Function of language skills in preschooler's problem-solving performance: The role of self-directed speech

Abstract

Although there is evidence that language skills and executive functions (EF) are highly intercorrelated, so far underlying mechanisms are not clear. Using the Tower of London task as a measure of complex EF performance, the present study examined self-directed speech as one possible mechanism underlying these associations by using three approaches: analyzing quantity and quality of self-directed speech, articulatory suppression, and triggering self-directed speech. Participants were N = 73 preschool children from Germany. Results confirm the relation between language skills and EF albeit it cannot be explained by self-directed speech. While quantity and quality of self-directed speech was related to language skills, the use of self-directed speech with planning function was positively related to performance. Findings suggest that the use of self-directed speech with planning function might be an important factor in explaining cognitive advantages. Moreover, results indicated that self-directed speech is helpful in children with lower non-verbal IQ.