Exploring Differences in Executive Functioning and Neural Activation Patterns Between Multilinguals and Monolinguals with and Without ADHD
London (United Kingdom)
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Ongoing
Primary Contact Christopher Pelz
Email christopher.pelz.18@ucl.ac.uk
Study Details
Hi! My name is Christopher Pelz, and I am a doctoral student at the Institute of Education.
I am looking for:
Monolingual and multilingual children (ages 7 to 10) with & without ADHD to play games on a computer and maybe get a measure of your brain activity! The whole session will last about 60 minutes and will take place at Goldsmiths University.
Session 1: Takes place online from anywhere! Computerised games will take approximately 60 minutes.
Session 2: Projected for a later date. This part will measure brain activity and will require being in person!
Background and Aims
Children who are multilingual tend to exhibit enhanced cognitive performance due to control of multiple language systems. Therefore, multilinguals with ADHD could show better cognitive performance in comparison to monolinguals with ADHD.
The aim of this project is to analyse the developmental contributions of multilingualism on executive functioning, for this could help demonstrate how linguistic experiences could positively influence cognitive symptoms of ADHD. Behavioral data (games of executive functioning) can be completed online, and Cognitive data (potentially for a later date) will require in-person testing at Goldsmith’s University in London. Both sessions (online and in-person) will take approximately 60 minutes. Please contact if interested, or fill out Google Forms by visiting the link below!
Sign Up: https://forms.gle/S5sLTjMrasRA1AKL9