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Cognitive predictors of language abilities in primary school children: A cascaded developmental view
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Cognitive predictors of language abilities in primary school children: A cascaded developmental view
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Cognitive predictors of language abilities in primary school children: A cascaded developmental view
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Journal Article
Cognitive predictors of language abilities in primary school children: A cascaded developmental view
2023
Overview
This study investigated the longitudinal relationship between children’s domain-general cognitive constraints underlying phonological and sentence processing development in a big sample of typically developing children. 104 children were tested on non-linguistic processing speed, phonological skills (phonological short term memory, phonological knowledge, phonological working memory), and sentence processing abilities (sentence repetition and receptive grammar) in 1
st
grade (aged 6 to 6.5) and one year later. A cross-lagged structural equation model showed that non-linguistic processing speed was a concurrent predictor of phonological skills, and that phonology had a powerful effect on the child’s sentence processing abilities concurrently and longitudinally, providing clear evidence for the role of domain-general processes in the developmental pathway of language. These findings support a cascaded cognitive view of language development and pose important challenges for evaluation and intervention strategies in childhood.
