The Relationship Between Executive Function And Language Ability Of4Years Children

Executive function and Language ability has a striking development in the preschool period, and age4is an important turning period of the development of executive function of children. In addition, after obtaining the general grammatical competence in3years old, the children’s language ability also in a period of rapid development in4years old. As the most advanced cognitive ability of human, what kind of relationship with language ability does the executive function has? This research will be to continue to explore the topic of the relationship between cognition and language which is an ancient topic still being inconclusive now. At present, there are three kinds of views about the relationship between them:(1) The executive function is the basis of language ability;(2) Language competence is the foundation of executive function;(3) The executive function and language ability develop independently and parallel.This paper aims to explore the relationship between executive function and language ability of children may exist in their important period4years old. This research helps us understand not only the intrinsic mechanism of the development of executive function and language ability of preschool children but also their developmental characteristics. What’s more, that can guide us how to start from the practice to improving the effectiveness of education for the preschool children both in the development of executive function and language competence.In this study,1014years children were systematically studied at their executive function and language ability, through the executive function tasks, such as "Hand Game","Day/Night Stroop","Dimensional Change Card Sorting ","Object Reversal","Windows Task","Delay of Gratification", and the skill of language sample analysis. Then, through multi-angle statistical analyzing of the test data of execution function and language ability, it shows that:1.The executive function develop according to the characteristics with age in4years old children overall. The cool executive function of cognitive not only develops more rapidly but also reaches the key period more earlier than hot executive function of emotional involvement. In addition, except the ability of "inhibition of immediate needs, focus on the future" showed in the task of Delay of Gratification that girl is superior to the boy, there are no significant gender differences of other components in the development of executive function in4years children.2.The development of language expressional ability is imbalance in4years. In general, there are no significant difference with age in using macrostructure indicators of language skills. Considering children’s behavior feature of more "external exploration" in4years,whose "verb" learning is improved significantly. What’s more, in this study, it shows, except in individual macrostructure indicators, that the girls outperformed boys in4years old; In most index, there are no significant gender differences. Which confirmed that "the girl’s language ability is better than the boy" in real life is a one-sided idea.3.The component that cool executive function loaded have no significant correlation with most of the indexes of4years children’s language ability. In addition, the "Verb" and "Adjective" application in4years children’s expression were significantly correlated with "Windows Task"and "delay of gratification" task of hot executive function. So, in the stage of4years,"emotion" factors have greater influence on children’s language learning than the "cognitive" factors.