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The topic of whether or not there is a link between language and motor control in left-handed and right-handed individuals remains unanswered. Thirty-four people, fifteen of whom were left-handed and nineteen of whom were right-handed, participated in a study in which they were asked to perform a variety of speech, language, and manual tasks. Their recorded audio and videos were acoustically and perceptually analyzed. Two-way ANOVA and a General Linear Model regression were performed, which showed both manual ability and hand preference (right hand for grasping) affect speech and language production. These results lay the foundation for future research investigating language ability and manual function in adults.

The topic of whether or not there is a link between language and motor control in left-handed and right-handed individuals remains unanswered. Thirty-four people, fifteen of whom were left-handed and nineteen of whom were right-handed, participated in a study in which they were asked to perform a variety of speech, language, and manual tasks. Their recorded audio and videos were acoustically and perceptually analyzed. Two-way ANOVA and a General Linear Model regression were performed, which showed both manual ability and hand preference (right hand for grasping) affect speech and language production. These results lay the foundation for future research investigating language ability and manual function in adults.

The topic of whether or not there is a link between language and motor control in left-handed and right-handed individuals remains unanswered. Thirty-four people, fifteen of whom were left-handed and nineteen of whom were right-handed, participated in a study in which they were asked to perform a variety of speech, language, and manual tasks. Their recorded audio and videos were acoustically and perceptually analyzed. Two-way ANOVA and a General Linear Model regression were performed, which showed both manual ability and hand preference (right hand for grasping) affect speech and language production. These results lay the foundation for future research investigating language ability and manual function in adults.

The topic of whether or not there is a link between language and motor control in left-handed and right-handed individuals remains unanswered. Thirty-four people, fifteen of whom were left-handed and nineteen of whom were right-handed, participated in a study in which they were asked to perform a variety of speech, language, and manual tasks. Their recorded audio and videos were acoustically and perceptually analyzed. Two-way ANOVA and a General Linear Model regression were performed, which showed both manual ability and hand preference (right hand for grasping) affect speech and language production. These results lay the foundation for future research investigating language ability and manual function in adults.

The Return to Sport protocol (RTS) requires concussed athletes to progress through a symptom-limited 6 Stage process before returning to sport. While this protocol is beneficial for managing the physical symptoms of a concussion, it is limited in considering the psychosocial factors of rehabilitation. Given that psychosocial elements of rehabilitation have been associated with athletes’ readiness to return to sport in musculoskeletal injuries, understanding the psychosocial elements of sports-related concussions (SRC) rehabilitation may be beneficial for understanding athletes’ psychological readiness to return to sport following RTS. This qualitative multiple-case study utilized a combination of timelining and two semi-structured interviews to explore the psychosocial factors of concussion rehabilitation and psychological readiness to return to sport. Five themes were developed from athletes’ shared experiences of concussion rehabilitation and return to sport. These findings provide preliminary evidence of the complex psychosocial factors that influence concussed athletes’ rehabilitation and readiness to return to sport.

The Return to Sport protocol (RTS) requires concussed athletes to progress through a symptom-limited 6 Stage process before returning to sport. While this protocol is beneficial for managing the physical symptoms of a concussion, it is limited in considering the psychosocial factors of rehabilitation. Given that psychosocial elements of rehabilitation have been associated with athletes’ readiness to return to sport in musculoskeletal injuries, understanding the psychosocial elements of sports-related concussions (SRC) rehabilitation may be beneficial for understanding athletes’ psychological readiness to return to sport following RTS. This qualitative multiple-case study utilized a combination of timelining and two semi-structured interviews to explore the psychosocial factors of concussion rehabilitation and psychological readiness to return to sport. Five themes were developed from athletes’ shared experiences of concussion rehabilitation and return to sport. These findings provide preliminary evidence of the complex psychosocial factors that influence concussed athletes’ rehabilitation and readiness to return to sport.

The Return to Sport protocol (RTS) requires concussed athletes to progress through a symptom-limited 6 Stage process before returning to sport. While this protocol is beneficial for managing the physical symptoms of a concussion, it is limited in considering the psychosocial factors of rehabilitation. Given that psychosocial elements of rehabilitation have been associated with athletes’ readiness to return to sport in musculoskeletal injuries, understanding the psychosocial elements of sports-related concussions (SRC) rehabilitation may be beneficial for understanding athletes’ psychological readiness to return to sport following RTS. This qualitative multiple-case study utilized a combination of timelining and two semi-structured interviews to explore the psychosocial factors of concussion rehabilitation and psychological readiness to return to sport. Five themes were developed from athletes’ shared experiences of concussion rehabilitation and return to sport. These findings provide preliminary evidence of the complex psychosocial factors that influence concussed athletes’ rehabilitation and readiness to return to sport.

The Return to Sport protocol (RTS) requires concussed athletes to progress through a symptom-limited 6 Stage process before returning to sport. While this protocol is beneficial for managing the physical symptoms of a concussion, it is limited in considering the psychosocial factors of rehabilitation. Given that psychosocial elements of rehabilitation have been associated with athletes’ readiness to return to sport in musculoskeletal injuries, understanding the psychosocial elements of sports-related concussions (SRC) rehabilitation may be beneficial for understanding athletes’ psychological readiness to return to sport following RTS. This qualitative multiple-case study utilized a combination of timelining and two semi-structured interviews to explore the psychosocial factors of concussion rehabilitation and psychological readiness to return to sport. Five themes were developed from athletes’ shared experiences of concussion rehabilitation and return to sport. These findings provide preliminary evidence of the complex psychosocial factors that influence concussed athletes’ rehabilitation and readiness to return to sport.

The Return to Sport protocol (RTS) requires concussed athletes to progress through a symptom-limited 6 Stage process before returning to sport. While this protocol is beneficial for managing the physical symptoms of a concussion, it is limited in considering the psychosocial factors of rehabilitation. Given that psychosocial elements of rehabilitation have been associated with athletes’ readiness to return to sport in musculoskeletal injuries, understanding the psychosocial elements of sports-related concussions (SRC) rehabilitation may be beneficial for understanding athletes’ psychological readiness to return to sport following RTS. This qualitative multiple-case study utilized a combination of timelining and two semi-structured interviews to explore the psychosocial factors of concussion rehabilitation and psychological readiness to return to sport. Five themes were developed from athletes’ shared experiences of concussion rehabilitation and return to sport. These findings provide preliminary evidence of the complex psychosocial factors that influence concussed athletes’ rehabilitation and readiness to return to sport.

We rely on body representation to guide our actions in the environment. We gain knowledge on the size and shape of our bodies both through offline (memory) and online (somatosensory signals) information. Based on evidence from double dissociation studies, body representation has been divided into the body image (offline visual representation of the body) and body schema (online somatosensory representation that guides action). However, there is no agreement on their definitions as different models explain these taxonomies in unique ways. Moreover, a third taxonomy has been recently proposed, the body model. In this thesis, I characterize and contrast the three taxonomies of body representation with respect to somatosensory feedback, the effects of age, sex, and training. I propose that the body model is haptic based and long-term representation, that is sexually dimorphic. I end by discussing whether the body model is a unique representation of the body.

We rely on body representation to guide our actions in the environment. We gain knowledge on the size and shape of our bodies both through offline (memory) and online (somatosensory signals) information. Based on evidence from double dissociation studies, body representation has been divided into the body image (offline visual representation of the body) and body schema (online somatosensory representation that guides action). However, there is no agreement on their definitions as different models explain these taxonomies in unique ways. Moreover, a third taxonomy has been recently proposed, the body model. In this thesis, I characterize and contrast the three taxonomies of body representation with respect to somatosensory feedback, the effects of age, sex, and training. I propose that the body model is haptic based and long-term representation, that is sexually dimorphic. I end by discussing whether the body model is a unique representation of the body.

We rely on body representation to guide our actions in the environment. We gain knowledge on the size and shape of our bodies both through offline (memory) and online (somatosensory signals) information. Based on evidence from double dissociation studies, body representation has been divided into the body image (offline visual representation of the body) and body schema (online somatosensory representation that guides action). However, there is no agreement on their definitions as different models explain these taxonomies in unique ways. Moreover, a third taxonomy has been recently proposed, the body model. In this thesis, I characterize and contrast the three taxonomies of body representation with respect to somatosensory feedback, the effects of age, sex, and training. I propose that the body model is haptic based and long-term representation, that is sexually dimorphic. I end by discussing whether the body model is a unique representation of the body.

We rely on body representation to guide our actions in the environment. We gain knowledge on the size and shape of our bodies both through offline (memory) and online (somatosensory signals) information. Based on evidence from double dissociation studies, body representation has been divided into the body image (offline visual representation of the body) and body schema (online somatosensory representation that guides action). However, there is no agreement on their definitions as different models explain these taxonomies in unique ways. Moreover, a third taxonomy has been recently proposed, the body model. In this thesis, I characterize and contrast the three taxonomies of body representation with respect to somatosensory feedback, the effects of age, sex, and training. I propose that the body model is haptic based and long-term representation, that is sexually dimorphic. I end by discussing whether the body model is a unique representation of the body.

We rely on body representation to guide our actions in the environment. We gain knowledge on the size and shape of our bodies both through offline (memory) and online (somatosensory signals) information. Based on evidence from double dissociation studies, body representation has been divided into the body image (offline visual representation of the body) and body schema (online somatosensory representation that guides action). However, there is no agreement on their definitions as different models explain these taxonomies in unique ways. Moreover, a third taxonomy has been recently proposed, the body model. In this thesis, I characterize and contrast the three taxonomies of body representation with respect to somatosensory feedback, the effects of age, sex, and training. I propose that the body model is haptic based and long-term representation, that is sexually dimorphic. I end by discussing whether the body model is a unique representation of the body.

We rely on body representation to guide our actions in the environment. We gain knowledge on the size and shape of our bodies both through offline (memory) and online (somatosensory signals) information. Based on evidence from double dissociation studies, body representation has been divided into the body image (offline visual representation of the body) and body schema (online somatosensory representation that guides action). However, there is no agreement on their definitions as different models explain these taxonomies in unique ways. Moreover, a third taxonomy has been recently proposed, the body model. In this thesis, I characterize and contrast the three taxonomies of body representation with respect to somatosensory feedback, the effects of age, sex, and training. I propose that the body model is haptic based and long-term representation, that is sexually dimorphic. I end by discussing whether the body model is a unique representation of the body.

We rely on body representation to guide our actions in the environment. We gain knowledge on the size and shape of our bodies both through offline (memory) and online (somatosensory signals) information. Based on evidence from double dissociation studies, body representation has been divided into the body image (offline visual representation of the body) and body schema (online somatosensory representation that guides action). However, there is no agreement on their definitions as different models explain these taxonomies in unique ways. Moreover, a third taxonomy has been recently proposed, the body model. In this thesis, I characterize and contrast the three taxonomies of body representation with respect to somatosensory feedback, the effects of age, sex, and training. I propose that the body model is haptic based and long-term representation, that is sexually dimorphic. I end by discussing whether the body model is a unique representation of the body.

We rely on body representation to guide our actions in the environment. We gain knowledge on the size and shape of our bodies both through offline (memory) and online (somatosensory signals) information. Based on evidence from double dissociation studies, body representation has been divided into the body image (offline visual representation of the body) and body schema (online somatosensory representation that guides action). However, there is no agreement on their definitions as different models explain these taxonomies in unique ways. Moreover, a third taxonomy has been recently proposed, the body model. In this thesis, I characterize and contrast the three taxonomies of body representation with respect to somatosensory feedback, the effects of age, sex, and training. I propose that the body model is haptic based and long-term representation, that is sexually dimorphic. I end by discussing whether the body model is a unique representation of the body.

We rely on body representation to guide our actions in the environment. We gain knowledge on the size and shape of our bodies both through offline (memory) and online (somatosensory signals) information. Based on evidence from double dissociation studies, body representation has been divided into the body image (offline visual representation of the body) and body schema (online somatosensory representation that guides action). However, there is no agreement on their definitions as different models explain these taxonomies in unique ways. Moreover, a third taxonomy has been recently proposed, the body model. In this thesis, I characterize and contrast the three taxonomies of body representation with respect to somatosensory feedback, the effects of age, sex, and training. I propose that the body model is haptic based and long-term representation, that is sexually dimorphic. I end by discussing whether the body model is a unique representation of the body.

We rely on body representation to guide our actions in the environment. We gain knowledge on the size and shape of our bodies both through offline (memory) and online (somatosensory signals) information. Based on evidence from double dissociation studies, body representation has been divided into the body image (offline visual representation of the body) and body schema (online somatosensory representation that guides action). However, there is no agreement on their definitions as different models explain these taxonomies in unique ways. Moreover, a third taxonomy has been recently proposed, the body model. In this thesis, I characterize and contrast the three taxonomies of body representation with respect to somatosensory feedback, the effects of age, sex, and training. I propose that the body model is haptic based and long-term representation, that is sexually dimorphic. I end by discussing whether the body model is a unique representation of the body.

Music is an incredibly complex and beautiful activity, which involves nearly every cognitive function. There is evidence to suggest that musical training in children and adult musicians is associated with an improvement in several Executive Functions (EF). This thesis examined whether those associations persisted during adolescence, and whether there is a relationship between time spent in musical training and adolescents EF. Adolescents ages 14-18 completed a subjective survey of EF as well as a battery of objective EF tasks. They also completed questionnaire detailing their musical experience. Adolescent musicians were found to have improved inhibition relative to non-musicians and inhibition was found to be correlated with musical practice time. No other elements of EF were found to be associated with musical training. These findings suggest that the impact of musical training on executive functions is related to how similar the neuropsychological assessment is to the musical training in question.

Visuospatial abilities are cognitive processes essential for activities of daily living, they allow us to safely and independently navigate and interact with our environment. These abilities have also shown a strong relationship with academic and professional development, particularly, the sub-ability of mental rotation (MR). However, there is a lack of understanding of the across the lifespan age and sex differences of MR. This is due to the multiple different measures used to assess this ability plus the diversity of age groups which have been assessed. To create a clear understanding on age and sex differences in MR, it is necessary to keep the type of measure consistent across age groups. Therefore, the purpose of this thesis was to investigate the trajectory of visuospatial abilities across the lifespan, using the hands-on brick-building MR task (BBT). The BBT provided the consistency needed to investigate across age and sex differences in visuospatial abilities.

Music is an incredibly complex and beautiful activity, which involves nearly every cognitive function. There is evidence to suggest that musical training in children and adult musicians is associated with an improvement in several Executive Functions (EF). This thesis examined whether those associations persisted during adolescence, and whether there is a relationship between time spent in musical training and adolescents EF. Adolescents ages 14-18 completed a subjective survey of EF as well as a battery of objective EF tasks. They also completed questionnaire detailing their musical experience. Adolescent musicians were found to have improved inhibition relative to non-musicians and inhibition was found to be correlated with musical practice time. No other elements of EF were found to be associated with musical training. These findings suggest that the impact of musical training on executive functions is related to how similar the neuropsychological assessment is to the musical training in question.

Visuospatial abilities are cognitive processes essential for activities of daily living, they allow us to safely and independently navigate and interact with our environment. These abilities have also shown a strong relationship with academic and professional development, particularly, the sub-ability of mental rotation (MR). However, there is a lack of understanding of the across the lifespan age and sex differences of MR. This is due to the multiple different measures used to assess this ability plus the diversity of age groups which have been assessed. To create a clear understanding on age and sex differences in MR, it is necessary to keep the type of measure consistent across age groups. Therefore, the purpose of this thesis was to investigate the trajectory of visuospatial abilities across the lifespan, using the hands-on brick-building MR task (BBT). The BBT provided the consistency needed to investigate across age and sex differences in visuospatial abilities.

Visuospatial abilities are cognitive processes essential for activities of daily living, they allow us to safely and independently navigate and interact with our environment. These abilities have also shown a strong relationship with academic and professional development, particularly, the sub-ability of mental rotation (MR). However, there is a lack of understanding of the across the lifespan age and sex differences of MR. This is due to the multiple different measures used to assess this ability plus the diversity of age groups which have been assessed. To create a clear understanding on age and sex differences in MR, it is necessary to keep the type of measure consistent across age groups. Therefore, the purpose of this thesis was to investigate the trajectory of visuospatial abilities across the lifespan, using the hands-on brick-building MR task (BBT). The BBT provided the consistency needed to investigate across age and sex differences in visuospatial abilities.

Music is an incredibly complex and beautiful activity, which involves nearly every cognitive function. There is evidence to suggest that musical training in children and adult musicians is associated with an improvement in several Executive Functions (EF). This thesis examined whether those associations persisted during adolescence, and whether there is a relationship between time spent in musical training and adolescents EF. Adolescents ages 14-18 completed a subjective survey of EF as well as a battery of objective EF tasks. They also completed questionnaire detailing their musical experience. Adolescent musicians were found to have improved inhibition relative to non-musicians and inhibition was found to be correlated with musical practice time. No other elements of EF were found to be associated with musical training. These findings suggest that the impact of musical training on executive functions is related to how similar the neuropsychological assessment is to the musical training in question.

Music is an incredibly complex and beautiful activity, which involves nearly every cognitive function. There is evidence to suggest that musical training in children and adult musicians is associated with an improvement in several Executive Functions (EF). This thesis examined whether those associations persisted during adolescence, and whether there is a relationship between time spent in musical training and adolescents EF. Adolescents ages 14-18 completed a subjective survey of EF as well as a battery of objective EF tasks. They also completed questionnaire detailing their musical experience. Adolescent musicians were found to have improved inhibition relative to non-musicians and inhibition was found to be correlated with musical practice time. No other elements of EF were found to be associated with musical training. These findings suggest that the impact of musical training on executive functions is related to how similar the neuropsychological assessment is to the musical training in question.

Music is an incredibly complex and beautiful activity, which involves nearly every cognitive function. There is evidence to suggest that musical training in children and adult musicians is associated with an improvement in several Executive Functions (EF). This thesis examined whether those associations persisted during adolescence, and whether there is a relationship between time spent in musical training and adolescents EF. Adolescents ages 14-18 completed a subjective survey of EF as well as a battery of objective EF tasks. They also completed questionnaire detailing their musical experience. Adolescent musicians were found to have improved inhibition relative to non-musicians and inhibition was found to be correlated with musical practice time. No other elements of EF were found to be associated with musical training. These findings suggest that the impact of musical training on executive functions is related to how similar the neuropsychological assessment is to the musical training in question.

Visuospatial abilities are cognitive processes essential for activities of daily living, they allow us to safely and independently navigate and interact with our environment. These abilities have also shown a strong relationship with academic and professional development, particularly, the sub-ability of mental rotation (MR). However, there is a lack of understanding of the across the lifespan age and sex differences of MR. This is due to the multiple different measures used to assess this ability plus the diversity of age groups which have been assessed. To create a clear understanding on age and sex differences in MR, it is necessary to keep the type of measure consistent across age groups. Therefore, the purpose of this thesis was to investigate the trajectory of visuospatial abilities across the lifespan, using the hands-on brick-building MR task (BBT). The BBT provided the consistency needed to investigate across age and sex differences in visuospatial abilities.

Visuospatial abilities are cognitive processes essential for activities of daily living, they allow us to safely and independently navigate and interact with our environment. These abilities have also shown a strong relationship with academic and professional development, particularly, the sub-ability of mental rotation (MR). However, there is a lack of understanding of the across the lifespan age and sex differences of MR. This is due to the multiple different measures used to assess this ability plus the diversity of age groups which have been assessed. To create a clear understanding on age and sex differences in MR, it is necessary to keep the type of measure consistent across age groups. Therefore, the purpose of this thesis was to investigate the trajectory of visuospatial abilities across the lifespan, using the hands-on brick-building MR task (BBT). The BBT provided the consistency needed to investigate across age and sex differences in visuospatial abilities.

Music is an incredibly complex and beautiful activity, which involves nearly every cognitive function. There is evidence to suggest that musical training in children and adult musicians is associated with an improvement in several Executive Functions (EF). This thesis examined whether those associations persisted during adolescence, and whether there is a relationship between time spent in musical training and adolescents EF. Adolescents ages 14-18 completed a subjective survey of EF as well as a battery of objective EF tasks. They also completed questionnaire detailing their musical experience. Adolescent musicians were found to have improved inhibition relative to non-musicians and inhibition was found to be correlated with musical practice time. No other elements of EF were found to be associated with musical training. These findings suggest that the impact of musical training on executive functions is related to how similar the neuropsychological assessment is to the musical training in question.

Visuospatial abilities are cognitive processes essential for activities of daily living, they allow us to safely and independently navigate and interact with our environment. These abilities have also shown a strong relationship with academic and professional development, particularly, the sub-ability of mental rotation (MR). However, there is a lack of understanding of the across the lifespan age and sex differences of MR. This is due to the multiple different measures used to assess this ability plus the diversity of age groups which have been assessed. To create a clear understanding on age and sex differences in MR, it is necessary to keep the type of measure consistent across age groups. Therefore, the purpose of this thesis was to investigate the trajectory of visuospatial abilities across the lifespan, using the hands-on brick-building MR task (BBT). The BBT provided the consistency needed to investigate across age and sex differences in visuospatial abilities.

Music is an incredibly complex and beautiful activity, which involves nearly every cognitive function. There is evidence to suggest that musical training in children and adult musicians is associated with an improvement in several Executive Functions (EF). This thesis examined whether those associations persisted during adolescence, and whether there is a relationship between time spent in musical training and adolescents EF. Adolescents ages 14-18 completed a subjective survey of EF as well as a battery of objective EF tasks. They also completed questionnaire detailing their musical experience. Adolescent musicians were found to have improved inhibition relative to non-musicians and inhibition was found to be correlated with musical practice time. No other elements of EF were found to be associated with musical training. These findings suggest that the impact of musical training on executive functions is related to how similar the neuropsychological assessment is to the musical training in question.

Visuospatial abilities are cognitive processes essential for activities of daily living, they allow us to safely and independently navigate and interact with our environment. These abilities have also shown a strong relationship with academic and professional development, particularly, the sub-ability of mental rotation (MR). However, there is a lack of understanding of the across the lifespan age and sex differences of MR. This is due to the multiple different measures used to assess this ability plus the diversity of age groups which have been assessed. To create a clear understanding on age and sex differences in MR, it is necessary to keep the type of measure consistent across age groups. Therefore, the purpose of this thesis was to investigate the trajectory of visuospatial abilities across the lifespan, using the hands-on brick-building MR task (BBT). The BBT provided the consistency needed to investigate across age and sex differences in visuospatial abilities.

Music is an incredibly complex and beautiful activity, which involves nearly every cognitive function. There is evidence to suggest that musical training in children and adult musicians is associated with an improvement in several Executive Functions (EF). This thesis examined whether those associations persisted during adolescence, and whether there is a relationship between time spent in musical training and adolescents EF. Adolescents ages 14-18 completed a subjective survey of EF as well as a battery of objective EF tasks. They also completed questionnaire detailing their musical experience. Adolescent musicians were found to have improved inhibition relative to non-musicians and inhibition was found to be correlated with musical practice time. No other elements of EF were found to be associated with musical training. These findings suggest that the impact of musical training on executive functions is related to how similar the neuropsychological assessment is to the musical training in question.

Visuospatial abilities are cognitive processes essential for activities of daily living, they allow us to safely and independently navigate and interact with our environment. These abilities have also shown a strong relationship with academic and professional development, particularly, the sub-ability of mental rotation (MR). However, there is a lack of understanding of the across the lifespan age and sex differences of MR. This is due to the multiple different measures used to assess this ability plus the diversity of age groups which have been assessed. To create a clear understanding on age and sex differences in MR, it is necessary to keep the type of measure consistent across age groups. Therefore, the purpose of this thesis was to investigate the trajectory of visuospatial abilities across the lifespan, using the hands-on brick-building MR task (BBT). The BBT provided the consistency needed to investigate across age and sex differences in visuospatial abilities.

Visuospatial abilities are cognitive processes essential for activities of daily living, they allow us to safely and independently navigate and interact with our environment. These abilities have also shown a strong relationship with academic and professional development, particularly, the sub-ability of mental rotation (MR). However, there is a lack of understanding of the across the lifespan age and sex differences of MR. This is due to the multiple different measures used to assess this ability plus the diversity of age groups which have been assessed. To create a clear understanding on age and sex differences in MR, it is necessary to keep the type of measure consistent across age groups. Therefore, the purpose of this thesis was to investigate the trajectory of visuospatial abilities across the lifespan, using the hands-on brick-building MR task (BBT). The BBT provided the consistency needed to investigate across age and sex differences in visuospatial abilities.

Music is an incredibly complex and beautiful activity, which involves nearly every cognitive function. There is evidence to suggest that musical training in children and adult musicians is associated with an improvement in several Executive Functions (EF). This thesis examined whether those associations persisted during adolescence, and whether there is a relationship between time spent in musical training and adolescents EF. Adolescents ages 14-18 completed a subjective survey of EF as well as a battery of objective EF tasks. They also completed questionnaire detailing their musical experience. Adolescent musicians were found to have improved inhibition relative to non-musicians and inhibition was found to be correlated with musical practice time. No other elements of EF were found to be associated with musical training. These findings suggest that the impact of musical training on executive functions is related to how similar the neuropsychological assessment is to the musical training in question.

Executive function (EF) and language learning play a prominent role in early childhood development. Empirical research continues to point to a concurrent relation between these two faculties. What has been given little attention, however, is the association between EF and speech articulation abilities in children. This study investigated this relation in children aged 4–6 years. Significant correlations indicated that children with better EF [via parental report of the Behavior Rating Inventory of Executive Function (BRIEF)inventory] exhibited stronger speech sound production abilities in the articulation of the “s” and “sh” sounds. Furthermore, regression analyses revealed that the Global Executive Composite (GEC) of EF as measured by the BRIEF, served as a predictor for speech sound proficiency and that speech sound proficiency served as a predictor for the GEC. Together, these results demonstrate the imbricated nature of EF and speech sound production while bearing theoretical and practical implications. From a theoretical standpoint, the close link between EF and speech articulation may indicate a common ontogenetic pathway. From a practical perspective, the results suggest that children with speech difficulties could be at higher risk for EF deficits.

Executive function (EF) and language learning play a prominent role in early childhood development. Empirical research continues to point to a concurrent relation between these two faculties. What has been given little attention, however, is the association between EF and speech articulation abilities in children. This study investigated this relation in children aged 4–6 years. Significant correlations indicated that children with better EF [via parental report of the Behavior Rating Inventory of Executive Function (BRIEF)inventory] exhibited stronger speech sound production abilities in the articulation of the “s” and “sh” sounds. Furthermore, regression analyses revealed that the Global Executive Composite (GEC) of EF as measured by the BRIEF, served as a predictor for speech sound proficiency and that speech sound proficiency served as a predictor for the GEC. Together, these results demonstrate the imbricated nature of EF and speech sound production while bearing theoretical and practical implications. From a theoretical standpoint, the close link between EF and speech articulation may indicate a common ontogenetic pathway. From a practical perspective, the results suggest that children with speech difficulties could be at higher risk for EF deficits.

Executive function (EF) and language learning play a prominent role in early childhood development. Empirical research continues to point to a concurrent relation between these two faculties. What has been given little attention, however, is the association between EF and speech articulation abilities in children. This study investigated this relation in children aged 4–6 years. Significant correlations indicated that children with better EF [via parental report of the Behavior Rating Inventory of Executive Function (BRIEF)inventory] exhibited stronger speech sound production abilities in the articulation of the “s” and “sh” sounds. Furthermore, regression analyses revealed that the Global Executive Composite (GEC) of EF as measured by the BRIEF, served as a predictor for speech sound proficiency and that speech sound proficiency served as a predictor for the GEC. Together, these results demonstrate the imbricated nature of EF and speech sound production while bearing theoretical and practical implications. From a theoretical standpoint, the close link between EF and speech articulation may indicate a common ontogenetic pathway. From a practical perspective, the results suggest that children with speech difficulties could be at higher risk for EF deficits.

Executive function (EF) and language learning play a prominent role in early childhood development. Empirical research continues to point to a concurrent relation between these two faculties. What has been given little attention, however, is the association between EF and speech articulation abilities in children. This study investigated this relation in children aged 4–6 years. Significant correlations indicated that children with better EF [via parental report of the Behavior Rating Inventory of Executive Function (BRIEF)inventory] exhibited stronger speech sound production abilities in the articulation of the “s” and “sh” sounds. Furthermore, regression analyses revealed that the Global Executive Composite (GEC) of EF as measured by the BRIEF, served as a predictor for speech sound proficiency and that speech sound proficiency served as a predictor for the GEC. Together, these results demonstrate the imbricated nature of EF and speech sound production while bearing theoretical and practical implications. From a theoretical standpoint, the close link between EF and speech articulation may indicate a common ontogenetic pathway. From a practical perspective, the results suggest that children with speech difficulties could be at higher risk for EF deficits.

Humans evolved to find and manipulate food in our environment. Studies have shown faster reaction times (RTs) and better visual attention for food stimuli. The current study investigated if the same is the case when stimuli are presented at the pre-attentive level. Food and No Food images were presented with and without a subliminal technique called b-CFS (breaking- Continuous Flash Suppression). This technique hides the image presented to one eye by distracting the other with a colorful flashing mask (i.e. Mondrian). Consistent with previous reports, an advantage for Food was found but only when the stimuli were presented without the Mondrian (No b-CFS condition). No difference in RT was found in the b-CFS condition. Modern food is complex and variant RT can be modulated by: Manipulability (whether an object can be grasped using a Whole hand grasp vs. Precision grasp) and process state (Nature vs. Processed). Results suggest that the advantage in detecting Food stimuli is only present during conscious perception.

Executive function (EF) and language learning play a prominent role in early childhood development. Empirical research continues to point to a concurrent relation between these two faculties. What has been given little attention, however, is the association between EF and speech articulation abilities in children. This study investigated this relation in children aged 4–6 years. Significant correlations indicated that children with better EF [via parental report of the Behavior Rating Inventory of Executive Function (BRIEF)inventory] exhibited stronger speech sound production abilities in the articulation of the “s” and “sh” sounds. Furthermore, regression analyses revealed that the Global Executive Composite (GEC) of EF as measured by the BRIEF, served as a predictor for speech sound proficiency and that speech sound proficiency served as a predictor for the GEC. Together, these results demonstrate the imbricated nature of EF and speech sound production while bearing theoretical and practical implications. From a theoretical standpoint, the close link between EF and speech articulation may indicate a common ontogenetic pathway. From a practical perspective, the results suggest that children with speech difficulties could be at higher risk for EF deficits.

Executive function (EF) and language learning play a prominent role in early childhood development. Empirical research continues to point to a concurrent relation between these two faculties. What has been given little attention, however, is the association between EF and speech articulation abilities in children. This study investigated this relation in children aged 4–6 years. Significant correlations indicated that children with better EF [via parental report of the Behavior Rating Inventory of Executive Function (BRIEF)inventory] exhibited stronger speech sound production abilities in the articulation of the “s” and “sh” sounds. Furthermore, regression analyses revealed that the Global Executive Composite (GEC) of EF as measured by the BRIEF, served as a predictor for speech sound proficiency and that speech sound proficiency served as a predictor for the GEC. Together, these results demonstrate the imbricated nature of EF and speech sound production while bearing theoretical and practical implications. From a theoretical standpoint, the close link between EF and speech articulation may indicate a common ontogenetic pathway. From a practical perspective, the results suggest that children with speech difficulties could be at higher risk for EF deficits.

Executive function (EF) and language learning play a prominent role in early childhood development. Empirical research continues to point to a concurrent relation between these two faculties. What has been given little attention, however, is the association between EF and speech articulation abilities in children. This study investigated this relation in children aged 4–6 years. Significant correlations indicated that children with better EF [via parental report of the Behavior Rating Inventory of Executive Function (BRIEF)inventory] exhibited stronger speech sound production abilities in the articulation of the “s” and “sh” sounds. Furthermore, regression analyses revealed that the Global Executive Composite (GEC) of EF as measured by the BRIEF, served as a predictor for speech sound proficiency and that speech sound proficiency served as a predictor for the GEC. Together, these results demonstrate the imbricated nature of EF and speech sound production while bearing theoretical and practical implications. From a theoretical standpoint, the close link between EF and speech articulation may indicate a common ontogenetic pathway. From a practical perspective, the results suggest that children with speech difficulties could be at higher risk for EF deficits.

Executive function (EF) and language learning play a prominent role in early childhood development. Empirical research continues to point to a concurrent relation between these two faculties. What has been given little attention, however, is the association between EF and speech articulation abilities in children. This study investigated this relation in children aged 4–6 years. Significant correlations indicated that children with better EF [via parental report of the Behavior Rating Inventory of Executive Function (BRIEF)inventory] exhibited stronger speech sound production abilities in the articulation of the “s” and “sh” sounds. Furthermore, regression analyses revealed that the Global Executive Composite (GEC) of EF as measured by the BRIEF, served as a predictor for speech sound proficiency and that speech sound proficiency served as a predictor for the GEC. Together, these results demonstrate the imbricated nature of EF and speech sound production while bearing theoretical and practical implications. From a theoretical standpoint, the close link between EF and speech articulation may indicate a common ontogenetic pathway. From a practical perspective, the results suggest that children with speech difficulties could be at higher risk for EF deficits.

Executive function (EF) and language learning play a prominent role in early childhood development. Empirical research continues to point to a concurrent relation between these two faculties. What has been given little attention, however, is the association between EF and speech articulation abilities in children. This study investigated this relation in children aged 4–6 years. Significant correlations indicated that children with better EF [via parental report of the Behavior Rating Inventory of Executive Function (BRIEF)inventory] exhibited stronger speech sound production abilities in the articulation of the “s” and “sh” sounds. Furthermore, regression analyses revealed that the Global Executive Composite (GEC) of EF as measured by the BRIEF, served as a predictor for speech sound proficiency and that speech sound proficiency served as a predictor for the GEC. Together, these results demonstrate the imbricated nature of EF and speech sound production while bearing theoretical and practical implications. From a theoretical standpoint, the close link between EF and speech articulation may indicate a common ontogenetic pathway. From a practical perspective, the results suggest that children with speech difficulties could be at higher risk for EF deficits.

Humans evolved to find and manipulate food in our environment. Studies have shown faster reaction times (RTs) and better visual attention for food stimuli. The current study investigated if the same is the case when stimuli are presented at the pre-attentive level. Food and No Food images were presented with and without a subliminal technique called b-CFS (breaking- Continuous Flash Suppression). This technique hides the image presented to one eye by distracting the other with a colorful flashing mask (i.e. Mondrian). Consistent with previous reports, an advantage for Food was found but only when the stimuli were presented without the Mondrian (No b-CFS condition). No difference in RT was found in the b-CFS condition. Modern food is complex and variant RT can be modulated by: Manipulability (whether an object can be grasped using a Whole hand grasp vs. Precision grasp) and process state (Nature vs. Processed). Results suggest that the advantage in detecting Food stimuli is only present during conscious perception.

Humans evolved to find and manipulate food in our environment. Studies have shown faster reaction times (RTs) and better visual attention for food stimuli. The current study investigated if the same is the case when stimuli are presented at the pre-attentive level. Food and No Food images were presented with and without a subliminal technique called b-CFS (breaking- Continuous Flash Suppression). This technique hides the image presented to one eye by distracting the other with a colorful flashing mask (i.e. Mondrian). Consistent with previous reports, an advantage for Food was found but only when the stimuli were presented without the Mondrian (No b-CFS condition). No difference in RT was found in the b-CFS condition. Modern food is complex and variant RT can be modulated by: Manipulability (whether an object can be grasped using a Whole hand grasp vs. Precision grasp) and process state (Nature vs. Processed). Results suggest that the advantage in detecting Food stimuli is only present during conscious perception.

Humans evolved to find and manipulate food in our environment. Studies have shown faster reaction times (RTs) and better visual attention for food stimuli. The current study investigated if the same is the case when stimuli are presented at the pre-attentive level. Food and No Food images were presented with and without a subliminal technique called b-CFS (breaking- Continuous Flash Suppression). This technique hides the image presented to one eye by distracting the other with a colorful flashing mask (i.e. Mondrian). Consistent with previous reports, an advantage for Food was found but only when the stimuli were presented without the Mondrian (No b-CFS condition). No difference in RT was found in the b-CFS condition. Modern food is complex and variant RT can be modulated by: Manipulability (whether an object can be grasped using a Whole hand grasp vs. Precision grasp) and process state (Nature vs. Processed). Results suggest that the advantage in detecting Food stimuli is only present during conscious perception.