The Relationship between Executive Functions and Language Production in 5–6-Year-Old Children: Insights from Working Memory and Storytelling

Veraksa, Аleksander; Bukhalenkova, Daria; Kartushina, Natalia; Oshchepkova, Ekaterina S.

doi:10.3390/bs10020052

Cited by 18 publications

(5 citation statements)

References 43 publications

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“…An examination of the Studentized residuals revealed that one study [ 91 ] had a value larger than ±3.7537 and may be a potential outlier in the context of this model. According to Cook’s distances, four studies [ 79 , 92 , 93 , 94 ] could be overly influential.…”

Section: Resultsmentioning

confidence: 99%

The Relationship between Narrative Skills and Executive Functions across Childhood: A Systematic Review and Meta-Analysis

2023

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Executive functions (EFs) and narrative competence (NC) are two important predictors of many outcomes in human development. To date, however, it is unclear whether these skills develop synergistically—supporting or opposing each other—or whether they are independent of each other. The purpose of this meta-analysis is to understand if these skills are related to over development and if the magnitude of their association changes over time; differs in typical and atypical development; and changes with EF (inhibition, working memory, flexibility, planning) and NC (oral, written; micro and macrostructural level). For this purpose, 30 studies containing 285 effect sizes were selected and combined. The results show that EFs and NC are weakly associated with each other (r = 0.236, p < 0.001) and that this association decreases with age (b(267) = −0.0144, p = 0.001). They are more associated in preschool and early elementary school grades, becoming more independent after seven years old. Between 3 and 7 years of age, the association seems stronger in atypically developing children and for macrostructural NC. Additionally, before 7 years old, the various EF domains seem to associate indistinctly with NC, and only later specific links between EFs and NC would be observed.

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Section: Resultsmentioning

confidence: 99%

The Relationship between Narrative Skills and Executive Functions across Childhood: A Systematic Review and Meta-Analysis

2023

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“…In particular, it appears necessary to conduct a detailed qualitative analysis of the language skills in a larger group of deaf children with an earlier age at CI surgery and comparing them with groups of hearing children with DLD and signing deaf children with DLD. Second, the present work did not consider the role of domain-general neurocognitive processes, such as sequential processing, working memory, and executive functions, which several authors found to strongly influence the syntactic abilities of children with DLD [ 54 , 55 , 56 ], as well as the linguistic outcomes of deaf children with CI [ 18 , 19 , 20 ]. Third, although we controlled for maternal educational level, we did not investigate other important environmental factors, such as level of parental IQ, maternal language input, and family psychological wellbeing, which several studies have shown to be related to language and learning acquisition in this and other clinical populations [ 42 , 57 , 58 ].…”

Section: Discussionmentioning

confidence: 99%

Morpho-Syntactic Deficit in Children with Cochlear Implant: Consequence of Hearing Loss or Concomitant Impairment to the Language System?

Benassi

Boria²,

Berghenti

et al. 2021

IJERPH

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Background: Among implanted children with similar duration of auditory deprivation and clinical history, the morpho-syntactic skills remain highly variable, suggesting that other fundamental factors may determine the linguistic outcomes of these children, beyond their auditory recovery. The present study analyzed the morpho-syntactic discrepancies among three children with cochlear implant (CI), with the aim of understanding if morpho-syntactic deficits may be characterized as a domain-specific language disorder. Method: The three children (mean age = 7.2; SD = 0.4) received their CI at 2.7, 3.7, and 5.9 years of age. Their morpho-syntactic skills were evaluated in both comprehension and production and compared with 15 age-matched normal-hearing children (mean age = 6.6; SD = 0.3). Results: Cases 1 and 2 displayed a marked impairment across morphology and syntax, whereas Case 3, the late-implanted child, showed a morpho-syntactic profile well within the normal boundaries. A qualitative analysis showed, in Cases 1 and 2, language deficits similar to those of normal hearing children with Developmental Language Disorder (DLD). Conclusions: We suggest that a severe grammatical deficit may be, in some implanted children, the final outcome of a concomitant impairment to the language system. Clinical implications for assessment and intervention are discussed.

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“…Illustrated vs. Animated (e.g., Hutton et al, 2020) • Beginning-middle-end (working memory) (e.g., Veraksa et al, 2020) • Gestures and visual support (e.g., Schaadt, 2015;Kartalkanat and Göksun, 2020) • Illustrations and visual support (e.g., D' Angiulli et al, 2015)…”

Section: Language and Pre-literacymentioning

confidence: 99%

Radical neuroconstructivism: a framework to combine the how and what of teaching and learning?

Tokuhama-Espinosa

Borja

2023

Front. Educ.

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Recent advances in pedagogical research have called attention to the dynamic nature of the teaching and learning process in which the actors mutually influence one another. The understanding of how this works in the brain—the specialized neural networks related to this process—is often limited to neuroscientists but are slowly becoming available to other learning scientists, including teachers. A transdisciplinary approach combining the best information about observable teaching-learning processes from education with newer information from the neurosciences may aid in resolving fundamental questions in the learning process. Teachers’ professional formation and development is often structured in segmented topical ways (e.g., pedagogy, evaluation, planning, classroom management, social–emotional learning), to identify important content knowledge (e.g., art, reading, mathematics, STEM), or to appreciate life skills (e.g., collaboration, critical thinking, social–emotional learning). While important, knowledge about the brain, the organ responsible for learning, is typically absent from teacher education. This paper reexamines the evidence from neuroconstructivism and the hierarchy of learning trajectories and combines it with evidence from psychology and the ways humans interact during the teaching-learning process to suggest radical neuroconstructivism as a framework within which to organize teachers’ professional development. The radical neuroconstructivism framework may contribute to making the content knowledge of teachers’ continual professional development more visible.

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The Relationship between Executive Functions and Language Production in 5–6-Year-Old Children: Insights from Working Memory and Storytelling

Cited by 18 publications

References 43 publications

The Relationship between Narrative Skills and Executive Functions across Childhood: A Systematic Review and Meta-Analysis

The Relationship between Narrative Skills and Executive Functions across Childhood: A Systematic Review and Meta-Analysis

Morpho-Syntactic Deficit in Children with Cochlear Implant: Consequence of Hearing Loss or Concomitant Impairment to the Language System?

Radical neuroconstructivism: a framework to combine the how and what of teaching and learning?

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