Language proficiency predicts residual variance in executive performance not explained by processing speed at all preschool age points¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? At every age point, language proficiency predicted residual variance in executive task performance beyond processing speed, with stronger associations for tasks with more verbal content. → Clark 2014

Evidence¶

Clark 2014¶

Clark, C. A. C., Nelson, J. M., Garza, J., Sheffield, T. D., Wiebe, S. A., & Espy, K. A. (2014). Gaining control: changing relations between executive control and processing speed and their relevance for mathematics achievement over course of the preschool period. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2014.00107

q3 · i? · associational · r3

In the age-3 multidimensional model, executive task residuals were regressed on the Verbal Comprehension subtest to covary language proficiency. Most executive measures related significantly to language, with higher associations for "tasks with more verbal content (i.e., Shape School, Nebraska Barnyard)"; the discussion states this held at all age points.

"The majority of executive measures also showed significant relations with the language covariate, although these associations were higher for tasks with more verbal content (i.e., Shape School, Nebraska Barnyard)."

Discussion¶

Learner Variables¶

• Communication Skills — predictor: learners who differ on it differ in outcomes

Related Claims¶

• At age 3, executive task performance does not form a coherent latent EC factor independent of processing speed — related
• Vocabulary scores predicted executive-loaded non-verbal working memory scores beyond age and non-verbal reasoning — related
• Latent EC at age 3 does not predict mathematics achievement, but EC at ages 3.75, 4.5, and 5.25 shows independent prospective links with mathematics — related
• EC factor loadings on executive tasks strengthen and stabilize across the preschool period — related