Details

Autor(en) / Beteiligte

• Stephan, Franziska
• Gunzenhauser, Catherine
• Saalbach, Henrik

Titel

Function of language skills in preschooler's problem-solving performance: The role of self-directed speech

Ist Teil von

• Journal of applied developmental psychology, 2022-07, Vol.81, p.101431, Article 101431

Ort / Verlag

Norwood: Elsevier Inc

Erscheinungsjahr

2022

Quelle

Applied Social Sciences Index & Abstracts (ASSIA)

Beschreibungen/Notizen

• Although there is evidence that language skills and executive functions (EF) are highly intercorrelated, so far underlying mechanisms are not clear. Using the Tower of London task as a measure of complex EF performance, the present study examined self-directed speech as one possible mechanism underlying these associations by using three approaches: analyzing quantity and quality of self-directed speech, articulatory suppression, and triggering self-directed speech. Participants were N = 73 preschool children from Germany. Results confirm the relation between language skills and EF albeit it cannot be explained by self-directed speech. While quantity and quality of self-directed speech was related to language skills, the use of self-directed speech with planning function was positively related to performance. Findings suggest that the use of self-directed speech with planning function might be an important factor in explaining cognitive advantages. Moreover, results indicated that self-directed speech is helpful in children with lower non-verbal IQ. •We studied language skills, self-directed speech and problem-solving in children.•Problem-solving was assessed using the Tower of London.•We analyzed self-directed speech directly and indirectly (articulatory suppression).•Quality of self-directed speech was related to better problem-solving performance.•Children with lower language skills used a higher quantity of self-directed speech.