The Relationship Between The Relationship Between Preschool Executive Preschool Executive

Function Skills and Oral Function Skills and Oral Narrative SkillsNarrative Skills

By: Kathleen TrainorBy: Kathleen Trainor

What are Executive Functions?What are Executive Functions? High-Order Cognitive OperationsHigh-Order Cognitive Operations Cognitive ProcessesCognitive Processes

AttentionAttention InhibitionInhibition Working MemoryWorking Memory

ComponentsComponents Goal SelectionGoal Selection Planning/OrganizingPlanning/Organizing Initiation/PersistenceInitiation/Persistence FlexibilityFlexibility Execution/Goal AttainmentExecution/Goal Attainment Self-Regulation Self-Regulation

Development of Executive FunctionsDevelopment of Executive Functions

Birth to mid-20sBirth to mid-20s Preschool Executive Function Preschool Executive Function

DevelopmentDevelopment Attentional ControlAttentional Control Cognitive FlexibilityCognitive Flexibility Information ProcessingInformation Processing Goal SettingGoal Setting

Executive Function Development In Executive Function Development In Preschoolers Preschoolers

Senn, Espy, and Kaufmann (2004)Senn, Espy, and Kaufmann (2004)

117 children: ages 2;8 – 6;0117 children: ages 2;8 – 6;0 4 executive function tasks measuring underlying cognitive 4 executive function tasks measuring underlying cognitive

processes and early EF components:processes and early EF components: Working memory (Delayed alternation task)Working memory (Delayed alternation task) Inhibition (Shape School)Inhibition (Shape School) Flexibility (Spatial Reversal)Flexibility (Spatial Reversal) Problem solving/planningProblem solving/planning (Tower of Hanoi) (Tower of Hanoi)

Path analysis used to identify correlation between these skillsPath analysis used to identify correlation between these skills Results:Results:

Correlation between working memory and inhibitionCorrelation between working memory and inhibition Working memory and inhibition were interpreted as key skills Working memory and inhibition were interpreted as key skills

necessary for early problem solvingnecessary for early problem solving NO correlation was found between early flexibility and early problem-NO correlation was found between early flexibility and early problem-

solving/planning skills solving/planning skills

Executive Function Development in Executive Function Development in Preschoolers Preschoolers

Isquith, Gioia, and Espy (2004)Isquith, Gioia, and Espy (2004)

Authors previously developed the BRIEF, a rating scale of Authors previously developed the BRIEF, a rating scale of observable EF behaviors in children ages 5-18.observable EF behaviors in children ages 5-18.

Within BRIEF, EF behaviors converged onto 5 components:Within BRIEF, EF behaviors converged onto 5 components: Inhibition, Shifting, Emotional Control, Working Memory, & Planning/ Inhibition, Shifting, Emotional Control, Working Memory, & Planning/

OrganizingOrganizing Development of preschool EF rating:Development of preschool EF rating: 201 children, ages 2-5 years201 children, ages 2-5 years Ratings of preschool children’s EF behavior by parents and teachersRatings of preschool children’s EF behavior by parents and teachers Results:Results: 5 EF components found in the BRIEF, converged into only 3 within the 5 EF components found in the BRIEF, converged into only 3 within the

BRIEF-Preschool:BRIEF-Preschool: Inhibition/Inhibitory self control index, Flexibility Index, and Emergent Inhibition/Inhibitory self control index, Flexibility Index, and Emergent

Metacognition IndexMetacognition Index Metacognitive abilities were poorly differentiatedMetacognitive abilities were poorly differentiated

Executive Functions (& Language)Executive Functions (& Language)Carlson, Davis, and Leach (2005)Carlson, Davis, and Leach (2005)

101 101 typicallytypically developing children ages developing children ages 3- and 4-years old3- and 4-years old PPVT-3PPVT-3 ““Less is More” Less is More” tasktask

Ability to inhibit initial response while holding rules in mindAbility to inhibit initial response while holding rules in mind Altered pictures in order to establish importance of symbolic Altered pictures in order to establish importance of symbolic

representation on inhibitory skillsrepresentation on inhibitory skills Results:Results:

Significant correlation between Significant correlation between Less is More Less is More task and PPVT-3task and PPVT-3 3-year-olds were significantly less accurate in inhibiting initial 3-year-olds were significantly less accurate in inhibiting initial

response, in comparison to 4-year oldsresponse, in comparison to 4-year olds

Executive Functions (& Language)Executive Functions (& Language)Carlson (2005)Carlson (2005)

602 children, ages: 1;10 – 6;11602 children, ages: 1;10 – 6;11 24 executive function tasks24 executive function tasks

Primarily inhibition and working memoryPrimarily inhibition and working memory PPVT-3PPVT-3 Examined developmental progression inhibition and Examined developmental progression inhibition and

working memoryworking memory Associated with expected language developmentAssociated with expected language development

Results:Results: Significant relationship between scores on the PPVT-3 and number Significant relationship between scores on the PPVT-3 and number

of EF tasks the children passed. of EF tasks the children passed. Performance onPerformance on majority of tasks showed significant age-related majority of tasks showed significant age-related

improvement on inhibitory and working memory skillsimprovement on inhibitory and working memory skills Most difficult tasks for all age groups were those which combined Most difficult tasks for all age groups were those which combined

inhibitory and working memory demandsinhibitory and working memory demands

Research QuestionsResearch Questions What is the relationship between receptive What is the relationship between receptive

vocabulary skills as measured by the PPVT vocabulary skills as measured by the PPVT and executive functions as measured by the and executive functions as measured by the parental report on the BRIEF–P ?parental report on the BRIEF–P ?

What is the relationship between language What is the relationship between language skills in narrative form obtained from the skills in narrative form obtained from the Renfrew Bus Story and executive functions as Renfrew Bus Story and executive functions as measured by the parental report on the measured by the parental report on the BRIEF–P?BRIEF–P?

SubjectsSubjects

19 preschool children: 12 male; 7 female19 preschool children: 12 male; 7 female Ages 4;3 to 5;3. Mean=4;10Ages 4;3 to 5;3. Mean=4;10 Not previously diagnosed with a language Not previously diagnosed with a language

disorderdisorder Attending a private preschool in Central Attending a private preschool in Central

IllinoisIllinois

Assessment ToolsAssessment Tools Peabody Picture Vocabulary Test-4Peabody Picture Vocabulary Test-4

Receptive languageReceptive language Renfrew Bus StoryRenfrew Bus Story

Story retelling task: oral narrativeStory retelling task: oral narrative• Informational ContentInformational Content• Sentence LengthSentence Length

Behavioral Rating Inventory of Executive Behavioral Rating Inventory of Executive Functions – Preschool editionFunctions – Preschool edition Parents’ rating of executive function abilityParents’ rating of executive function ability

• Inhibitory Self-control Index – ISCIInhibitory Self-control Index – ISCI• Flexibility Index – FIFlexibility Index – FI• Emergent Metacognition Index – EMIEmergent Metacognition Index – EMI• Global Executive Composite – GECGlobal Executive Composite – GEC

T-scores of 65 and above indicate clinical T-scores of 65 and above indicate clinical significance/area of concernsignificance/area of concern

ResultsResultsPPVT Renfrew Bus

Information Content

Renfrew Bus Sentence

Length

Renfrew Bus # of errors

M=112Range: 99-126

SD=19

M=99Range: 75-129

SD=18

M=106Range: 81-138

SD=17

M=5Range: 2-10

SD=2

BRIEF- GEC

BRIEF-Inhibit

BRIEF-Flexibility

BRIEF-Metacognition

M=49Range= 34-79

SD=13

M=51Range=36-91

SD=13

M=50Range=35-83

SD=13

M=50Range=36-75

SD=12

T Score >65= clinical significance

SS<85= clinical significance

Relationship between PPVT and Relationship between PPVT and Renfrew Bus StoryRenfrew Bus Story

Renfrew Bus Informational

Content

Renfrew Bus Sentence Length

PPVT .49* .34

* Significant correlation at .05 level

Relationship between PPVT and Relationship between PPVT and BRIEF-P ParentBRIEF-P Parent

BRIEF- GEC

BRIEF-Inhibition

BRIEF- Flexibility

BRIEF-Metacognition

PPVT - .21 - .03 - .24 - .33

No significant correlations

Relationship between Renfrew Bus Relationship between Renfrew Bus Story and BRIEF-P ParentStory and BRIEF-P Parent

BRIEF-GEC

BRIEF-Inhibition

BRIEF-Flexibility

BRIEF-Metacognition

Renfrew Bus Informational Content

- .58** - .45 - .51* - .63**

Renfrew Bus Sentence Length

- .66** - .55* - .59** - .77**

*significant correlation at .05 level**significant correlation at .01 level

DiscussionDiscussion Compared to past studies:Compared to past studies:

Did not find significant correlations w/PPVT and EF, as Carlson and Carlson et. Did not find significant correlations w/PPVT and EF, as Carlson and Carlson et. al did in the past. al did in the past.

However did find correlations between oral narrative language skills and However did find correlations between oral narrative language skills and executive function behavior, particularly for the EF components of working executive function behavior, particularly for the EF components of working memory and planning. memory and planning.

Interpretations/ImplicationsInterpretations/Implications Functional language tasks, such as story telling and discourse, require not only Functional language tasks, such as story telling and discourse, require not only

basic language skills, but also executive function skills such as inhibitory control, basic language skills, but also executive function skills such as inhibitory control, working memory, flexibility, and planning. working memory, flexibility, and planning.

LimitationsLimitations Small sample sizeSmall sample size

Future ResearchFuture Research Extend to larger sample size of preschool and school-aged children.Extend to larger sample size of preschool and school-aged children. Extend analysis to encompass children with various types of language Extend analysis to encompass children with various types of language

disordersdisorders Consider means of identifying profiles of emerging EF skills relative to Consider means of identifying profiles of emerging EF skills relative to

developing language skills. developing language skills.

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