The primary aim of the current study was to identify the predictive relations of both vocabulary and mathematical language to executive functioning (EF) development using a sample of 558 preschool children (Mage = 57.75 months, SD = 3.71). Monthly family income ranged from $0 to $5539 (M = $1508.18, SD = $892.92). Among the sample, 44% of the children were African American, 32% were Caucasian, 12% were Hispanic, 11% were multiracial, and 1% were Asian. Although the primary study goal was to examine the extent to which language predicted EF development, a secondary aim was to explore whether EF also predicted vocabulary and mathematical language development. Regression analyses accounting for classroom-level variance and key covariates revealed that vocabulary was a significant predictor of EF at the end of preschool after accounting for fall EF. When mathematical language was added into the models, it was a significant predictor of EF, but vocabulary was no longer significant. Furthermore, EF predicted vocabulary and mathematical language. These findings suggest that young children's mathematical language skills are related to the acquisition of higher levels of EF during the preschool year and that there may be bidirectional associations between EF and mathematical language in preschool. Implications for future research are discussed.
Keywords: Cognition; Executive functioning; Language; Mathematical language; Preschool; Vocabulary.
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