The Impact of Cognitive Executive Function on Self-Correction and Verbal Fluency in Preschoolers

Abstract

Few studies explore language self-corrections as a form of self-regulation in children. The current study expands on existing research by examining the relationship between executive functioning and self-corrective behaviors in narrative story-telling. Children were cued by picture stimuli to retell a previously heard story. Children’s narratives were transcribed and coded for self-corrective behaviors. Executive function was assessed using the Behavior Rating Inventory of Executive Function-Preschool Version and verbal tasks were measured on the Fluharty Verbal Fluency Scale. The results found that children with higher executive functioning skills self-correct more frequently than children with lower executive function.