From Working Memory to Language Learning through Verbal Fluency Development in Children Ages 6 to 9
Abstract
Learning and academic performance has been examined in the literature from various perspectives, exploring diverse contextual and personal variables. This study focuses on language learning and, particularly, the evolution of verbal fluency in the early development of executive functions. A sample of 89 boys and girls aged 6 participated in the project until the age of 9. The research design adopted was longitudinal, quantitative, exploratory, and descriptive, addressing the interaction of the mentioned variables over three years. The main objective was to analyze how working memory and its development in early stages (at age 6) explain adequate development of verbal fluency and academic performance in Spanish Language and Literature at age 9. Results indicate that working memory at age 6 explains verbal fluency (25.4%) and academic performance (32.4%) at age 9. Additionally, the study suggests a mediation model in which working memory acts as an antecedent, verbal fluency as a mediator, and academic performance in Spanish Language and Literature as a dependent variable, explaining up to 68.8% of variance. Findings highlight that a robust executive development in the early stages contributes to efficient linguistic progress, both in terms of academic performance and cognitive development, confirming how the latter can mediate and enhance language learning through the development of executive factors.
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