BACKGROUND This study determined the predictive value of linguistic competence in children in Early Childhood Education for verbal naming speed. METHOD The participants were 86 pupils in the second Early Childhood Education cycle. They were evaluated with WPPSI-IV Wechsler Preschool & Primary Scale of Intelligence (Verbal Comprehension, VC) and Vocabulary Acquisition, VA; Childish Vocabulary Test (Vavel) and the Rapid and Automatic Naming Test. RESULTS Children who had high scores in the Verbal Comprehension Index and Vocabulary Acquisition spent less time doing the verbal naming task. Linguistic competence predicted verbal naming speed, with Vavel having the strongest correlation. CONCLUSIONS Linguistic competence of children in Early Childhood Education allows us to predict their aptitude for verbal naming. Lexical-semantic knowledge was linguistic competence dimension with the highest predictive value for the Verbal Naming Task. Automatic Naming and Verbal Comprehension depend on the same cerebral area, Wernicke's area.

中文翻译：

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幼儿教育中的语言能力作为语言命名速度的预测指标。

背景本研究确定了儿童早期语言能力对语言命名速度的预测价值。方法 参与者是第二个幼儿教育周期的 86 名学生。他们用 WPPSI-IV Wechsler Preschool & Primary Scale of Intelligence (Verbal Comprehension, VC) 和 Vocabulary Acquisition, VA 进行评估；幼稚词汇测试 (Vavel) 和快速自动命名测试。结果 在语言理解指数和词汇习得方面得分高的儿童在完成语言命名任务上花费的时间更少。语言能力预测了语言命名速度，其中 Vavel 的相关性最强。结论 幼儿教育中儿童的语言能力使我们能够预测他们的口头命名能力。词汇语义知识是语言能力维度，对语言命名任务具有最高的预测价值。自动命名和语言理解取决于同一个大脑区域，即韦尼克区。