Work

Early Memory and Executive Function as Predictors of Language Development: Evidence for Early Cognitive Foundations in a Taiwanese Cohort

Year: 2025

Type: article

Abstract: BACKGROUND: Early 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. METHODS: Data 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. RESULTS: < 0.001), indicating that early cognitive functioning contributes uniquely to subsequent language development beyond language stability. CONCLUSIONS: Findings 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.

Source: Children

DOI: 10.3390/children12111497

Authors: Chiu-Hua Huang, Ishien Li

Institutions: National Pingtung University, National Taichung University of Education

Language: English

Topic: Language Development and Disorders

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Good health and well-being

Open Access status: gold

Estimated APC paid: $2,896