Language and Executive Functioning: Children’s Benefit from Induced Verbal Strategies in Different Tasks
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Bibliographic record
Abstract
The interplay of language and cognition in children’s development has been subject to research for a long time.The present study followed up on recently reported deleterious effects of articulatory suppression on children’sexecutive functioning (Fatzer & Roebers, 2012), aiming to provide more empirical evidence on the differentialinfluence of language on executive functioning. In the present study, verbal strategies were induced in threeexecutive functioning tasks. The tasks were linked to the three central executive functioning dimensions ofupdating (Complex Span task), shifting (Cognitive Flexibility task) and inhibition (Flanker task). It was expectedthat the effects of the verbal strategy instruction would counter the results of articulatory suppression and thus bestrong in the Complex Span task, weak but present in the Cognitive Flexibility task and small or nonexistent inthe Flanker task. N = 117 children participated in the study, with n = 39 four-year-olds, n = 38 six-year-olds, andn = 40 nine-year-olds. As expected, results revealed a benefit from induced verbal strategies in the ComplexSpan and the Cognitive Flexibility task, but not in the Flanker task. The positive effect of strategy instructiondeclined with increasing age, pointing to more frequent spontaneous and self-initiated use of verbal strategiesover the course of development. The effect of strategy instruction in the Cognitive Flexibility task wasunexpectedly strong in the light of the only small detrimental effect of articulatory suppression in the precedingstudy. Implications for language’s involvement in the different executive functioning dimensions and for practiceare discussed.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it