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Executive function of Spanish-speaking language-minority preschoolers

Title: Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes.
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Name(s): Lonigan, Christopher J, author
Lerner, Matthew D, author
Goodrich, J Marc, author
Farrington, Amber L, author
Allan, Darcey M, author
Type of Resource: text
Genre: Journal Article
Text
Date Issued: 2016-04-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Young children's executive function (EF) is increasingly recognized as an important construct associated with development in cognitive and socioemotional domains. To date, however, few studies have examined EF in populations of language-minority children. In this study, 241 Spanish-speaking language-minority preschoolers who ranged in age from 38 to 69 months (M=54.23 months, SD=6.17) completed three tasks designed to measure inhibitory control (IC) and four tasks designed to measure working memory (WM). Children completed assessments of their vocabulary skills, early literacy skills, and behavioral self-regulation in both English and Spanish, and their classroom teachers completed three behavior rating measures. Children were classified as more proficient in English or Spanish based on their scores on the vocabulary measures, and all IC and WM measures were administered in the children's more proficient language. Results of confirmatory factor analyses supported a two-factor model of EF for both groups of children as well as strong measurement and structural invariance across groups. Children's EF was substantially related to the language, early literacy, and behavioral self-regulation measures as well as teacher ratings of inattention and hyperactivity/impulsivity. For children with more proficient English, EF was associated with skills in both English and Spanish; however, for children with more proficient Spanish, EF was associated primarily with skills in Spanish. These results provide evidence of strong correspondence for EF measured in Spanish-speaking language-minority preschoolers and monolingual preschoolers, and they identify a potential key factor that can enhance understanding of development in this population of children.
Identifier: FSU_pmch_26704302 (IID), 10.1016/j.jecp.2015.11.003 (DOI), PMC4724295 (PMCID), 26704302 (RID), 26704302 (EID), S0022-0965(15)00266-0 (PII)
Keywords: Academic skills, Bilingual, English as second language, Executive function, Inhibitory control, Language minority, Preschool, Working memory
Grant Number: P50 HD052120, U01 HD060292, HD052120, HD060292
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4724295.
Subject(s): Child Behavior/physiology
Child, Preschool
Executive Function/physiology
Female
Hispanic Americans
Humans
Inhibition (Psychology)
Literacy
Male
Memory, Short-Term/physiology
Minority Groups
Multilingualism
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_26704302
Owner Institution: FSU
Is Part Of: Journal of experimental child psychology.
1096-0457
Issue: vol. 144

Choose the citation style.
Lonigan, C. J., Lerner, M. D., Goodrich, J. M., Farrington, A. L., & Allan, D. M. (2016). Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes. Journal Of Experimental Child Psychology. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_26704302