Preschool children who pass both EF and TOM tests score significantly higher on semantic fluency than children who fail both¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Across four EF/TOM pass-fail categories, semantic fluency differed significantly (one-way ANOVA p=.012), and Hochberg's GT2 post hoc test found the only significant difference between children failing both tests and children passing both (p=.021). → Biscevic 2018

Evidence¶

Biscevic 2018¶

Biscevic, I., Pasalic, A., & Memisevic, H. (2018). The effects of executive functions and theory of mind on semantic fluency in preschool children. Problems of Education in the 21st Century, 76(1). https://www.scientiasocialis.lt/pec/ doi:10.33225/pec/18.76.21

q3 · i? · associational · r1

The sample was divided into four categories by EF and TOM pass/fail (Table 3 means 6.58 to 9.42); a one-way ANOVA was significant (p=.012) and Hochberg's GT2 post hoc test (used because group sizes were unequal, Levene p=.25) isolated the fail-both vs pass-both contrast.

"According to the test, the only significant difference was between the 1 st and 4th category (p=.021). Children who passed both, EF and TOM test achieved statistically higher mean scores on semantic fluency than children who failed both these tests."

Discussion¶

Learner Variables¶

Self-Regulation — predictor: learners who differ on it differ in outcomes
Executive Function — predictor: learners who differ on it differ in outcomes

Children's executive function at the beginning of pre-kindergarten predicts growth in mathematics achievement across the pre-kindergarten year — the general claim this finding bears on, with the studies behind it
Executive function performance significantly predicts semantic fluency in preschool children — related
No interaction effect of executive functions and theory of mind on semantic fluency in preschool children — related
Theory of mind effect on semantic fluency in preschool children is statistically non-significant but approaches significance — related

Page metadata

Field	Value
`type`	`claim`
`id`	`pass-both-ef-tom-higher-semantic-fluency`
`title`	`Preschool children who pass both EF and TOM tests score significantly higher on semantic fluency than children who fail both`
`description`	`Preschool children who pass both EF and TOM tests score significantly higher on semantic fluency than children who fail both`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2018`
`generated`	by `process:wiki-ingest` on `2026-09-26`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `biscevic-2018`

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