An Exploratory Investigation of Cognitive Predictors of Social Communication Skills in Monolingual and Bilingual Children.
Purpose: Executive function (EF) and theory of mind (ToM) form the cognitive scaffolding necessary for navigating complex social contexts and for developing pragmatic language skills. Despite the recognized importance of these cognitive predictors, their influence on social communication is not well...
| Publicado en: | Perspectives of the ASHA Special Interest Groups Vol. 11; no. 3; pp. 1032 - 1042 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Jun2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194459196&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194459196 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2381473X KTSD jtl: Perspectives of the ASHA Special Interest Groups issn: 2381473X maglogo: N pubinfo: dt: Jun2026 vid: 11 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 194459196 194459196 194459196 10.1044/2026_PERSP-25-00283 194459196 ppf: 1032 ppct: 10 formats: fmt: @attributes: type: P tig: atl: An Exploratory Investigation of Cognitive Predictors of Social Communication Skills in Monolingual and Bilingual Children. aug: au: Gangopadhyay, Ishanti Banerjee, Shalini Johnson, Rachel Elizabeth affil: Indiana University Bloomington sug: subj: Theory of Mind Evaluation Executive Function Evaluation Cognition Evaluation Social Skills Evaluation Communication Skills Evaluation Multilingualism Human Exploratory Research Correlational Studies Male Female Child, Preschool Child Checklists Questionnaires Task Performance and Analysis Comparative Studies Interpersonal Relations Evaluation Midwestern United States Multiple Linear Regression Intelligence Evaluation Nonverbal Communication Language Tests Intelligence Tests Chi Square Test Descriptive Statistics Speech Grammar Semantics Funding Source Language Development Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: Purpose: Executive function (EF) and theory of mind (ToM) form the cognitive scaffolding necessary for navigating complex social contexts and for developing pragmatic language skills. Despite the recognized importance of these cognitive predictors, their influence on social communication is not well understood in young pre-school children. The current study examined the relationship between these cognitive variables and social communication in monolingual and bilingual preschoolers. Method: Participants included 5-year-old English-speaking monolingual children and Spanish-English-speaking bilingual children. Parents completed assessments of their children's social communication through the Children's Communication Checklist-2 (CCC-2) and EF using the Behavior Rating Inventory of Executive Function-Second Edition. Children completed an experimental ToM task. Results: Broad EF skills and ToM did not predict social communication skills in monolingual children. However, EF, but not ToM, significantly predicted social communication abilities in bilingual children. Monolingual children outperformed bilingual children in both structural and pragmatic aspects of social communication. Conclusions: The absence of a relationship between EF and ToM with social communication skills, as measured by the CCC-2, in monolingual children suggests that they may rely minimally on these specific cognitive abilities for social communication. In contrast, bilingual children may rely more on EFs to support social communication. Thus, the cognitive underpinnings of social communication may differ based on language experience. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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