ReviewClinical child and family psychology review2019
The Direct and Indirect Relations Between Self-Regulation and Language Development Among Monolinguals and Dual Language Learners.
Review in Clinical child and family psychology review, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
9 citing papers in PubMed.
- Music and physical activity in early childhood: the ambiguous role of the at-home context and extracurricular activities.Frontiers in psychology · 2026Article
- The role of child language ability and parental mentalization in early child dysregulation.Infant mental health journal · 2026Article
- The influence of home environment on 2-year-old Chinese children's language development: the mediating effect of executive function and the moderating effect of temperament.Frontiers in psychology · 2024Article
- Corrigendum: Early attachment and the development of social communication: A neuropsychological approach.Frontiers in psychiatry · 2022Article
- Early Attachment and the Development of Social Communication: A Neuropsychological Approach.Frontiers in psychiatry · 2022Review
- The Directionality of the Relationship Between Executive Functions and Language Skills: A Literature Review.Frontiers in psychology · 2022Review
- Evaluating the Impact of a Targeted Approach Designed to Build Executive Function Skills: A Randomized Trial of Brain Games.Frontiers in psychology · 2021Article
- Proximal and distal predictors of self-regulatory change in children aged 4 to 7 years.BMC pediatrics · 2020Article
- Exploring Invariance of the Measurement and Prediction of ADHD Behaviors in Latino Children.Early childhood research quarterlyArticle
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In this review, we expand the conversation on the relations between self-regulation and language development in early childhood to include the growing population of dual language learners (DLLs). In the first sections, we highlight similarities in the timing and mechanisms of self-regulation and language development, respectively, and then summarize theoretical and empirical literature on the domains' joint development. We ground this review in a conceptual model of the direct and indirect relations between skills in the two domains. In terms of direct relations, language facilitates mental organization and representation of self-regulation, whereas self-regulation allows children to capitalize on language-learning opportunities. Indirectly, self-regulation and language are related through shared ecological contexts of development. Throughout, we evaluate the applicability of our conceptual model among DLLs in light of evidence that: (1) language background is associated with unique contextual realities with implications for development in both domains, and (2) contemporary methodological approaches often fail to accurately capture DLLs' skills in either domain. We present recommendations for future research on the relation between self-regulation and language that take into account these distinct considerations for DLLs.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.