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The fish could appear above, on, or below the fixation point. The row of five fish could face left or right, and the stimuli could be in a congruent or incongruent direction. The congruent trial will have all five fish facing the same direction (���������� or ����������) and the incongruent trial will display the middle fish facing the opposite direction from the others (���������� or ����������). See Figure ?Figure1B1B. Children were told that sometimes the fish would appear alone, and other times it would swim Alisertib research buy together with other fish. In all cases, they were instructed to concentrate on the middle fish��the hungry fish. They were also asked to keep their eyes on the centered fixation point (+) that is displayed throughout the task. Once they were familiarized with the task, testing trials were administered. Testing trials A total of 48 trials were presented in two blocks (i.e., 24 trials each block) with a 60 s break in-between the blocks. The procedure was identical to the practice trials, except the experimenter no longer provided feedback. Instead, participants were presented with trials that were accompanied by automated sound feedback: ��Woohoo!�� for correct responses and a buzzer sound for incorrect responses. See Figure ?Figure1A1A. Completion times were ?10�C15 min. The dependent measures, accuracy (proportion correct) and RT (in ms) were recorded for analysis. Results First, we consider language and cultural group differences on overall accuracy and overall RT on the ANT. This provides an overview regarding task performances among the different groups of children for subsequent analyses. Second, we consider the effects of culture, language status (bilingualism), time, and SES on each child��s ANT task performances. As recommended in the longitudinal data analysis literature (e.g., Singer and Willett, 2003), a series of linear mixed model analyses were performed. For the overall ANT networks (all attentional networks in one model) and separate ANT networks (attentional networks in different models) model analysis, the model of best fit was used to compare to an unconditional random intercept model (baseline). Monolingual Western children at time 1 were used as the baseline comparison group. ANOVAs were used to document for general effects, while parameter estimates were analyzed to examine for specific effects of each factor��culture, language status, time, and SES��on task performances. We then consider the magnitude of each factor on task performances over time. All analyses were conducted using the script-based statistical computing software, R (R Core Team, 2013). Model Analyses Following the longitudinal data analysis literature (e.g., Singer and Willett, 2003), linear mixed model analyses were chosen for the present analyses.