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DOI: 10.1055/s-0039-1692981
Self-Assessment Questions
Publication History
Publication Date:
16 July 2019 (online)
This section provides a review. Mark each statement on the Answer Sheet according to the factual materials contained in this issue and the opinions of the authors.
Article One (pp. 243-255)
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What is “executive function”?
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An individual's ability to make accurate decisions.
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A set of higher-order cognitive skills involved in goal-directed behavior.
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When children have worse language abilities than one would expect, based on their IQ
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An alternative approach to measuring nonverbal IQ.
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The ability to hold information in mind for an extended period of time.
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As a group, children with developmental language disorder (DLD)...
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Perform better on executive function measures than their typically developing peers.
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Perform equally on executive function measures as their typically developing peers.
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Perform worse on executive function measures than their typically developing peers.
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…Are not able to complete tasks that measure executive function.
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None of the above.
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Individual children with DLD...
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Always perform worse on executive function tasks than their peers without DLD.
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Always perform worse on shifting tasks than their peers without DLD.
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Sometimes perform as well as their peers without DLD on executive function tasks.
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Always perform as well as their peers without DLD on executive function tasks.
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Always perform as well as their peers without DLD on working memory tasks.
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Choose the statement that is true about diagnosing and/or treating DLD.
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You can accurately diagnose DLD using a single measure of executive function.
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You can accurately diagnose DLD using multiple measures of executive function.
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Because executive function is the same thing as nonverbal IQ, you can use a nonverbal IQ test to accurately diagnose DLD.
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Children's executive function abilities will not affect how they respond to language therapy.
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Children's executive function abilities can affect how they respond to language therapy.
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Based on the authors' findings, what is true about the relationship between language and executive function in children with DLD?
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Language deficits are caused by executive function deficits because children with DLD perform worse on measures of executive function than their typically developing peers.
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Executive function deficits are caused by language function deficits because children with DLD perform worse on measures of executive function than their typically developing peers.
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Language and executive function are unrelated because children with DLD have normal nonverbal IQ.
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The relationship between language and executive function is likely not causal because children with DLD do not always have deficits in executive function.
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None of the above.
Article Two (pp. 256-271)
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What are some of the reasons for the conflicting outcomes in the literature on cognitive control and bilingualism?
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Individual differences.
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Differences in target functions.
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Publication bias.
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Tasks that measure multiple functions simultaneously.
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All of the above.
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What factors of the bilingual experience affect children's language representations?
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Age of acquisition of the two languages and amount of bilingual language exposure.
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The presence of language impairment.
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Long-term memory abilities.
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IQ.
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Native-like accent.
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Which assessment tool was created for and based on bilingual populations?
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CELF-5.
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PPVT.
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PLS-2.
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BVAT.
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A nonverbal intelligence test.
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Which cognitive control components were found to be useful in differentiating emerging bilingual children from bilingual children with specific language impairment?
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Working memory updating and interference control.
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Response inhibition.
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Selective attention.
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Short-term memory.
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Self-regulation and verbal working-memory.
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What are some useful methods to obtain information about a bilingual child's language proficiency?
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Total vocabulary.
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Questionnaire about the bilingual experience.
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Cognitive control tasks with minimal language demands.
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Semistructured interview.
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All of the above.
Article 3 (pp. 272-290)
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The Language Development Survey measures early language milestones and provides parents with a vocabulary checklist to fill out. It is included as a supplemental scale on the__.
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Strengths and Difficulties Questionnaire.
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The Behavior Rating Inventory of Executive Function, 2nd Edition.
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Child Behavior Checklist.
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Barkley SCT Scale.
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Behavior Assessment System for Children, 3rd Edition.
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One of the strengths of the BASC-3 is that it incorporates many language items into a single scale. The name of this scale is__.
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The Functional Communication scale.
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The Functional Impact scale.
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The Global Executive Composite.
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The Cognitive Regulation Index.
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The Functional Impairment scale.
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Sluggish Cognitive Tempo, a second type of attention disorder, is characterized by a combination of symptoms including__.
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Often talks excessively and blurts out answers before questions have been completed.
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Has trouble staying awake/alert and experiences mental fogginess.
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Shows decreased interest or lack of enjoyment in previously enjoyable activities.
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Reads slowly and with a lot of effort.
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Fidgets with hands or feet or squirms in seat.
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Which of the following behavioral scale items is most likely to overlap with language impairment?
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Is noisy and loud when playing.
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Has trouble getting started on tasks.
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Is easily distracted.
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Has difficulty following directions.
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Is hard to motivate.
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Some behavioral rating scales include validity checks to identify overly positive or overly negative ratings. This feature is important for the evaluation of children with language impairments because__.
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The number of items on the rating scale's inventory becomes more manageable.
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Functional impacts associated with different behavioral problems are measured.
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Children with language impairments have an increased likelihood of receiving overly negative ratings.
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Some of the behavioral rating scales do not include children with language impairments in their normative samples.
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Test–retest reliability for parent rating scales is generally low.
Article Four (pp. 291-304)
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A core characteristic of autism spectrum disorder is:
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Executive function deficits.
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Social communication impairments.
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Grammar impairments.
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Limited vocabulary.
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Difficulty with goal maintenance.
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Which of the following phrases best describes the link between executive function domains?
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Completely distinct.
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Entirely overlapping.
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Related, but unique constructs.
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Overlapping in young children, distinct in older children.
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Distinct in young children, overlapping in older children.
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Why is it important to study language and executive functions in tandem in autism spectrum disorder?
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Both are important in academic settings.
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They are related to one another.
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Both can impact social and friendship development.
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One domain may impact performance on another domain.
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All of the above.
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In the context of this review, the Hierarchical Competing Systems Model involves:
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Language guiding reflection on behavior and impacting executive function performance.
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Cognitive skills being the sole mechanism for executive function performance.
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Verbally rehearsing instructions aloud to recall expectations.
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Executive functions being constructs that do not rely on language.
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Arranging executive functions into a hierarchy.
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Intervention studies on executive functions and/or language have found the following:
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Interventions will not help either domain.
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Intervention in one domain may have a positive influence on the other domain.
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Intervention in language will never result in executive function improvements.
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Intervention in executive function will always result in language improvements.
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All of the above.
Article Five (pp. 305-319)
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Which of the following are considered to be core components of executive function?
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Cognitive flexibility.
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Working memory.
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Inhibition.
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All of the above.
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None of the above.
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Which of the following is not considered to be a domain-specific process?
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Language skills.
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Motor skills.
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Executive function skills.
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Speech skills.
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Sensory skills.
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Which of the following measures have been used to examine short-term and working memory in children who stutter?
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Forward and backward span tasks.
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Go/NoGo task.
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Stop-signal task.
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Dimension Card Change Sort task.
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Grass-snow and baa-meow tasks.
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Of the studies that have been conducted thus far, in which area are findings most consistent in suggesting weakness in children who stutter, relative to children who do not stutter?
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Working memory.
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Cognitive flexibility.
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Language.
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Inhibitory control.
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Temperament.
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Which of the following is not true of the Executive Function Model of Developmental Stuttering?
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The direct pathway assumes a bidirectional relationship between fluency and executive function.
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The indirect pathway specifies that subtle weaknesses in the language skills of children who stutter could affect executive function development.
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The direct pathway posits that weaknesses in executive function could emerge as a consequence of stuttering or as the antecedent.
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One assumption of this model is that all children who stutter have weaknesses in executive function.
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None of the above (i.e., they are all true).
Article Six (pp. 320-332)
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Which of the following areas of development directly relate to a child's ability to access and use aided AAC?
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Communication.
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Cognition.
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Motor skills.
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Sensory perception.
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All of the above.
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Which of the following communication milestones emerges between 18 and 24 months in typically developing children?
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Joint attention.
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Gestures.
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Two-word combinations.
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Words.
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Gestures plus words.
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Which type of AAC display embeds language concepts as hotspots within integrated, naturalistic scenes, such as photographs?
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Visual scene display.
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Grid-based display.
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Hybrid display.
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Orthographic display.
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Keyboard display.
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During what age range do the majority of young children with Down's syndrome walk independently?
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6-12 months.
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12-18 months.
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18-24 months.
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24-30 months.
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30-36 months.
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Which one of these visual atten-tional functions continues to develop into the second and third years?
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Alertness.
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Spatial orienting.
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Attention to object features.
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Endogenous attention.
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Object permanence.
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