The Directionality of the Relationship Between Executive Functions and Language Skills: A Literature Review
It has been demonstrated that executive functions play a significant role in different aspects of the development of children. Development of language is also one of the most important accomplishments of the preschool years, and it has been linked to many outcomes in life. Despite substantial resear...
| Main Authors: | , |
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| פורמט: | Article |
| שפה: | English |
| יצא לאור: |
Frontiers Media S.A.
2022-07-01
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| סדרה: | Frontiers in Psychology |
| נושאים: | |
| גישה מקוונת: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.848696/full |
| _version_ | 1828790163306708992 |
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| author | Anahita Shokrkon Elena Nicoladis |
| author_facet | Anahita Shokrkon Elena Nicoladis |
| author_sort | Anahita Shokrkon |
| collection | DOAJ |
| description | It has been demonstrated that executive functions play a significant role in different aspects of the development of children. Development of language is also one of the most important accomplishments of the preschool years, and it has been linked to many outcomes in life. Despite substantial research demonstrating the association between executive function and language development in childhood, only a handful of studies have examined the direction of the developmental pathways between EF skills and language skills, therefore little is known about how these two constructs are connected. In this review paper, we discuss three possible directional relationships between EFs and language development throughout childhood. First, we discuss how EF might affect language functioning. Next, we discuss how language functioning might affect EF. Lastly, we consider other possible relationships between EF and language. Given that children with better EF and language skills are more likely to succeed in educational settings and demonstrate greater social–emotional competencies, investigating the relationship between EF and language in the preschool period provides insight into mechanisms that have not been extensively studied. Furthermore, it could create new opportunities for designing effective and efficient interventions aimed at addressing EF and language deficits during the preschool period which could in turn influence later development. |
| first_indexed | 2024-12-12T01:25:35Z |
| format | Article |
| id | doaj.art-054855f63eeb48e6b06b94e5a6fb7f7f |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-12T01:25:35Z |
| publishDate | 2022-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-054855f63eeb48e6b06b94e5a6fb7f7f2022-12-22T00:43:06ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-07-011310.3389/fpsyg.2022.848696848696The Directionality of the Relationship Between Executive Functions and Language Skills: A Literature ReviewAnahita Shokrkon0Elena Nicoladis1Department of Psychology, University of Alberta, Edmonton, AB, CanadaDepartment of Psychology, University of British Columbia, Kelowna, BC, CanadaIt has been demonstrated that executive functions play a significant role in different aspects of the development of children. Development of language is also one of the most important accomplishments of the preschool years, and it has been linked to many outcomes in life. Despite substantial research demonstrating the association between executive function and language development in childhood, only a handful of studies have examined the direction of the developmental pathways between EF skills and language skills, therefore little is known about how these two constructs are connected. In this review paper, we discuss three possible directional relationships between EFs and language development throughout childhood. First, we discuss how EF might affect language functioning. Next, we discuss how language functioning might affect EF. Lastly, we consider other possible relationships between EF and language. Given that children with better EF and language skills are more likely to succeed in educational settings and demonstrate greater social–emotional competencies, investigating the relationship between EF and language in the preschool period provides insight into mechanisms that have not been extensively studied. Furthermore, it could create new opportunities for designing effective and efficient interventions aimed at addressing EF and language deficits during the preschool period which could in turn influence later development.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.848696/fullexecutive functionslanguageworking memoryinhibitioncognitive flexibility |
| spellingShingle | Anahita Shokrkon Elena Nicoladis The Directionality of the Relationship Between Executive Functions and Language Skills: A Literature Review Frontiers in Psychology executive functions language working memory inhibition cognitive flexibility |
| title | The Directionality of the Relationship Between Executive Functions and Language Skills: A Literature Review |
| title_full | The Directionality of the Relationship Between Executive Functions and Language Skills: A Literature Review |
| title_fullStr | The Directionality of the Relationship Between Executive Functions and Language Skills: A Literature Review |
| title_full_unstemmed | The Directionality of the Relationship Between Executive Functions and Language Skills: A Literature Review |
| title_short | The Directionality of the Relationship Between Executive Functions and Language Skills: A Literature Review |
| title_sort | directionality of the relationship between executive functions and language skills a literature review |
| topic | executive functions language working memory inhibition cognitive flexibility |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.848696/full |
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