Reciprocal relation between executive function and receptive vocabulary in Chinese preschoolers: Evidence from a two-year longitudinal study.

Xing, Xiaopei; Wei, Yutong; Wang, Meifang

doi:10.1037/dev0000996

Cited by 10 publications

(6 citation statements)

References 51 publications

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“…Importantly, gains made in mental abilities and language following positive parenting interventions may have positive cascading effects on executive functioning and/or pre-academic skills. For instance, language abilities and executive functioning are reciprocally related in early childhood (Romeo et al, 2022 ; Xing et al, 2021 ), and children’s language and nonverbal problem-solving skills mediate children’s later executive processes (Landry et al, 2002 ). Indeed, in a study included in the current review, though no direct effects were observed for executive functioning following a positive parenting intervention, positive changes to language functioning led to subsequent gains in executive functioning (Chang et al, 2015 ).…”

Section: Discussionmentioning

confidence: 99%

Positive Parenting and Early Childhood Cognition: A Systematic Review and Meta-Analysis of Randomized Controlled Trials

Prime

Andrews

Markwell

et al. 2023

Clin Child Fam Psychol Rev

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This review examines the effectiveness of positive parenting interventions aimed at improving sensitivity, responsiveness, and/or non-harsh discipline on children’s early cognitive skills, in four meta-analyses addressing general mental abilities, language, executive functioning, and pre-academics. The objectives are to assess the magnitude of intervention effectiveness and identify moderators of effectiveness. We include randomized controlled trials of interventions targeting positive parenting to improve cognition in children < 6 years. Studies that include children with neurodevelopmental and/or hearing disorders were excluded. MEDLINE, PsycINFO, ERIC, and ProQuest Dissertations & Theses (October 2021) and citation chaining identified relevant records. Five reviewers completed screening/assessments, extraction, and risk of bias. Pooled analysis in Comprehensive Meta-Analysis (Version 3) used random effects modeling, with moderation via Q-statistics and meta-regression. Positive parenting interventions led to significant improvements in mental abilities (g = 0.46, N = 5746; k = 33) and language (g = 0.25, N = 6428; k = 30). Effect sizes were smaller and nonsignificant for executive functioning (g = 0.07, N = 3628; k = 14) and pre-academics (g = 0.16, N = 2365; k = 7). Robust moderators emerged for language and cognition. For cognition, studies with higher risk of bias scores yielded larger intervention effects. For language, studies with younger children had larger effect sizes. Studies mitigated selection and detection bias, though greater transparency of reporting is needed. Interventions that promote parental sensitivity, responsiveness, and non-harsh discipline improve early mental abilities and language. Studies examining executive functioning and pre-academics are needed to examine moderators of intervention effectiveness. Trial registration Systematic review PROSPERO registration. CRD42020222143

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Section: Discussionmentioning

confidence: 99%

Positive Parenting and Early Childhood Cognition: A Systematic Review and Meta-Analysis of Randomized Controlled Trials

Prime

Andrews

Markwell

et al. 2023

Clin Child Fam Psychol Rev

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“…Researchers have found that children's comprehensive vocabulary (CV) and EF predict each other (60). Inhibition control and attention shift promoted the two-way prediction of EF and CV as shown through experiments (66). Therefore, hypothesis H2 is proposed: there is a two-way influence between EF and children's CV (Figure 1).…”

Section: The Influence Of Comprehensive Vocabulary On Ef and Tcimentioning

confidence: 96%

“…Children's EF and CV are interdependent and interactive, which provides empirical evidence for the dynamic development view (16) and supports recent research results on the twoway relationship between EF and CV (64-66). The dimensions of EF are related to CV (Table 2), especially the function of inhibition control and attention shift, which improves children's vocabulary learning efficiency (66). The higher the level of EF is, the faster the children can process information (29).…”

Section: There Is Bidirectional Influence Between Children's Ef and CVmentioning

confidence: 99%

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Associations among teacher-child interaction, children's executive function and children's comprehensible vocabulary

Shao

Li²,

Yan³

et al. 2023

Front. Public Health

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ObjectiveTo understand the working mechanism and the relationships among the quality of teacher-child interaction (TCI), children's comprehensible vocabulary (CV) and executive function (EF).MethodsUsing stratified sampling, 900 children (boys 50.2%) and 60 preschool teachers were recruited from 4 places in China for testing, and five measurement tools, including the Classroom Assessment Scoring System (CLASS), the Peabody Picture Vocabulary Test (PPVT-R), the Stroop test, a card sorting task, and the Wechsler Intelligence Scale for Children (WISC-IV), were used.ResultsFor every additional unit of TCI, EF increases by 0.55 units; For every additional unit of EF, CV increases by 0.55 units; For every additional unit of CV, EF increases by 0.55 units; For every additional unit of CV, TCI increases by 0.38 units; For every additional unit of TCI, CV increases by 0.38 units. In the Model of TCI-EF-CV, the estimated value of TCI and the total effect of comprehensible vocabulary is 0.18; Z = 9.84, which is significantly greater than 1.96 at the bias-corrected 95% confidence interval and at the percentile 95% confidence interval (0.15, 0.23), both of which do not contain 0. The direct effect of TCI and CV is significant and indirect effects account for 39%. In the Model of TCI-CV-EF, the total effect of TCI on executive function is 0.09 (Z = 6.14), the direct effect is not significant with bias-corrected 95% confidence interval and 95% confidence interval (−0.01, 0.03), both of which include 0.ConclusionThere are two-way effects among children's EF and CV, TCI and CV. EF plays a mediating role in the influence of TCI on CV. TCI positively predicts children's EF, but this mainly depends on CV. Therefore, TCI plays a positive role in the development of children's CV and EF.

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“…The reasons for these outcomes may be manifold. First, a recent study showed that the relationship between EF and language differs as children age (Xing et al., 2022). According to the dynamic restructuring model, the impact of bilingualism on brain restructuring may follow specific trajectories, including initial exposure, consolidation, and peak sufficiency stages (Pliatsikas, 2020).…”

Section: Introductionmentioning

confidence: 99%

An intricate relationship between executive function and second‐language ability in a cohort of Uyghur‐Chinese bilingual children

Jin

Kwok

Song

2022

Developmental Science

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The relationship between executive function and second‐language ability remains contentious in bilingual children; thus, the current study focused on this issue. In total, 371 Uyghur‐Chinese bilingual children ranging from 3 to 6 years old were assessed by a battery of tasks measuring language ability (expressive vocabulary tests, receptive vocabulary tests, and phonological awareness of both their first‐language and second‐language) and executive function (working memory, inhibition, and switching). Our results indicated that age is a crucial moderator of the relationship between second‐language ability and executive function. Specifically, executive function unilaterally predicted second‐language ability in children who were 3–4 years old, whereas second‐language ability and executive function bilaterally influenced each other in children who were 4–5 and 5–6 years old. These findings suggest that executive function and second‐language ability have an intertwined and causal relationship among preschool children during development. The theoretical implications of these findings are discussed. Research Highlights A counterfactual model showed causality between executive function and second language ability in Uyghur‐Chinese bilingual children. Executive function unilaterally predicted second language ability in the 3‐ to 4‐year‐old age group. Executive function and second language ability bilaterally influenced each other in the 4‐ to 5 and 5‐ to 6‐year‐old age groups.

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Reciprocal relation between executive function and receptive vocabulary in Chinese preschoolers: Evidence from a two-year longitudinal study.

Cited by 10 publications

References 51 publications

Positive Parenting and Early Childhood Cognition: A Systematic Review and Meta-Analysis of Randomized Controlled Trials

Positive Parenting and Early Childhood Cognition: A Systematic Review and Meta-Analysis of Randomized Controlled Trials

Associations among teacher-child interaction, children's executive function and children's comprehensible vocabulary

An intricate relationship between executive function and second‐language ability in a cohort of Uyghur‐Chinese bilingual children

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