ArticleChildren (Basel, Switzerland)2025
Early Memory and Executive Function as Predictors of Language Development: Evidence for Early Cognitive Foundations in a Taiwanese Cohort.
Article in Children (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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1 citing paper in PubMed.
- Executive Functioning as a Mediator Between Digital Media Exposure and Communication Outcomes in Children and Adolescents.Journal of Intelligence · 2026Article
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Abstract
backgroundEarly cognitive abilities such as memory and executive function (EF) emerge rapidly in infancy and may provide a foundation for later language development. However, large-scale longitudinal evidence linking early cognition to subsequent receptive and expressive outcomes remains limited.
methodsData were drawn from 6652 children in the Kids in Taiwan (KIT) longitudinal database. Hierarchical regression models tested whether memory and EF at 12 months predicted language comprehension and expression at 24 months, and whether cognition at 24 months predicted outcomes at 36 months, controlling for parental education, involvement, responsiveness, child gender, temperament, and previous language ability. All language variables were standardized to ensure comparability across ages and to minimize potential floor or ceiling effects.
resultsEarly memory consistently predicted receptive and expressive language at 24 and 36 months, whereas EF predicted expressive language at 24 months and both receptive and expressive language at 36 months. The overall inclusion of cognitive variables significantly increased model fit (all Δ
conclusionsFindings from this large community-based Taiwanese cohort highlight the importance of early cognitive abilities in supporting subsequent language growth. Incorporating assessments of memory and EF into early developmental monitoring may help identify children who would benefit from enriched language experiences or targeted educational support. Integrating assessments of memory and EF into early developmental screening and intervention programs may enhance the early identification of children at risk for delayed language development and guide the design of play-based activities that strengthen cognitive foundations for language.
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