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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...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9343615/ https://www.ncbi.nlm.nih.gov/pubmed/35928417 http://dx.doi.org/10.3389/fpsyg.2022.848696 |
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author | Shokrkon, Anahita Nicoladis, Elena |
author_facet | Shokrkon, Anahita Nicoladis, Elena |
author_sort | Shokrkon, Anahita |
collection | PubMed |
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. |
format | Online Article Text |
id | pubmed-9343615 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-93436152022-08-03 The Directionality of the Relationship Between Executive Functions and Language Skills: A Literature Review Shokrkon, Anahita Nicoladis, Elena Front Psychol Psychology 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. Frontiers Media S.A. 2022-07-19 /pmc/articles/PMC9343615/ /pubmed/35928417 http://dx.doi.org/10.3389/fpsyg.2022.848696 Text en Copyright © 2022 Shokrkon and Nicoladis. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Shokrkon, Anahita Nicoladis, Elena The Directionality of the Relationship Between Executive Functions and Language Skills: A Literature Review |
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 | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9343615/ https://www.ncbi.nlm.nih.gov/pubmed/35928417 http://dx.doi.org/10.3389/fpsyg.2022.848696 |
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