Effects of active breaks on educational achievement in children with and without ADHD: study protocol and rationale of the Break4Brain project.

The Break4Brain project aims to elucidate the effects of both acute and chronic physical activity (PA) on educational achievement in children with and without Attention Deficit Hyperactivity Disorder (ADHD). This study will be conducted in two phases: a cross-over design followed by a hybrid type 1 implementation-effectiveness trial, which includes both a cluster randomized controlled trial (RCT) and a qualitative study. In phase I, 60 children aged 10-12, with 30 each from ADHD and non-ADHD groups, will participate in a laboratory-based study over 4 days within 1 month.

Meanness trumps language: Lack of foreign language effect in early bilinguals' moral choices.

Moral decision-making is influenced by various factors, including personality and language. In this cross-sectional study, we investigated the Foreign-Language effect (FLe) in early, highly proficient, Catalan-Spanish bilinguals and examined the role of several personality dimensions in their responses to moral dilemmas. We obtained a multilevel data structure with 766 valid trials from 52 Catalan-dominant undergraduate students who read and responded anonymously to a computerized task with 16 standardized moral dilemmas, half in Catalan and half in Spanish.

Trait anxiety slows speed of processing but does not affect specific components of executive control.

The present work aimed to establish the influence of self-reported trait anxiety on computerized and self-reported measures of executive control, and speed of processing in young adults using latent variable modeling. One hundred and six participants completed the State-trait anxiety questionnaire (STAI-t), the Attentional Control Scale (ACS), and a set of computerized tasks of executive control, tapping into the updating, inhibition, and shifting components. Higher scores in the latent variable of trait anxiety were negatively associated with the self-reported latent variable of attentional control.

Retrospective bullying trajectories in adults with self-reported oral language difficulties.

Background: Previous research has consistently evidenced that children with speech and language difficulties suffer more bullying victimisation during middle school years, whereas other educative stages remain less explored. Moreover, there are divergent results in previous evidence about the types of victimisation (physical, verbal, relational) youths may experience.

Aims: To examine the retrospective developmental trajectories of bullying victimisation in adults with and without self-reported oral language difficulties across seven educational stages (preschool to university).

California Bullying Victimization Scale-Retrospective (CBVS-R): Validation of the Spanish Adaptation.

Background: Bullying in childhood and adolescence is a worldwide problem. There is a general lack of validated retrospective measures of bullying, especially in Spanish-speaking populations. The present study aimed to adapt the retrospective version of the California Bullying Victimization Scale (CBVS-R) to Spanish and examine its psychometric properties.

The Spanish Version of the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA): A Psychometric Evaluation in Early Adolescence.

This paper presents the translation, adaptation and validation of a broadly used scale to measure emotion regulation strategies (i.e. The Emotion Regulation Questionnaire Children and Adolescents -ERQ-CA; Gullone & Taffe, 2012) in a sample of early adolescents.

Academic Outcomes in Bilingual Children With Developmental Language Disorder: A Longitudinal Study.

Previous studies have shown that most English-speaking children with language difficulties show academic difficulties during their schooling. The present study aimed to describe the academic achievement of children speaking Spanish and Catalan with developmental language disorder (DLD) during their primary education and to predict their academic outcomes using several processing skills assessed at the beginning of their schooling. To this end, we followed 28 children during their schooling (6-12 years of age).

Identity and expression processing during classical conditioning with faces.

In classical conditioning, conditioned responses (CRs) to aversively paired (CS+) relative to unpaired (CS-) face images are often interpreted in terms of the specific individual displayed in the CS + face image having adopted an aversive emotional connotation. This interpretation requires conditioning to rely on an association between CS + face identity and the occurrence of the aversive event (UCS). Here, we tested this requirement assuming that if an association between CS + face identity and UCS occurrence is established, CRs to originally conditioned face images should transfer to novel images of same-identity faces.

Is bilingualism losing its advantage? A bibliometric approach.

This study uses several bibliometric indices to explore the temporal course of publication trends regarding the bilingual advantage in executive control over a ten-year window. These indices include the number of published papers, numbers of citations, and the journal impact factor. According to the information available in their abstracts, studies were classified into one of four categories: supporting, ambiguous towards, not mentioning, or challenging the bilingual advantage.