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The Relationship Between Word Learning and Executive Function in Preschoolers With and Without Developmental Language Disorder by Leah L. Kapa; Jessie A. Erikson is a Psychology article available to read on EtoBox.

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## Purpose The purpose of this study was to examine the relationship between executive functioning and word learning among preschoolers with and without developmental language disorder (DLD). ## Method Forty-one preschool-age children with DLD were matched to typically developing children on age and sex. Participants were exposed to 10 novel pseudowords, half of which referred to familiar objects and half of which referred to unfamiliar objects. Their ability to produce, recognize, and comprehend the novel words was tested, and they completed executive function tasks measuring sustained selective attention, short-term memory, working memory, inhibition, and shifting. ## Results Preschoolers with DLD performed worse compared to typically developing peers on all measures of executive function and novel word learning. Both groups showed a relative weakness in producing pseudowords that corresponded with familiar objects versus pseudowords for unknown objects. Executive function accounted for statistically significant variance in word learning beyond group membership, with inhibition as a significant predictor of all word learning outcomes and short-term memory as a significant predict

Who reads The Relationship Between Word Learning and Executive Function in Preschoolers With and Without Developmental Language Disorder?

Author

Leah L. Kapa; Jessie A. Erikson

Publisher

American Speech Language Hearing Association

Published

2020

Language

EN

Field

Psychology (Social Sciences)