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

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Authors
Lawrence, Imani
Gomez, Angelis
Andersen, Rebecca
Bancroft, Emily
O’Rourke, Elisabeth
Halpern, Leslie
Issue Date
2016
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Learning Object
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en_US
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Executive functions (Neuropsychology) , Preschool children , Albany (N.Y.) , Behavior therapy for children , Narrative therapy
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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.
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