Abstract : Research suggests that language predicts executive function (EF) in the preschool period; however, the relation between language and EF in the transition to formal schooling has not been previously examined. Given that language and EF are both important for school readiness, it is valuable to examine the ways in which they may be interrelated during the start of formal schooling. Research and theory suggest that expressive language in particular may be bidirectionally related to EF. To test this hypothesis, we analysed data from five- and six-year-old children (N = 347) who completed measures of expressive vocabulary and EF in the fall and spring of kindergarten and the fall of first grade. Path analysis revealed significant cross-lagged paths between EF and expressive vocabulary in kindergarten and from kindergarten into first grade, above and beyond stability in these constructs. The findings are discussed in relation to the current understanding of the relation between language and EF and the best ways in which to support and promote school readiness and early school achievement.

中文翻译：

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幼儿园和一年级学生的执行功能与表达性词汇之间的双向关系/初等教育与初等教育

摘要：研究表明，语言可以预测学龄前儿童的执行功能；但是，以前尚未研究过在正规教育过渡期间语言和EF之间的关系。鉴于语言和EF对入学准备都很重要，因此在正式教育开始时检查它们之间的相互联系的方式非常重要。研究和理论表明，表达语言尤其可能与EF双向相关。为了检验该假设，我们分析了五岁和六岁儿童（N = 347）的数据，这些儿童在幼儿园的秋季和春季以及一年级的秋季完成了表达词汇和EF的测量。路径分析显示，幼儿园和幼儿园到小学一年级之间，EF与表达词汇之间存在明显的交叉滞后路径，在这些结构中超越了稳定性。讨论的结果与当前对语言和EF之间关系的理解以及支持和促进入学准备和早期学习成绩的最佳方法有关。