An analysis of the relationship between executive functions, language and math skills

Abstract

The purpose of this work was to analyze the relationships in a set of cognitive-linguistic variables, such as phonological awareness, reading and math skills, and executive functions, in 7-8 years old students. Cognitive and linguistic variables considered in this work depend largely on executive functions. which allow the intentional planification and supervisión of behavior. So, the study of how these top-down processes determine the cognitive-linguistic performance can be interesting for the evaluation of learning difficulties. Sixteen students of second year of primary education participated in this study. Phonological and Reading ability were assessed using LOLEVA; executive funcions were assessed through CHEXI, and mathematical competence index was obtained through TEMA-3. Results show that, in general, cognitive and linguistic variables are strongly correlated to executive functions,although there are differences depending on tasks, and the magnitude of correlations are not homogeneus. Moreover, there were significant relationships between measures of linguistic and mathematical domains, which are possibly mediated by their dependence on executive functions.