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

Abstract

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.

Neuropsychopedagogical Motor Intervention Program Strengthening Inhibitory Control, Working Memory, and Language Abilities in Post-COVID-19 School Returnees

“…Word reading proficiency correlates with working memory, inhibition, shifting, updating, and attention control. Moreover, reading comprehension, at a minimum, links to planning, working memory, and inhibition (Scionti et al, 2023;Spiegel et al, 2021). These findings highlight the significant impact of EFs on developing academic competencies among school-aged children (Bustamante et al, 2023;Emslander & Scherer, 2022;Diamond, 2013).…”