Cross-Sectional Study on the Effect of Bilingualism, Age, Gender, and Family Income on Executive Function Development in a Sample of Lebanese School-Aged Children.

This study investigates executive functions (EFs) and selected developmental factors in 120 children aged 6-11 years. By examining inhibition, working memory, and cognitive flexibility, the research evaluates the potential influences of age, gender, bilingualism, and family income on these EF skills. Tests adapted to Lebanese Arabic were used to assess EFs. Results indicate a linear development of inhibition, working memory, and flexibility with age. Gender differences were observed, affecting verbal and visuospatial working memory as well as flexibility. Bilingualism positively impacts EFs, with early bilinguals outperforming late bilinguals. Family income, however, shows no significant effect on EFs.

Development of executive functions in Lebanese children.

The current study focused on adapting EF tests for children to the Arabic language and examine the developmental trajectories of a sample of school-aged Lebanese children in four domains of EF (inhibition, flexibility, working memory, and planning). It also focused on examining the effects of gender and parental education level on EF performance. The study population included 100 Lebanese children aged from 6 to 12-years old who were grouped and comparable for age, gender, and parental level of education. Results revealed a main effect of age and level of education of parents while the effect of gender was non-significant.

Factors associated with motor dexterity on the grooved pegboard test in a Lebanese sample.

The Grooved Pegboard Test (GPT) is a cognitive test used to assess patients' manual dexterity, rapid visual-motor coordination and psychomotor speed. Studies have shown that performance on the GPT is associated to cognitive functions and examinee's demographics; however, none of which involved Arab populations. The present study aims to explore motor dexterity as measured by the GPT and its relationship to intellectual abilities, age, gender and education in a sample of Lebanese individuals. We reviewed the charts of 330 patients who were administered the GPT as part of larger cognitive batteries in an outpatient diagnostic center in Beirut, Lebanon between September 2013 and September 2016. Results from this sample suggest that a higher Full Scale IQ, and an older age contribute to a better performance on the GPT, whereas gender and grade level are not significant predictors of performance. Results also show a significant difference between the performance of patients diagnosed with a Developmental Coordination Disorder and patients with no neurodevelopmental diagnosis.

Neuropsychological Findings in Hamamy Syndrome: A Clinical Case Report.

This study, reports for the first time, the neuropsychological profile of a child with Hamamy syndrome-a rare genetic disorder with only five published cases (Buget, Canbolat, Akgul, & Kucukay, 2015). The patient was seen for a neuropsychological evaluation at ages 6 and 7, at the American University of Beirut Medical Center. Procedures included an extended clinical interview with the parent, behavioral observations, formal tests, and a series of parental rating scales. Patient was found to have relatively spared nonverbal intelligence, borderline-impaired language, and clinically impaired verbal reasoning, attention, and motor coordination. Additionally, he showed clinically significant concerns with behavioral regulation, metacognition, attention-deficit, and hyperactivity/impulsivity. The patient was diagnosed with a DSM-V Language Disorder, Speech Sound Disorder, and Attention Deficit/Hyperactivity Disorder, combined presentation, in the context of low-average intelligence. At follow-up, the neuropsychological profile was consistent, albeit improvement was noted following pharmacotherapy. This is the first published report that describes the neuropsychological functions of Hamamy syndrome. We make recommendations for early identification of cognitive strengths and weaknesses, and interventions to address them. Future research should evaluate additional functions such as memory and social/emotional development. (JINS, 2019, 25, 336-342).