Language and executive function relationships in the real world: insights from deafness
Executive functions (EFs) in both regulatory and meta-cognitive contexts are important for a wide variety of children’s daily activities, including play and learning. Despite the growing literature supporting the relationship between EF and language, few studies have focused on these links during ev...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Cambridge University Press
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| Series: | Language and Cognition |
| Subjects: | |
| Online Access: | https://www.cambridge.org/core/product/identifier/S1866980824000103/type/journal_article |
| _version_ | 1797219203882680320 |
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| author | Mario Figueroa Nicola Botting Gary Morgan |
| author_facet | Mario Figueroa Nicola Botting Gary Morgan |
| author_sort | Mario Figueroa |
| collection | DOAJ |
| description | Executive functions (EFs) in both regulatory and meta-cognitive contexts are important for a wide variety of children’s daily activities, including play and learning. Despite the growing literature supporting the relationship between EF and language, few studies have focused on these links during everyday behaviours. Data were collected on 208 children from 6 to 12 years old of whom 89 were deaf children (55% female; M = 8;8; SD = 1;9) and 119 were typically hearing children (56% female, M = 8;9; SD = 1;5). Parents completed two inventories: to assess EFs and language proficiency. Parents of deaf children reported greater difficulties with EFs in daily activities than those of hearing children. Correlation analysis between EFs and language showed significant levels only in the deaf group, especially in relation to meta-cognitive EFs. The results are discussed in terms of the role of early parent–child interaction and the relevance of EFs for everyday conversational situations. |
| first_indexed | 2024-04-24T12:29:55Z |
| format | Article |
| id | doaj.art-b23f5a9100c24f7ab47062df7aaff41d |
| institution | Directory Open Access Journal |
| issn | 1866-9808 1866-9859 |
| language | English |
| last_indexed | 2024-04-24T12:29:55Z |
| publisher | Cambridge University Press |
| record_format | Article |
| series | Language and Cognition |
| spelling | doaj.art-b23f5a9100c24f7ab47062df7aaff41d2024-04-08T07:01:28ZengCambridge University PressLanguage and Cognition1866-98081866-985912310.1017/langcog.2024.10Language and executive function relationships in the real world: insights from deafnessMario Figueroa0https://orcid.org/0000-0001-6356-1970Nicola Botting1https://orcid.org/0000-0003-1082-9501Gary Morgan2https://orcid.org/0000-0002-9495-1274Department of Basic, Developmental and Educational Psychology, Autonomous University of Barcelona, Barcelona, SpainDepartment of Language and Communication Science, City, University of London, London, UKPsychology and Education Department, University Oberta de Catalunya, Barcelona, SpainExecutive functions (EFs) in both regulatory and meta-cognitive contexts are important for a wide variety of children’s daily activities, including play and learning. Despite the growing literature supporting the relationship between EF and language, few studies have focused on these links during everyday behaviours. Data were collected on 208 children from 6 to 12 years old of whom 89 were deaf children (55% female; M = 8;8; SD = 1;9) and 119 were typically hearing children (56% female, M = 8;9; SD = 1;5). Parents completed two inventories: to assess EFs and language proficiency. Parents of deaf children reported greater difficulties with EFs in daily activities than those of hearing children. Correlation analysis between EFs and language showed significant levels only in the deaf group, especially in relation to meta-cognitive EFs. The results are discussed in terms of the role of early parent–child interaction and the relevance of EFs for everyday conversational situations.https://www.cambridge.org/core/product/identifier/S1866980824000103/type/journal_articledeafnessevery-day functionsexecutive functionsinteractionlanguage |
| spellingShingle | Mario Figueroa Nicola Botting Gary Morgan Language and executive function relationships in the real world: insights from deafness Language and Cognition deafness every-day functions executive functions interaction language |
| title | Language and executive function relationships in the real world: insights from deafness |
| title_full | Language and executive function relationships in the real world: insights from deafness |
| title_fullStr | Language and executive function relationships in the real world: insights from deafness |
| title_full_unstemmed | Language and executive function relationships in the real world: insights from deafness |
| title_short | Language and executive function relationships in the real world: insights from deafness |
| title_sort | language and executive function relationships in the real world insights from deafness |
| topic | deafness every-day functions executive functions interaction language |
| url | https://www.cambridge.org/core/product/identifier/S1866980824000103/type/journal_article |
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