An exploration of the role of executive functions in preschoolers’ phonological development

Eaton, Catherine Torrington; Ratner, Nan Bernstein

doi:10.1080/02699206.2016.1179344

Cited by 22 publications

(12 citation statements)

References 42 publications

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“…Many previous investigations documenting the interrelatedness between language and EF abilities have placed particular emphasis on higher order aspects of language (e.g., fluency, receptive, and expressive abilities, language representation, and sentence comprehension) ( Montgomery, 1995 ; Trainor, 2012 ; Engelhardt et al, 2013 ; Miller and Marcovitch, 2015 ), or have relied on transcription methods to measure speech accuracy in relation to cognitive performance-based EF measures ( Eaton and Ratner, 2016 ). These studies have suggested that more proficient language abilities are associated with stronger EF skills.…”

Section: Discussionmentioning

confidence: 99%

“…As we can see, there have been numerous reports evidencing a relation between language and EF abilities, but to our knowledge only one study has examined speech articulation proficiency in relation to EF. In a study investigating EF and phonological development in 4- to 5-year-olds, Eaton and Ratner (2016) aimed to address whether EF contributes to adult-like speech production abilities. Children with SSD and children with low-average and high-average speech skills took part in a battery of assessments.…”

Section: Introductionmentioning

confidence: 99%

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Articulation Speaks to Executive Function: An Investigation in 4- to 6-Year-Olds

Netelenbos

Gibb

et al. 2018

Front. Psychol.

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Executive function (EF) and language learning play a prominent role in early childhood development. Empirical research continues to point to a concurrent relation between these two faculties. What has been given little attention, however, is the association between EF and speech articulation abilities in children. This study investigated this relation in children aged 4–6 years. Significant correlations indicated that children with better EF [via parental report of the Behavior Rating Inventory of Executive Function (BRIEF) inventory] exhibited stronger speech sound production abilities in the articulation of the “s” and “sh” sounds. Furthermore, regression analyses revealed that the Global Executive Composite (GEC) of EF as measured by the BRIEF, served as a predictor for speech sound proficiency and that speech sound proficiency served as a predictor for the GEC. Together, these results demonstrate the imbricated nature of EF and speech sound production while bearing theoretical and practical implications. From a theoretical standpoint, the close link between EF and speech articulation may indicate a common ontogenetic pathway. From a practical perspective, the results suggest that children with speech difficulties could be at higher risk for EF deficits.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Articulation Speaks to Executive Function: An Investigation in 4- to 6-Year-Olds

Netelenbos

Gibb

et al. 2018

Front. Psychol.

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“…As described in other studies, a good development of WMP is important for the development of speech and oral language (LINASSI; KESKE-SOARES; MOTA, 2005;GRAY, 2006;VIEIRA, 2014) suggest that children with speech errors may have less mature working memory than peers who have mastered phonological targets earlier in development (TORRINGTON EATON;RATNER, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…In this sense, failures in the system can cause damage in the development of speech and oral language, in lexical acquisition, in the process of learning, reading and understanding a text and in resolving mathematic problems (MAJERUS; VRANCKEN; VAN DER LIDEN, 2003 NAVAS, 2008;NEVO;BREZNITZ, 2013;GUEDES-GRANZOTTI et al, 2013;CARDOSO;SILVA;PEREIRA, 2013;TORRINGTON EATON;RATNER, 2016).…”

Section: Introductionmentioning

confidence: 99%

Working memory in children with phonetic deviation and phonological deviation

Guedes-Granzotti¹,

Felippini²,

Zuanetti³

et al. 2017

Biosci. J.

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to verify the performance of children with Phonological Deviation and Phonetic Deviation inWorking Memory -Phonological loop skills regarding the comparison group. 81 children participated, between five and six years old, of both sexes, attending the first year of primary education in municipal schools. They were divided into three groups, G1 -children with Phonological Deviation; G2 -children with Phonetic Deviation and G3 -children without speech or language disorders (comparative group). The Working Memory -Phonological loop was evaluated by the Repeatition of Words Without Meaning test. Kruskal-Wallis and Dunn's Statistical Tests were used, adopting p <0.05 as significant. The G3 group showed superior performance in the syllabic categories of two, three and four syllables when compared to G1 and G2. When comparing G1 and G2, it was observed a superior performance of G2. In all groups, it was showed a decrease of right answers when increasing the length of words. The deficits in Working Memory -Phonological loop ability were observed in children with both Phonological Deviation and Phonetic Deviation, but children with Phonological Deviation presented significantly lower performance. The results suggest the relation of the Working Memory -Phonological loop with the development of speech and language.

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“…Murphy and colleagues (2014) showed that children with speech sound disorders committed more false alarms than controls, on an auditory attention task, because of the lower inhibitory control and/or selective attention. Eaton and Ratner (2016) explored the relation between phonological development and some executive functions (working memory, inhibitory control, and cognitive flexibility) in 4-to 5-year-olds children. They found that children with better performance on digit span task had better speech sound production.…”

Section: Introductionmentioning

confidence: 99%

Does first word development in bilingual French-Portuguese toddlers mirror monolingual one? A study exploring executive function abilities

2018

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L ’objectif de ce travail est d’évaluer le dédeveloppement lexical, précoce chez les enfants bilingues et d’explorer le lien possible entre la, taille du vocabulaire et les fonctions exécutives. Nous avons testé 15,bilingues français-portugais (7 de 16 mois et 8 de 24 mois). Leur, développement langagier a été évalué avec l'Inventaire du développement, communicatif français et portugais (adaptations du CDI MacArthur-Bates, Fenson et al., 2007). Des questionnaires parentaux ont été utilisés pour,évaluer la dominance linguistique (PaBiQ, Tuller, 2015), les stades de, développement (ASQ-3™, Squires et al., 2009) et les fonctions exécutives,(BRIEF-P, Gioia, Aspy, … Isquith, 2003). Nous avons calculé la taille du, vocabulaire dans chacune des langues, le vocabulaire total et le vocabulaire, conceptuel total et comparé avec les normes des monolingues. Presque, tous les participants ont un vocabulaire total dans chacune des langues,(français ou portugais) et un vocabulaire conceptuel total similaire à celui, des monolingues portugais et français. Leur vocabulaire total,(français+portugais) est par contre supérieur à celui des monolingues. Il, existe une corrélation entre la taille du vocabulaire et la mémoire de travail,(Stokes & Klee, 2009), mais aucune avec l'inhibition. Ces résultats donnent, un meilleur aperçu du processus de développement du langage bilingue.

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An exploration of the role of executive functions in preschoolers’ phonological development

Cited by 22 publications

References 42 publications

Articulation Speaks to Executive Function: An Investigation in 4- to 6-Year-Olds

Articulation Speaks to Executive Function: An Investigation in 4- to 6-Year-Olds

Working memory in children with phonetic deviation and phonological deviation

Does first word development in bilingual French-Portuguese toddlers mirror monolingual one? A study exploring executive function abilities

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