2016). Development of executive functioning in school-age Tunisian children. Child Neuropsychology, 22(8), 919–954. https://doi.org/10.1080/09297049.20151058349
  • Bernier, A., Carlson, S. M., & Whipple, N. (2010). From external regulation to self-regulation: Early parenting precursors of young children's executive functioning. Child Development, 81(1), 326–339. https://doi.org/10.1111/j.1467-8624.2009.01397.x
  • Berthelsen, D., Hayes, N., White, S. L. J., & Williams, K. E. (2017). Executive function in adolescence: Associations with child and family risk factors and self-regulation in early childhood. Frontiers in Psychology, 8, 903. https://doi.org/10.3389/fpsyg.2017.00903
  • Bialystok, E., & Viswanathan, M. (2009). Components of executive control with advantages for bilingual children in two cultures. Cognition, 112(3), 494–500. https://doi.org/10.1016/j.cognition.2009.06.014.
  • Blair, C., Raver, C. C., Granger, D., Mills-Koonce, R., & Hibel, L, & Family Life Project Key Investigators (2011). Allostasis and allostatic load in the context of poverty in early childhood. Development and Psychopathology, 23(3), 845–857. https://doi.org/10.1017/S0954579411000344
  • Bourdereau, F. (2006). Politique linguistique, politique scolaire: La situation du Maroc. Le Français Aujourd'hui, 154(3), 25. https://doi.org/10.3917/lfa.154.0025.
  • Brocki, K. C., & Bohlin, G. (2004). Executive functions in children aged 6 to 13: A dimensional and developmental study. Developmental Neuropsychology, 26(2), 571–593. https://doi.org/10.1207/s15326942dn2602_3.
  • Broderick, P., & Laszlo, J. I. (1988). The Effects of Varying Planning Demands on Drawing Components of Squares and Diamonds. Journal of Experimental Child Psychology, 45(1), 18–27. https://doi.org/10.1016/0022-0965(88)90048-3
  • Burgess, P. W., & Shallice, T. (1997). The Hayling and Brixton Tests. Thames Valley Test Company.
  • Calvo, A., & Bialystok, E. (2014). Independent effects of bilingualism and socioeconomic status on language ability and executive functioning. Cognition, 130(3), 278–288. https://doi.org/10.1016/j.cognition.2013.11.015.
  • Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11(2), 282–298. https://doi.org/10.1111/j.1467-7687.2008.00675.x.
  • Catale, C., Willems, S., Lejeune, C., & Meulemans, T. (2012). Parental educational level influence on memory and executive performance in children. Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 62(3), 161–171. https://doi.org/10.1016/j.erap.2012.04.003.
  • Charbonnier, V., Roy, A., Seegmuller, C., Gautier, A., & Le Gall, D. (2011). Étude d’un cas de syndrome dysexécutif à prédominance cognitive chez un enfant présentant une épilepsie frontale symptomatique. Revue de Neuropsychologie, 3(1), 11–22. https://doi.org/10.3917/rne.031.0011
  • Chelune, G. J., & Baer, R. A. (1986). Developmental norms for de Wisconsin card sorting test. Journal of Clinical and Experimental Neuropsychology, 8(3), 219–228. https://doi.org/10.1080/01688638608401314
  • Crivello, C., Kuzyk, O., Rodrigues, M., Friend, M., Zesiger, P., & Poulin-Dubois, D. (2016). The effects of bilingual growth on toddlers' executive function. Journal of Experimental Child Psychology, 141, 121–132. https://doi.org/10.1016/j.jecp.2015.08.004
  • Davidson, M. C., Amso, D., Anderson, L., & Diamond, A. (2006). Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44(11), 2037–2078. https://doi.org/10.1016/j.neuropsychologia.2006.02.006
  • Dennis, M. (2006). Prefrontal cortex: Typical and atypical development. In J. Risberg & J. Grafman (Eds.), The frontal lobes: Development, function and pathology (pp.128–162). Cambridge University Press.
  • Diamond, A. (2002). Normal development of prefrontal cortex from birth to young adulthood: Cognitive functions, anatomy, and biochemistry. In D. T. Stuss & R. T. Knight (Eds.), Principles of Frontal Lobe Function (pp. 466–503). Oxford University Press.
  • Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64(1), 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
  • Emslie, H., Wilson, F. C., Burden, V., Nimmo-Smith, I., & Wilson, B. A. (2003). Behavioural Assessment of the Dysexecutive Syndrome for Children (BADS-C). Thames Valley Test Company.
  • Engel-Yeger, B., Josman, N., & Rosenblum, S. (2009). Behavioural Assessment of the Dysexecutive Syndrome for Children (BADS-C): An examination of construct validity. Neuropsychological Rehabilitation, 19(5), 662–676. https://doi.org/10.1080/09602010802622730
  • Familiar, I., Chernoff, M., Ruisenor-Escudero, H., Laughton, B., Joyce, C., Fairlie, L., Vhembo, T., Kamthunzi, P., Barlow-Barlow, L., Zimmer, B., McCarthy, K., & Boivin, M. J. (2020). Association between caregiver depression symptoms and child executive functioning. Results from an observational study carried out in four sub-Saharan countries. AIDS Care, 32(4), 486–494. 10.1080/09540121.2019.1659917.
  • Farah, M. J. (2017). The neuroscience of socioeconomic status: correlates, causes, and consequences. Neuron, 96(1), 56–71. 10.1016/j.neuron.2017.08.034.
  • Fernald, L. C., Weber, A., Galasso, E., & Ratsifandrihamanana, L. (2011). Socioeconomic gradients and child development in a very low income population: Evidence from Madagascar. Developmental Science, 14(4), 832–847. 10.1111/j.1467-7687.2010.01032.x.
  • Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behavior Rating Inventory of Executive Function (BRIEF). Psychological Assessment Ressources.
  • Guerra, A., Hazin, I., Siebra, C., Rezende, M., Silvestre, I., Le Gall, D., & Roy, A. (2020a). Assessing executive functions in Brazilian children: A critical review of available tools. Applied Neuropsychology: Child, 1–14. 10.1080/21622965.2020.1775598.
  • Guerra, A., Guerra, Y., Silvestre, I., Rezende, M., Le Gall, D., Roy, A., & Hazin, I. (2020b). Cross-cultural adaptation of the Childhood Executive Functions Battery (CEF-B) for brazilian Portuguese. Avaliação Psicológica, 19(4), 430–440. https://doi.org/10.15689/ap.2020.1904.18744.09
  • Guerra, A., Hazin, I., Guerra, Y., Roulin, J., Le Gall, D., & Roy, A. (2021a). Developmental profile of executive functioning in school-age children from Northeast Brazil. Frontiers in Psychology, 11, 1–21. https://doi.org/10.3389/fpsyg.2020.596075
  • Guerra, A., Hazin, I., Roulin, J., Le Gall, D., & Roy, A. (2021b). Pieces of evidences of reliability of the Brazilian version of the Child Executive Functions Battery (CEF-B). Psicologia: Reflexão & Crítica, 34, 6–14. https://doi.org/10.1186/s41155-021-00171-2
  • Hackman, D. A., & Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13(2), 65–73. https://doi.org/10.1016/j.tics.2008.11.003
  • Hackman, D. A., Gallop, R., Evans, G. W., & Farah, M. J. (2015). Socioeconomic status and executive function: Developmental trajectories and mediation. Developmental Science, 18(5), 686–702. https://doi.org/10.1111/desc.12246
  • Heaton, R. K., Chelune, G. J., Talley, J. L., Kay, G. G., & Curtiss, G. (2007). WCST: Test de Classement de Cartes du Wisconsin. Hogrefe.
  • Howard, S. J., Cook, C. J., Everts, L., Melhuish, E., Scerif, G., Norris, S., Twine, R., Kahn, K., & Draper, C. E. (2020). Challenging socioeconomic status: A cross-cultural comparison of early executive function. Developmental Science, 23(1), e12854. https://doi.org/10.1111/desc.12854.
  • Huizinga, M., Dolan, C. V., & van der Molen, M. W. (2006). Age-related change in executive function: Developmental trends and a latent variable analysis. Neuropsychologia, 44(11), 2017–2036. https://doi.org/10.1016/j.neuropsychologia.2006.01.010
  • IBM Corp. (2011). Released IBM SPSS statistics for Windows, Version 20.0. IBM Corp.
  • International Test Commission. (2010). International Test Commission guidelines for translating and adapting tests. Recuperado em 24 julho 2012, de http://www.intestcom.org/upload/sitefiles/40.pdf.
  • Johnson, S. B., Riis, J. L., & Noble, K. G. (2016). State of the art review: Poverty and the developing brain. Pediatrics, 137(4), e20153075. https://doi.org/10.1542/PEDS.2015-3075
  • Laroui, F. (2011). Le drame linguistique marocain. Zellige.
  • Lawson, G. M., Hook, C. J., & Farah, M. J. (2018). A meta-analysis of the relationship between socioeconomic status and executive function performance among children. Developmental Science, 21(2), e12529. https://doi.org/10.1111/desc.12529.
  • Lebaz, S., Zarhbouch, B., & Picard, D. (2020). Conceptions naïves de la pollution chez les enfants de 7 à 12 ans: Une étude de leurs dessins. Psychologie Française, 65(1), 1–20. https://doi.org/10.1016/j.psfr.2018.01.004
  • Lee, K., Bull, R., & Ho, R. M. (2013). Developmental changes in executive functioning. Child Development, 84(6), 1933–1953. https://doi.org/10.1111/cdev.12096
  • Legare, C. H., Dale, M. T., Kim, S. Y., & Deák, G. O. (2018). Cultural variation in cognitive flexibility reveals diversity in the development of executive functions. Scientific Reports, 8(1), 16326. https://doi.org/10.1038/s41598-018-34756-2.
  • Lehto, J. E., Juujärvi, P., Kooistra, L., & Pulkkinen, L. (2003). Dimensions of executive functioning: Evidence from children. British Journal of Developmental Psychology, 21(1), 59–80. https://doi.org/10.1348/026151003321164627
  • Luria, A. R. (1966). Higher cortical functions in man. Basic Books.
  • Marquet-Doléac, J., Soppelsa, R., & Albaret, J.-M. (2010). LABY 5-12: Test des labyrinthes pour les enfants de 5 à 12 ans. Hogrèfe.
  • McCoy, D. C., Zuilkowski, S. S., & Fink, G. (2015). Poverty, physical stature, and cognitive skills: Mechanisms underlying children's school enrollment in Zambia. Developmental Psychology, 51(5), 600–614. https://doi.org/10.1037/a0038924.
  • Noble, K. G., Houston, S. M., Brito, N. H., Bartsch, H., Kan, E., Kuperman, J. M., Akshoomoff, N., Amaral, D. G., Bloss, C. S., Libiger, O., Schork, N. J., Murray, S. S., Casey, B. J., Chang, L., Ernst, T. M., Frazier, J. A., Gruen, J. R., Kennedy, D. N., Van Zijl, P., … Sowell, E. R. (2015). Family income, parental education and brain structure in children and adolescents. Nature Neuroscience, 18(5), 773–778. https://doi.org/10.1038/nn.3983.
  • Poarch, G. J. (2018). Multilingual language control and executive function: A replication study. Frontiers in Communication, 3, 46. https://doi.org/10.3389/fcomm.2018.00046.
  • Porteus, S. D. (1959). The Maze Test and clinical psychology. Pacific Books.
  • Remigereau, C., Roy, A., Costini, O., Barbarot, S., Bru, M., & Le Gall, D. (2018). Praxis skills and executive function in children with neurofibromatosis type 1. Applied Neuropsychology: Child, 7(3), 224–234. https://doi.org/10.1080/21622965.2017.1295856
  • Roche, J., Chevignard, M., Le Gall, D., Frappaz, D., Roulin, J.-L., Fournet, N., & Roy, A. (2018). Exploration du fonctionnement exécutif chez les enfants et adolescents soignés pour une tumeur cérébrale. Approche clinique des perturbations en situation d’examen et de vie quotidienne. Approche neuropsychologique des apprentissages chez l’enfant, 157, 1–11.
  • Rose, S. A., Feldman, J. F., & Jankowski, J. J. (2011). Modeling a cascade of effects: The role of speed and executive functioning in preterm/full-term differences in academic achievement. Developmental Science, 14(5), 1161–1175. https://doi.org/10.1111/j.1467-7687.2011.01068.x.
  • Roukoz, C., Er-Rafiqi, M., Le Gall, D., Bellaj, T., & Roy, A. (2018). A systematic review of cross cultural studies on executive functions in children. International Journal of Psychology and Neuroscience, 4(3), 1–31.
  • Roukoz, C., Guerra, A., Le Gall, D., Ghazi, M., & Roy, A. (2021). Development of executive functions in Lebanese children. Developmental Neuropsychology, 1–14. https://doi.org/10.1080/87565641.2021.1897592
  • Roy, A., Roulin, J. L., Charbonnier, V., Allain, P., Fasotti, L., Barbarot, S., Stalder, J.-F., Terrien, A., & Le Gall, D. (2010). Executive dysfunction in children with neurofibromatosis type 1: a study of action planning. Journal of the International Neuropsychological Society, 16(6), 1056–1063. https://doi.org/10.1017/S135561771000086X[PMC].
  • Roy, A., Barbarot, S., Roulin, J. L., Charbonnier, V., Fasotti, L., Stalder, J. F., & Le Gall, D. (2014). Is executive function specifically impaired in children with neurofibromatosis type 1? A neuropsychological investigation of cognitive flexibility. Applied Neuropsychology: Child, 3(2), 94–102. https://doi.org/10.1080/21622965.2012.704185
  • Roy, A. (2015). Approche neuropsychologique des fonctions exécutives de l’enfant: état des lieux et éléments de prospective. Revue de Neuropsychologie, 7(4), 245–256. https://doi.org/10.3917/rne.074.0245
  • Roy, A., Allain, P., Roulin, J. L., Fournet, N., & Le Gall, D. (2015). Ecological approach of executive functions using the Behavioural Assessment of the Dysexecutive Syndrome for Children (BADS-C): Developmental and validity study. Journal of Clinical and Experimental Neuropsychology, 37(9), 956–971. https://doi.org/10.1080/13803395.2015.1072138
  • Roy, A., Kefi, M.-Z., Bellaj, T., Fournet, N., Le Gall, D., & Roulin, J.-L. (2018). The Stroop test: A developmental study in a French children sample aged 7–12 years. Psychologie Française, 63(2), 129–143. https://doi.org/10.1016/j.psfr.2016.08.001
  • Roy, A., Fournet, N., Le Gall, D., & Roulin, J.-L. (2020). Un nouveau dispositif d’évaluation des fonctions exécutives chez l’enfant: la batterie FÉE. ANAE: Approche Neuropsychologique Des Apprentissages Chez l’Enfant, 167, 393–402.
  • Schroeter, M. L., Zysset, S., Wahl, M., & von Cramon, D. Y. (2004). Prefrontal activation due to Stroop interference increases during development-an event-related fNIRS study. NeuroImage, 23(4), 1317–1325. https://doi.org/10.1016/j.neuroimage.2004.08.001
  • Shallice, T., Marzocchi, G. M., Coser, S., Del Savio, M., Meuter, R. F., & Rumiati, R. I. (2002). Executive function profile of children with attention deficit hyperactivity disorder. Developmental Neuropsychology, 21(1), 43–71. https://doi.org/10.1207/S15326942DN2101_3.
  • Soloman, S. R., & Sawilowsky, S. S. (2009). Impact of rank-based normalizing transformations on the accuracy of test scores. Journal of Modern Applied Statistical Methods, 8(2), 448–462. https://doi.org/10.22237/jmasm/1257034080
  • Soussi, H. (2015). Diglossie au Maroc: Inter-culturalité et Aménagement Linguistique. In G. Brun-Trigaud (Éd.), Contacts, conflits et créations linguistiques (p. 142–152). Éditions du Comité des travaux historiques et scientifiques.
  • The United Nations Children's Fund (UNICEF). (2015). Résumé Maroc, Rapport national sur les enfants non scolarisés, Bureau régional. Moyen-Orient et Afrique du nord. Rabat, Maroc.
  • Toplak, M. E., West, R. F., & Stanovich, K. E. (2013). Practitioner review: do performance-based measures and ratings of executive function assess the same construct? Journal of Child Psychology and Psychiatry, and Allied Disciplines, 54(2), 131–143. https://doi.org/10.1111/jcpp.12001
  • Tran, C., Arredondo, M., & Yoshida, H. (2019). Early executive function: The influence of culture and bilingualism. Bilingualism, 22(4), 714–732. https://doi.org/10.1017/S1366728918000160
  • Turbeville, A., Aber, J. L., Weinberg, S. L., Richter, L., & van Heerden, A. (2019). The relationship between multidimensional economic well‐being and children’s mental health, physical health, and executive function development in South Africa. Developmental Science, e12846. https://doi.org/10.1111/desc.12846.
  • United Nations Development Programme & Human Development Report Office. (2020). Rapport sur le développement humain 2019. United Nations.
  • Ursache, A., & Noble, K. G, & the Pediatric Imaging, Neurocognition and Genetics Study. (2016). Socioeconomic status, white matter, and executive function in children. Brain and Behavior, 6(10), e00531. https://doi.org/10.1002/brb3.531.
  • Ware, A. T., Kirkovski, M., & Lum, J. A. G. (2020). Meta-analysis reveals a bilingual advantage that is dependent on task and age. Frontiers in Psychology, 11, 1458. https://doi.org/10.3389/fpsyg.2020.01458.
  • Wechsler, D. (1996). Manuel de l’échelle d’intelligence de Wechsler pour enfant, troisième édition. Les Editions du Centre de Psychologie Appliquée.
  • Welsh, M. C., Pennington, B. F., & Groisser, D. B. (1991). A normative‐developmental study of executive function: A window on prefrontal function in children. Developmental Neuropsychology, 7(2), 131–149. https://doi.org/10.1080/87565649109540483
  • Willoughby, M. T., Piper, P., Kwayumba, D., & McCune, M. (2019). Measuring executive function skills in young children in Kenya. Child Neuropsychology, 25(4), 425–444. https://doi.org/10.1080/09297049.2018.1486395
  • World Bank, World Development Indicators. (2018). The World Bank Group, Literacy rate, adult total. https://data.worldbank.org/indicator/SE.ADT.LITR.ZS?locations=MA.
  • Xu, F., Han, Y., Sabbagh, M. A., Wang, T., Ren, X., & Li, C. (2013). Developmental differences in the structure of executive function in middle childhood and adolescence. PLOS One, 8(10), e77770. https://doi.org/10.1371/journal.pone.0077770.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.