The Development of Various Speech Components and Their Relations with the State of the Brain Executive Functions in Senior Preschool Age

The brain executive functions (EFs) are crucial for various aspects of child development, as they stipulate control of cognitive processes and behavior. Speech development is one of the most important goals of preschool age and a defining predictor of successful school education. Both classical and...

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Vydáno v:	Human physiology Ročník 49; číslo 3; s. 242 - 250
Hlavní autoři:	Zakharova, M. N., Agris, A. R.
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Moscow Pleiades Publishing 01.06.2023 Springer Nature B.V
Témata:	Age Biomedical and Life Sciences Biomedicine Brain research Children & youth Executive function Human Physiology Life Sciences Memory Neuropsychology Performance evaluation Phonology Preschool education Speech preschool age motor program sequencing inhibitory control brain executive functions neuropsychology phonological process cognitive flexibility verbal memory vocabulary grammar working memory speech utterance planning
ISSN:	0362-1197, 1608-3164
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Abstract	The brain executive functions (EFs) are crucial for various aspects of child development, as they stipulate control of cognitive processes and behavior. Speech development is one of the most important goals of preschool age and a defining predictor of successful school education. Both classical and contemporary studies emphasize relations between these functions. In order to achieve an in-depth comprehension of the relations we have deepened a comparative neuropsychological research by means of complemented speech function assessment (phonological process, verbal memory, motor program sequencing, grammatical and lexical speech design, planning of utterance) and conducted it targeting children aged 5–6 ( n = 61, average age 5.67 ± 0.33 years) and 6–7 ( n = 117, average age 6.67 ± 0.29 years) years. The research has revealed age-specific differences of the given age groups (verbal memory ( р ≤ 0.002), comprehension of logical grammatical constructions ( р < 0.001), lexical ( р = 0.031) and grammatical ( р = 0.008) speech design, and planning of utterance ( р < 0.001)). The coherence of speech and the state of EF development increases in the age from 5–6 to 6–7 years and is evident in various aspects of coherent speech (planning of utterance and its grammatical and, to a lesser degree, lexical speech design), verbal memory, and verbal logical thinking; in phonological processing, motor program sequencing, and comprehension of logical grammatical constructions, however, it is less evident as it is related to particular indexes, but still exists. The research findings can be used to further voluntary regulated speech development and correction programs targeting senior preschoolers, as well as to develop voluntary regulation and control incorporating various speech components.
AbstractList	The brain executive functions (EFs) are crucial for various aspects of child development, as they stipulate control of cognitive processes and behavior. Speech development is one of the most important goals of preschool age and a defining predictor of successful school education. Both classical and contemporary studies emphasize relations between these functions. In order to achieve an in-depth comprehension of the relations we have deepened a comparative neuropsychological research by means of complemented speech function assessment (phonological process, verbal memory, motor program sequencing, grammatical and lexical speech design, planning of utterance) and conducted it targeting children aged 5–6 ( n = 61, average age 5.67 ± 0.33 years) and 6–7 ( n = 117, average age 6.67 ± 0.29 years) years. The research has revealed age-specific differences of the given age groups (verbal memory ( р ≤ 0.002), comprehension of logical grammatical constructions ( р < 0.001), lexical ( р = 0.031) and grammatical ( р = 0.008) speech design, and planning of utterance ( р < 0.001)). The coherence of speech and the state of EF development increases in the age from 5–6 to 6–7 years and is evident in various aspects of coherent speech (planning of utterance and its grammatical and, to a lesser degree, lexical speech design), verbal memory, and verbal logical thinking; in phonological processing, motor program sequencing, and comprehension of logical grammatical constructions, however, it is less evident as it is related to particular indexes, but still exists. The research findings can be used to further voluntary regulated speech development and correction programs targeting senior preschoolers, as well as to develop voluntary regulation and control incorporating various speech components. The brain executive functions (EFs) are crucial for various aspects of child development, as they stipulate control of cognitive processes and behavior. Speech development is one of the most important goals of preschool age and a defining predictor of successful school education. Both classical and contemporary studies emphasize relations between these functions. In order to achieve an in-depth comprehension of the relations we have deepened a comparative neuropsychological research by means of complemented speech function assessment (phonological process, verbal memory, motor program sequencing, grammatical and lexical speech design, planning of utterance) and conducted it targeting children aged 5–6 (n = 61, average age 5.67 ± 0.33 years) and 6–7 (n = 117, average age 6.67 ± 0.29 years) years. The research has revealed age-specific differences of the given age groups (verbal memory (р ≤ 0.002), comprehension of logical grammatical constructions (р < 0.001), lexical (р = 0.031) and grammatical (р = 0.008) speech design, and planning of utterance (р < 0.001)). The coherence of speech and the state of EF development increases in the age from 5–6 to 6–7 years and is evident in various aspects of coherent speech (planning of utterance and its grammatical and, to a lesser degree, lexical speech design), verbal memory, and verbal logical thinking; in phonological processing, motor program sequencing, and comprehension of logical grammatical constructions, however, it is less evident as it is related to particular indexes, but still exists. The research findings can be used to further voluntary regulated speech development and correction programs targeting senior preschoolers, as well as to develop voluntary regulation and control incorporating various speech components.
Author	Zakharova, M. N. Agris, A. R.
Author_xml	– sequence: 1 givenname: M. N. surname: Zakharova fullname: Zakharova, M. N. email: zmn@idnps.ru organization: Institute of Developmental Physiology, Russian Academy of Education, Multidisciplinary Psychological Center “Territory of Happiness”, Institute of Developmental Neuropsychology – sequence: 2 givenname: A. R. surname: Agris fullname: Agris, A. R. organization: Multidisciplinary Psychological Center “Territory of Happiness”, Institute of Developmental Neuropsychology, Institute of Social Sciences, Russian Presidential Academy of National Economy and Public Administration
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Cites_doi	10.1146/annurev-psych-113011-143750 10.1080/87565640801982312 10.1098/rstb.2012.0388 10.1037/0033-295X.105.1.158 10.3389/fpsyg.2022.848696 10.1111/j.1469-7610.2010.02316.x 10.1006/cogp.1999.0734 10.3758/s13415-011-0083-5 10.1515/9783110800159 10.1016/j.actpsy.2013.08.002 10.1134/S036211971504012X 10.1007/s11055-022-01237-z 10.1037/0033-2909.134.1.31 10.1037/0012-1649.43.4.947 10.3389/fpsyg.2018.00172
ContentType	Journal Article
Copyright	Pleiades Publishing, Inc. 2023. ISSN 0362-1197, Human Physiology, 2023, Vol. 49, No. 3, pp. 242–250. © Pleiades Publishing, Inc., 2023. Russian Text © The Author(s), 2023, published in Fiziologiya Cheloveka, 2023, Vol. 49, No. 3, pp. 42–51. Pleiades Publishing, Inc. 2023.
Copyright_xml	– notice: Pleiades Publishing, Inc. 2023. ISSN 0362-1197, Human Physiology, 2023, Vol. 49, No. 3, pp. 242–250. © Pleiades Publishing, Inc., 2023. Russian Text © The Author(s), 2023, published in Fiziologiya Cheloveka, 2023, Vol. 49, No. 3, pp. 42–51. – notice: Pleiades Publishing, Inc. 2023.
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References_xml	– reference: McClellandM.M.CameronC.E.ConnorC.M.Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skillsDev. Psychol.20074394710.1037/0012-1649.43.4.94717605527 – reference: GeoffroyM.-C.CôtéS.M.GiguèreC.-É.Closing the gap in academic readiness and achievement: the role of early childcareJ. Child Psychol. Psychiatry201051135910.1111/j.1469-7610.2010.02316.x208835193283580 – reference: EngelhardtP.E.NiggJ.T.FerreiraF.Is the fluency of language outputs related to individual differences in intelligence and executive function?Acta Psychol.201314442410.1016/j.actpsy.2013.08.002 – reference: Vygotsky, L.S., Orudiye i znak v razvitii rebenka: izbrannye ntudy v 6 tomahk (Tool and Sign in Child Development, Collected Works in Six Volumes), vol. 6: Nauchnoe nasledstvo (Scientific Heritage), Moscow: Pedagogika, 1984, p. 5. – reference: SemenovaO.A.MachinskayaR.I.LomakinD.I.The influence of the functional state of brain regulatory systems on the programming, selective regulation and control of cognitive activity in children: I. Neuropsychological and EEG analysis of age-related changes in brain regulatory functions in children aged 9−12 yearsHum. Physiol.2015413451:CAS:528:DC%2BC2MXhtlCrt7nI10.1134/S036211971504012X – reference: DiamondA.Normal development of prefrontal cortex from birth to young adulthood: cognitive functions, anatomy, and biochemistry, Principles of Frontal Lobe Function2002 – reference: MachinskayaR.I.The brain executive systems, Zh. Vyssh. Nervn. Deyat.I. P. Pavlova201565331:STN:280:DC%2BC2Mfjt1eisg%3D%3D – reference: ShokrkonA.NicoladdisE.The directionality of the relationship between executive functions and language skills: a literature reviewFront. Psychol.20221384869610.3389/fpsyg.2022.848696359284179343615 – reference: ZakharovaM.N.MachinskayaR.I.Age-related changes in executive functions in children aged 6—7 yearsPsykhol. Issled.2022156 – reference: SemenovaO.A.A technique for estimating voluntary activity control in children of primary school ageNov. Issled. Al’manakh20061071 – reference: Luria, A.R., Osnovy neiropsikhologii (Fundamentals of Neuropsychology), Moscow: Mosk. Gos. Univ., 1973. – reference: KurganskyA.V.Assessment of executive functions in children aged 3−6 years old: current state, challenges, and perspectivesNeurosci. Behav. Physiol.20225229710.1007/s11055-022-01237-z – reference: Luria, A.R., Basic Problems of Neurolinguistics, Hague: Mouton de Gruyter, 1976. https://doi.org/10.1515/9783110800159 – reference: NetelenbosN.GibbR.L.LiF.GonzalezC.L.R.Articulation speaks to executive function: an investigation in 4- to 6-year-oldsFront. Psychol.2018917210.3389/fpsyg.2018.00172295356555834422 – reference: AkhutinaT.V.Metody neyropsikhologicheskogo obsledovaniya detey 6—9 let (Methods of Neuropsychological Assessment for Children 6−9 Years Old)2017MoscowV. Sekachev – reference: EkerimM.SelcukB.Longitudinal predictors of vocabulary knowledge in Turkish children: the role of maternal warmth, inductive reasoning, and children’s inhibitory controlEarly Educ. Dev.2017291 – reference: BaddeleyA.GathercoleS.PapagnoC.The phonological loop as a language learning devicePsychol. Rev.19981051581:STN:280:DyaK1c7ht1Wktg%3D%3D10.1037/0033-295X.105.1.1589450375 – reference: BullR.EspyK.A.WiebeS.A.Short-term memory, working memory, and executive functioning in preschoolers: longitudinal predictors of mathematical achievement at age 7 yearsDev. Neuropsychol.20083320510.1080/87565640801982312184731972729141 – reference: MiyakeA.FriedmanN.P.EmersonM.J.The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: a latent variable analysisCognit. Psychol.200041491:STN:280:DC%2BD3cvjsFGltA%3D%3D10.1006/cogp.1999.073410945922 – reference: NiendamT.A.LairdA.R.RayK.L.Meta-analytic evidence for a superordinate cognitive control network sub- serving diverse executive functionsCognit. Affect. Behav. Neurosci.20121224110.3758/s13415-011-0083-5 – reference: DiamondA.Executive functionsAnnu. Rev. 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Snippet	The brain executive functions (EFs) are crucial for various aspects of child development, as they stipulate control of cognitive processes and behavior. Speech...
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SubjectTerms	Age Biomedical and Life Sciences Biomedicine Brain research Children & youth Executive function Human Physiology Life Sciences Memory Neuropsychology Performance evaluation Phonology Preschool education Speech
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Title	The Development of Various Speech Components and Their Relations with the State of the Brain Executive Functions in Senior Preschool Age
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