The Relationship between Word Learning and Executive Function in Preschoolers with and without Developmental Language Disorder

Autor/inn/en	Kapa, Leah L.; Erikson, Jessie A.
Titel	The Relationship between Word Learning and Executive Function in Preschoolers with and without Developmental Language Disorder
Quelle	In: Journal of Speech, Language, and Hearing Research, 63 (2020) 7, S.2293-2307 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kapa, Leah L.) ORCID (Erikson, Jessie A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Executive Function; Word Recognition; Preschool Children; Developmental Disabilities; Language Impairments; Familiarity; Attention; Short Term Memory; Inhibition; Novelty (Stimulus Dimension); Receptive Language; Vocabulary Development; Predictor Variables; Articulation (Speech); Intelligence Quotient; Expressive Language; Socioeconomic Status; Arizona; Kaufman Assessment Battery for Children; Goldman Fristoe Test of Articulation; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Worterkennung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Aufmerksamkeit; Kurzzeitgedächtnis; Hemmung; Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit; Prädiktor; Intelligenzquotient; Socio-economic status; Sozioökonomischer Status
Abstract	Purpose: The purpose of this study was to examine the relationship between executive functioning and word learning among preschoolers with and without developmental language disorder (DLD). Method: Forty-one preschool-age children with DLD were matched to typically developing children on age and sex. Participants were exposed to 10 novel pseudowords, half of which referred to familiar objects and half of which referred to unfamiliar objects. Their ability to produce, recognize, and comprehend the novel words was tested, and they completed executive function tasks measuring sustained selective attention, short-term memory, working memory, inhibition, and shifting. Results: Preschoolers with DLD performed worse compared to typically developing peers on all measures of executive function and novel word learning. Both groups showed a relative weakness in producing pseudowords that corresponded with familiar objects versus pseudowords for unknown objects. Executive function accounted for statistically significant variance in word learning beyond group membership, with inhibition as a significant predictor of all word learning outcomes and short-term memory as a significant predictor of novel word comprehension. Executive function explained significant variance in novel word production and recognition even after accounting for variance explained by group differences in IQ and receptive vocabulary. Conclusion: Findings replicate previous research reporting deficits in word learning and executive function in children with DLD, indicate that preschoolers are disadvantaged in learning new words for familiar objects, and support a relationship between executive function and word learning for children with and without DLD. Future research should examine the directionality of the relationship between these variables. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01