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The role of executive function for vocabulary acquisition and word learning in preschool-age children with and without vocabulary delay

Title
The role of executive function for vocabulary acquisition and word learning in preschool-age children with and without vocabulary delay
Authors
Yim D.Yang Y.
Ewha Authors
임동선
SCOPUS Author ID
임동선scopus
Issue Date
2018
Journal Title
Communication Sciences and Disorders
ISSN
2288-1328JCR Link
Citation
Communication Sciences and Disorders vol. 23, no. 1, pp. 43 - 59
Keywords
Cognitive flexibilityExecutive functionInhibitory controlQuick incidental learningWorking memory
Publisher
Korean Academy of Speech-Language Pathology and Audiology
Indexed
SCOPUS scopus
Document Type
Article
Abstract
Objectives: The development of executive function (EF) in childhood can be understood in terms of 'consciousness' development. As age increases, the potential of conscious control of thoughts and behaviors for child can be increased. This study examined the relationship of EF and word learning in children with and without vocabulary delay (VD). Methods: Thirty-five 5-to-6-year-old children with VD and 35 age-matched children with typically developing (TD) participated in this study. Participants' performance was assessed with Quick Incidental Learning (QUIL) for novel word learning, nonword repetition (NWR) for working memory, the Stop Signal Task (SST) for inhibitory control, and the Dimensional Change Card Sort (DCCS) for cognitive flexibility. Accuracy and reaction time in the SST and DCCS were obtained using E-Prime Software; only accuracy was measured in the QUIL and NWR task. MANOVA, correlation, and stepwise multiple regression were used for data analysis. Results: The results showed that the VD group had significantly lower accuracy on the QUIL and NWR, poorer performance on the DCCS, and longer reaction time on the SST than the TD group. The strongest predictor of novel word learning was accuracy in DCCS for the VD group. Conclusion: These results indicate that children with VD require conscious effort to activate their EF instead of learning novel words automatically like their typically developing peers, who acquire new words relatively easily without additional cognitive burdens. © 2018 Korean Academy of Speech-Language Pathology and Audiology.
DOI
10.12963/csd.18469
Appears in Collections:
사범대학 > 언어병리학과 > Journal papers
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