Previous issue (2020. Vol. 9, no. 2)
Included in Web of Science СС (ESCI)
Study of Voluntary Regulation in 5- and 6-year-old Children with and without Speech and Language Pathology 2065
PhD, Associate Professor, Department of General and Development Psychology, Orel State University, Russia
PhD in Psychology, Associate Professor, Department of Graduate Psychology, James Madison University, Harrisonburg, USA
The aim of the present study was to investigate voluntary regulation in 5- and 6-years-old children with speech and language pathology (n = 116) and with normal language development (n = 134). Children performed tasks measured the inhibition of verbal behavior (“Yes-No” and “Night-Day” tests), working and short-term memory, knowledge of classroom rules, and an ability to follow verbal instruction. It was found that regardless of their age, children with speech and language pathology did not differ from their normally developing counterparts on the measures of short-term memory for words, working memory for digits, and working memory for following multi-step instruction. Moreover, they outperformed children without speech and language pathology on the measure of short-term memory for digits and named more classroom rules. At the same time, they showed lower scores on the measures of inhibition of verbal behavior. Regardless of language development status, 5-year old children demonstrated lowers scores on working memory for digits and test “Yes-No.” Partial correlations (controlling for age) demonstrated that working memory is an important component of voluntary self-regulation for both children with and without speech and language pathology. For children with speech and language pathology interference control was important for the task that measured their ability to follow multistep instruction.
Keywords: voluntary regulation, inhibition, working memory, preschool children with speech and language pathology
Column: Empirical research
- Vygotskii L.S. Orudie i znak v razvitii rebenka // Sobr. soch. T. 6.
M.: Pedagogika, 1984. S. 6-86.
- Zaporojec A.V. Izbrannye psihologicheskie trudy: v 2-h t., T.2. M.:
Pedagogika, 1986. 290 s.
- Levina R.E. Narusheniya rechi i pis'ma u detei. Izbr. Trudy. M.:
Arkti, 2005. 222 s.
- Luriya A.R. Rol' rechi v regulyacii normal'nogo i anomal'nogo
povedeniya // Problemy vysshei nervnoi deyatel'nosti normal'nogo i anomal'nogo
rebenka / Obsch. red. A.R. Luriya T.2. M.: Izd-vo APN RSFSR, 1958. S.
- Luriya A.R. Yazyk i soznanie. M: Izd-vo MGU, 1979. 320 s.
- Smirnova E.O. Razvitie voli i proizvol'nosti v rannem i doshkol'nom
vozrastah. M.: Institut prakticheskoi psihologii. Voronej NPO «MODEK», 1998.
- Filicheva T.B., Chirkina G.V. Ustranenie obschego nedorazvitiya
rechi u detei doshkol'nogo vozrasta: Prakticheskoe posobie. M.: Airis-press,
2008. 224 s.
- Baddeley A. D., Gathercole S.,Papagno, C. The phonological loop as a
language learning device // Psychological Review. 1998. № 105. P. 158-173.
- Baddeley A.D. Working memory, thought and action. Oxford: Oxford
University Press. 2007. 412 p.
- Barkley R.A. The executive functions and self-regulation: An
evolutionary neuropsychological perspective //Neuropsychology Review. 2001.
Vol. 11, № 1. P.1-29.
- Engle R.W. Working memory capacity as executive attention. Current
Directions in Psychological Science. 2002. vol. 11. № 1. P. 19-23.
- Feldman R. The development of regulatory functions from birth to 5
years: Insights from premature infants //Child Development. 2009. Vol. 80. № 2.
- Gerstadt C. L., Hong Y. J., Diamond A. The relationship between
cognition and action: Performance of children 3½-7 years old on a Stroop-like
day-night test // Cognition. Vol. 53. 1994. P. 129-153.
- Hungerford S., Call-Morin K., Bassendowski N., Whitford S. Do
Executive Skills or Language Skills Best Predict Social Competence? Paper
presented at the American Speech Language Hearing Association Conference,
- Kochanska G., Murray K., Coy K.C. Inhibitory control as a
contributor to conscience in childhood: From toddler to early school age //
Child Development. 1997. № 2. P. 263-277.
- Marton K., Campanelli L. Scheuer J., Yoon, J., Eichorn N. Executive
function profiles in children with and without specific language impairment //
Riv Psicolinguist Appl. 2012. Vol. 12. № 3. P. 57–73.
- Tropper B., Marton K., Russo-Victorino K., Shafer V., Schwartz R.G.
Research on Executive Functions in Children with SLI. Paper presented at the
American Speech Language Hearing Association Conference, 2008.
- Weismer S.E., Evans J., Hesketh L.J. An examination of verbal
working memory capacity in children with specific language impairment. Journal
of Speech, Language, and Hearing Research. 1999. Vol. 42.P. 1249-1260.