The relationship among morphological awareness, character recognition and vocabulary knowledge in elementary school children: A cross-lagged model

Xia, Yue; XIE, Ruibo; WANG, Zhenliang; NGUYEN, ThiPhuong; WU, Xinchun

doi:10.3724/sp.j.1041.2022.00905

Cited by 4 publications

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“…In contrast, the six latent executive function factors were not significantly correlated with the latent specific internalizing problems factor either concurrently or across time. The presence of significant concurrent and across-time correlations between the variables is the premise of cross-lagged analyses (Santos et al, 2020; Simcock et al, 2019; Xia et al, 2022). In the three subsamples, inhibitory control, working memory, and cognitive flexibility were significantly negatively correlated with specific externalizing problems and general p but not significantly associated with specific internalizing problems.…”

Section: Resultsmentioning

confidence: 99%

Longitudinal predictions between executive function and general and specific psychiatric problems in school-age children.

Zhao,

Zhang,

et al. 2023

Developmental Psychology

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This study examined the longitudinal associations of various executive function components with subsequent psychiatric problems in Chinese school-age children. Data from 1,639 children (44.36% girls) ages 6-13 years were drawn from the Children School Functions and Brain Development project. Executive function components were assessed by the cancellation test, the Corsi test, and the Wisconsin Card Sorting Test. Psychiatric problems were determined by parent report. All assessments were administered twice, separated by a 1-year interval. Cross-lagged panel models showed that cognitive flexibility and general psychiatric problems (general p) mutually predicted each other. Worse inhibitory control at baseline significantly predicted more externalizing problems 1 year later, regardless of age, while externalizing problems did not significantly predict inhibitory control 1 year later. Working memory at baseline did not significantly predict internalizing problems and vice versa. These findings demonstrate that better inhibitory control may help to prevent or reduce externalizing problems in Chinese school-age children and that higher cognitive flexibility may help to mitigate general psychiatric problems. Public Significance StatementInhibitory control deficits are a risk factor for externalizing problems in Western preschoolers; the present study extends these findings to Chinese school-age children. Additionally, lower cognitive flexibility prospectively predicted more general psychiatric problems among Chinese school-age children. Taken together, these findings suggest a universal role of inhibitory control deficits in externalizing problems and a unique role of cognitive flexibility deficits in general psychiatric problems in the Chinese population.

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Section: Resultsmentioning

confidence: 99%

Longitudinal predictions between executive function and general and specific psychiatric problems in school-age children.

Zhao,

Zhang,

et al. 2023

Developmental Psychology

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“…Language is an important way for children to understand the world ( 1 , 2 ). Children's vocabulary is the basis of their language experiences ( 3 ), and has an important impact on their future academic performance ( 4 – 6 ). The period of 3–6 years of age has been considered as the most important period for children to develop their vocabulary competency ( 7 , 8 ).…”

Section: Introductionmentioning

confidence: 99%

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 role of phonological awareness, morphological awareness, and rapid automatized naming in the braille reading comprehension of Chinese blind children

Xia

Xie

et al. 2023

Learning and Individual Differences

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The relationship among morphological awareness, character recognition and vocabulary knowledge in elementary school children: A cross-lagged model

Cited by 4 publications

References 0 publications

Longitudinal predictions between executive function and general and specific psychiatric problems in school-age children.

Longitudinal predictions between executive function and general and specific psychiatric problems in school-age children.

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

The role of phonological awareness, morphological awareness, and rapid automatized naming in the braille reading comprehension of Chinese blind children

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