華語學前發展性語言障礙兒童與典型發展兒童的執行功能與口語能力之關係

Hui-Chun Yang

doi:10.6172/BSE.202403_49(1).0002

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2025/01/01~2025/12/31

感谢试用，科学期刊库｜科学论文库，期间：2025/04/01~2025/06/30

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P29 - 61

社会科学 > 教育学

DOI： 10.6172/BSE

书目管理工具

相关连结

问题回报

全文下载

华语学前发展性语言障碍儿童与典型发展儿童的执行功能与口语能力之关系

Relationship between executive functions and oral language among Mandarin-speaking preschoolers with and without developmental language disorder

羊蕙君(Hui-Chun Yang)

特殊教育研究学刊； 49 卷 1 期 (2024 / 03 / 30) ， P29 - 61

繁体中文;英文 DOI： 10.6172/BSE.202403_49(1).0002

口语能力；执行功能；习华语学前儿童；发展性语言障碍； developmental language disorder ； executive functions ； Mandarin-speaking preschoolers ； oral language

0 个人觉得这篇文章赞

摘要 │ 参考文献 (74) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Rationale and Purpose: A growing body of evidence suggests that children with developmental language disorder (DLD) experience difficulties in various aspects of executive functions (EFs). EFs are a set of processes responsible for goal-directed behaviors, such as inhibiting distractions, updating information held in working memory, and shifting between mental sets. EFs develop rapidly during the preschool years, and they have been demonstrated to be crucial for language development and for school readiness in areas such as early literacy and numeracy. However, most studies on EF deficits in children with DLD have focused on English-speaking school-age children and linguistic EF tasks that require children to apply their linguistic knowledge to formulate a correct response. Thus, whether the poor performance of children in EF tasks is due to language impairment, EF deficits, or both remains unclear. A few studies have used visual tasks to reduce language loading; however, their results are also inconclusive. To further explore the characteristics and behaviors of children with DLD, the present study first determined whether Mandarin-speaking preschoolers with DLD performed differently from their peers with typical development (TD) in terms of sustained selective attention, inhibition, updating working memory, and shifting tasks that required linguistical or visual processing. Through comparisons of the children's performance on linguistic and visuospatial EF tasks, we clarified whether their EF deficits were limited to the language domain or were domain-general deficits. Furthermore, this study investigated the role of EFs in the performance of Mandarin-speaking preschoolers on receptive and expressive vocabulary and grammar assessments after various background variables were controlled for (i.e., group membership, nonverbal intelligence quotient [IQ], and the index-of-social-position [ISP] score of the primary caregiver). Methods: Twenty-two children with DLD who were aged 4 or 5 years old (14 boys and 8 girls) and 44 children with TD (28 boys and 16 girls) were matched by age and gender. All participants were recruited from public and private preschools in Taipei and had to meet the following criteria: (1) normal hearing; (2) native Mandarin speakers without any history or diagnosis of neurological impairment, psychological/emotional disability, motor disorder, or attention deficit hyperactivity disorder, as reported through a parent questionnaire; and (3) a nonverbal IQ score (measured using the Test of Nonverbal Intelligence-Fourth Edition) of >85. In addition, information on the education levels and occupations of the participants' primary caregivers was collected through questionnaires and used to generate the primary caregivers' ISP scores. The DLD group comprised participants who scored at least 1.25 standard deviations below the norm-referenced mean on three standardized oral language assessments (i.e., the Preschool Language Disorder Scale-Revised, Receptive and Expressive Vocabulary Test-Second Edition, and Diagnostic Test of Syntactic Ability for Preschoolers and Grade 1-2 Children in Elementary School). The non-DLD group comprised preschoolers with TD who had no history of language intervention and scored above the norm-referenced mean on all three standardized oral language assessments. All participants performed a series of computerized EF tasks that assessed their sustained selective attention, inhibition, updating of working memory, and shifting. Each EF was measured using two methods, namely a linguistic task with a higher language demand and a visuospatial task with a lower language demand. Four two-way analyses of covariance, in which group (DLD vs. TD) and task type (linguistic vs. visuospatial) were independent variables, were conducted to compare the mean EF scores of the two groups. Pearson's correlation analysis was conducted to examine the relationship among EFs, receptive and expressive vocabulary, and receptive and expressive grammar. Finally, a series of hierarchical regressions were performed to determine the contribution of EFs to the participants' performance for receptive and expressive vocabulary and grammar. Notably, only visuospatial-based EF tasks were included for correlation and hierarchical regression analyses to eliminate the potential confounding effect due to language demand. Results/Findings: The results indicated that the participants with DLD performed worse than their peers with TD in updating working memory and performing shifting tasks, regardless of whether the tasks were linguistic or visuospatial. The DLD group also performed poorly on linguistic and visuospatial inhibition tasks in terms of response time but not accuracy. However, the two groups performed similarly on both linguistic and visuospatial sustained selective attention tasks. All participants performed more favorably on linguistic tasks than on visual tasks. This result may suggest that children apply their language ability to label stimuli and regulate their thoughts after completing EF tasks; it also indicates that visual tasks are inherently more difficult to complete than are linguistic tasks. A correlational analysis revealed significant correlations among visuospatial EF tasks, receptive and expressive vocabulary, receptive and expressive grammar. Hierarchical regression analyses revealed the following results. First, sustained selective attention accounted for 4% of the significant variance in receptive vocabulary after group and nonverbal IQ were controlled for. Second, after group and nonverbal IQ were controlled for, sustained selective attention explained 7% of the variance in expressive vocabulary, and inhibition (accuracy in the Simon task) explained 5% of this variance. Third, updating working memory explained 3% of the variance in receptive grammar after group and background variables were controlled for. Fourth, after group and nonverbal IQ were controlled for, inhibition (response time in the Eriksen flanker task) explained 15% of the variance in expressive grammar, and inhibition (accuracy in the Simon task) explained 4% of this variance. Conclusions/ Implications: The overall results indicate that Mandarin-speaking preschoolers with DLD exhibit domain-general EF deficits, including challenges in updating working memory, shifting, and inhibition. These results align with those of studies demonstrating that English-speaking children with DLD exhibit domain-general EF deficits. However, the participants with DLD performed comparably to their peers with TD on sustained selective attention tasks. Moreover, each EF contributed differently to different aspects of the participants' oral language performance even after various background factors were controlled for. The participants' ability to maintain their attention on a given target was crucial for their receptive and expressive vocabulary performance. Their ability to suppress irrelevant information was crucial for their expressive language performance, including their performance on vocabulary and grammar. Finally, their ability to retain received information in their working memory and simultaneously update and manipulate this information with incoming information was key to their grammar comprehension performance. These findings suggest that the EF deficits of children with DLD can impede their language development. Thus, speech and language therapists and teachers should pay attention to the EF performance of children with DLD and practice caution when administering language assessments with a high EF demand to these children. Studies have increasingly been demonstrating that EF training can not only improve the EFs of children but also enhance their language performance. Thus, EF evaluation and training should be provided for children with DLD to enhance their language and EFs effectively.

参考文献 ( 74 ) 〈TOP〉

Yang, H. C.,Gray, S.(2017).Executive function in preschoolers with primary language impairment.Journal of Speech, Language, and Hearing Research,60(2),379-392.
连结：
羊蕙君, H.-C.(2017)。学前特定型语言障碍儿童执行功能之探讨与支持。台湾听力语言学会杂志，37，1-22。
连结：
陈立芸, L.-Y.,刘惠美, H.-M.(2010)。学龄期特定型语言障碍儿童听知觉区辨能力初探。特殊教育研究学刊，35，1-18。
连结：
游子仪, Z.-Y.,羊蕙君, H.-C.(2022)。发展性语言障碍儿童的音韵促发效应。特殊教育学报，56，81-114。
连结：
简馨莹, H.-Y.(2020)。「记忆 - 抑制控制」活动融入语文教学对幼儿在执行功能与口语理解表现的效果研究。教育科学研究期刊，65(4)，275-304。
连结：

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址