TY - JOUR
T1 - The relationship between executive functioning and language
T2 - Examining vocabulary, syntax, and language learning in preschoolers attending Head Start
AU - White, Lisa J.
AU - Alexander, Alexandra
AU - Greenfield, Daryl B.
N1 - Funding Information:
This research study was supported by a measurement grant funded by the Institute of Education Sciences, U.S. Department of Education (Grant No. R305A090502). This funding source had no role in the study design; the collection, analysis, and interpretation of data; or the writing of the article and submission for publication. The authors acknowledge the Institute of Education Sciences for funding this research as well as our collaborators in the local Head Start program.
PY - 2017/12
Y1 - 2017/12
N2 - Early childhood marks a time of dynamic development within language and cognitive domains. Specifically, a body of research focuses on the development of language as related to executive functions, which are foundational cognitive skills that relate to both academic achievement and social–emotional development during early childhood and beyond. Although there is evidence to support the relationship between language and executive functions, existing studies focus mostly on vocabulary and fail to examine other components of language such as syntax and language learning skills. To address this gap, this study examined the relationship between executive functioning (EF) and three aspects of language: syntax, vocabulary, and language learning. A diverse sample of 182 children (67% Latino and 33% African American) attending Head Start were assessed on both EF and language ability. Findings demonstrated that EF related to a comprehensive latent construct of language composed of vocabulary, syntax, and language learning. EF also related to each individual component of language. This study furthers our understanding of the complex relationship between language and cognitive development by measuring EF as it relates to various components of language in a sample of preschoolers from low-income backgrounds.
AB - Early childhood marks a time of dynamic development within language and cognitive domains. Specifically, a body of research focuses on the development of language as related to executive functions, which are foundational cognitive skills that relate to both academic achievement and social–emotional development during early childhood and beyond. Although there is evidence to support the relationship between language and executive functions, existing studies focus mostly on vocabulary and fail to examine other components of language such as syntax and language learning skills. To address this gap, this study examined the relationship between executive functioning (EF) and three aspects of language: syntax, vocabulary, and language learning. A diverse sample of 182 children (67% Latino and 33% African American) attending Head Start were assessed on both EF and language ability. Findings demonstrated that EF related to a comprehensive latent construct of language composed of vocabulary, syntax, and language learning. EF also related to each individual component of language. This study furthers our understanding of the complex relationship between language and cognitive development by measuring EF as it relates to various components of language in a sample of preschoolers from low-income backgrounds.
KW - Academic achievement
KW - Early childhood
KW - Executive functioning
KW - Head Start
KW - Language
KW - Low-income
KW - Preschool
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U2 - 10.1016/j.jecp.2017.06.010
DO - 10.1016/j.jecp.2017.06.010
M3 - Article
C2 - 28772245
AN - SCOPUS:85026497111
VL - 164
SP - 16
EP - 31
JO - Journal of Experimental Child Psychology
JF - Journal of Experimental Child Psychology
SN - 0022-0965
ER -