Neuropsychological and behavioural executive functioning and lexical access: A longitudinal study
Executive functioning (EF) seems to be essential to promote optimal development of lexical access and to prevent its difficulties. Traditionally, neuropsychological tests administered under strict laboratory conditions have been used for evaluation. Recently the ecological validity of these tests ha...
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| Format: | Article |
| Language: | English |
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Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad
2019-12-01
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| Series: | INFAD |
| Subjects: | |
| Online Access: | http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1714 |
| _version_ | 1797970035690438656 |
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| author | Laura Abellán Roselló Anna Pallotti Romero Jessica Mercader Ruiz Rebeca Siegenthaler Hierro |
| author_facet | Laura Abellán Roselló Anna Pallotti Romero Jessica Mercader Ruiz Rebeca Siegenthaler Hierro |
| author_sort | Laura Abellán Roselló |
| collection | DOAJ |
| description | Executive functioning (EF) seems to be essential to promote optimal development of lexical access and to prevent its difficulties. Traditionally, neuropsychological tests administered under strict laboratory conditions have been used for evaluation. Recently the ecological validity of these tests has been questioned on the basis of the multiple differences between a structured assessment environment and real life. In an attempt to correct this limitation, the objective of this longitudinal study is to analyze the relationship between the EF, evaluated in the kindergarteners last year through behavioral tests, and lexical access to evaluated at the end of the second year of Primary Education. It also analyzes the differences in the EF evaluated in the first moment between students with and without problems of lexical access two years later. A total of 179 subjects (49.2% girls and 50.8% boys) participated and were evaluated in two stages. In T1, 3rd year of Kindergarten, the mean age was 70.24 months (DS = 3.54; range 5-6 years) and in T2, 2nd year of Primary Education, 94.17 months (DS = 3.60; range 7-8 years). Parents and teachers completed the Behavior Rating Inventory of Executive Function (BRIEF; Gioia et al., 2000). For the evaluation of lexical access, the main indexes of word reading and pseudo-words of the Battery for the Evaluation of Reading Processes, Revised (PROLEC-R; Cuetos et al., 2007) were used. The results show a relationship between EF and subsequent lexical access, especially with the behavioural assessment of teachers, highlighting the predictive power of the metacognition index. The results also show that children with difficulties present greater problems in practically all of the executive functions analysed. The theoretical and practical implications of the results are discussed. |
| first_indexed | 2024-04-11T03:10:37Z |
| format | Article |
| id | doaj.art-709cbe05c9c54b2daf06972a08c0033c |
| institution | Directory Open Access Journal |
| issn | 0214-9877 2603-5987 |
| language | English |
| last_indexed | 2024-04-11T03:10:37Z |
| publishDate | 2019-12-01 |
| publisher | Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad |
| record_format | Article |
| series | INFAD |
| spelling | doaj.art-709cbe05c9c54b2daf06972a08c0033c2023-01-02T11:47:19ZengAsociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y DiscapacidadINFAD0214-98772603-59872019-12-011244145010.17060/ijodaep.2019.n2.v1.17141402Neuropsychological and behavioural executive functioning and lexical access: A longitudinal studyLaura Abellán Roselló0Anna Pallotti Romero1Jessica Mercader Ruiz2Rebeca Siegenthaler Hierro3Universidad Internacional de la RiojaUniversitat Jaime IUniversitat Jaime IUniversitat Jaime IExecutive functioning (EF) seems to be essential to promote optimal development of lexical access and to prevent its difficulties. Traditionally, neuropsychological tests administered under strict laboratory conditions have been used for evaluation. Recently the ecological validity of these tests has been questioned on the basis of the multiple differences between a structured assessment environment and real life. In an attempt to correct this limitation, the objective of this longitudinal study is to analyze the relationship between the EF, evaluated in the kindergarteners last year through behavioral tests, and lexical access to evaluated at the end of the second year of Primary Education. It also analyzes the differences in the EF evaluated in the first moment between students with and without problems of lexical access two years later. A total of 179 subjects (49.2% girls and 50.8% boys) participated and were evaluated in two stages. In T1, 3rd year of Kindergarten, the mean age was 70.24 months (DS = 3.54; range 5-6 years) and in T2, 2nd year of Primary Education, 94.17 months (DS = 3.60; range 7-8 years). Parents and teachers completed the Behavior Rating Inventory of Executive Function (BRIEF; Gioia et al., 2000). For the evaluation of lexical access, the main indexes of word reading and pseudo-words of the Battery for the Evaluation of Reading Processes, Revised (PROLEC-R; Cuetos et al., 2007) were used. The results show a relationship between EF and subsequent lexical access, especially with the behavioural assessment of teachers, highlighting the predictive power of the metacognition index. The results also show that children with difficulties present greater problems in practically all of the executive functions analysed. The theoretical and practical implications of the results are discussed.http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1714estudio longitudinalfunciones ejecutivasacceso al léxicoeducación infantileducación primaria |
| spellingShingle | Laura Abellán Roselló Anna Pallotti Romero Jessica Mercader Ruiz Rebeca Siegenthaler Hierro Neuropsychological and behavioural executive functioning and lexical access: A longitudinal study INFAD estudio longitudinal funciones ejecutivas acceso al léxico educación infantil educación primaria |
| title | Neuropsychological and behavioural executive functioning and lexical access: A longitudinal study |
| title_full | Neuropsychological and behavioural executive functioning and lexical access: A longitudinal study |
| title_fullStr | Neuropsychological and behavioural executive functioning and lexical access: A longitudinal study |
| title_full_unstemmed | Neuropsychological and behavioural executive functioning and lexical access: A longitudinal study |
| title_short | Neuropsychological and behavioural executive functioning and lexical access: A longitudinal study |
| title_sort | neuropsychological and behavioural executive functioning and lexical access a longitudinal study |
| topic | estudio longitudinal funciones ejecutivas acceso al léxico educación infantil educación primaria |
| url | http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1714 |
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