Dr Adam John Privitera publishes three journal articles

Dr Adam John Privitera, Education Research Scientist at the Science of Learning in Education Centre (SoLEC), published three journal articles in three different journals.

The first paper titled, “The P3 and academic performance in healthy adults: A systematic review and meta-analysis”, was published in the International Journal of Educational Research. The paper represents the first systematic review on the relationship between the widely-studied P3 component of the EEG and academic performance. Results suggest that P3 latency can serve as a reliable neuromarker for academic performance in healthy adults. However, limited previous studies and methodological differences prevent strong conclusions from being drawn. Further research is needed to establish the predictive capability of the P3 on academic performance.

The second paper titled, “Is dialect proficiency associated with improved executive function?”, was published in the journal of Applied Psycholinguistics. The paper investigated whether dialect experience in Mandarin-English bilinguals was associated with improved cognitive control. Dialect proficiency was not associated with improved performance on the Simon task, Attention Network Test, or Flanker task, suggesting no benefits in inhibition or attentional control beyond those generally associated with higher levels of second language experience.

The third paper titled, “Bilingualism from a holistic perspective: investigation of bilingual effects on cognitive control”, was published in the journal of Current Psychology. The paper addressed the limits of previous studies investigating the impact of bilingualism on cognitive control by accounting for multiple levels of linguistic and non-linguistic factors including individual, interpersonal, social, and ecological. Results revealed that years of English use predicted conflict monitoring, English proficiency predicted conflict monitoring and inhibition, and English-speaking time in class predicted mental set shifting. These results support that factors at multiple levels impact differently on separate dimensions of cognitive control, highlighting a need to better measure and account for linguistic and non-linguistic variability in bilingual samples.