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Nelson, J. K., Reuter-Lorenz, P. A., Sylvester, C. Y. C., Jonied, J., & Smith, E. E. (2003). Dissociable Neural Mechanisms Underlying Response-Based and Familiarity-Based Conflict in Working Memory. Proceedings of the National Academy of Sciences of the United States of America, 100, 11171-11175.
https://doi.org/10.1073/pnas.1334125100

has been cited by the following article:

• TITLE: The Role of Executive Functions in Language Comprehension in Preschool Children

  AUTHORS: Sanja Šimleša, Maja Cepanec, Marta Ljubešić

  KEYWORDS: Executive Functions, Language Comprehension, Preschool Children

  JOURNAL NAME: Psychology, Vol.8 No.2, January 23, 2017

  ABSTRACT: The aim of this study was to examine the relationship among various aspects of executive functions (inhibitory control, working memory, planning and cognitive flexibility) and language comprehension in preschool children. The final sample included 203 children, four or five years old, with average nonverbal cognitive development. The measuring instruments for assessment of the children’s executive functions were Grass/Snow task; Inhibition task (NEPSY-II); Digit Span task; CANTAB tasks and Dimensional Change Card Sort. The Reynell Developmental Language Scales were used for the assessment of language comprehension. The results showed that the only significant predictors of language comprehension were verbal working memory, as measured by the Digit Span task, and inhibitory control, as measured by the Grass/Snow task. This study emphasises the importance of inhibitory control and working memory for language comprehension in preschool children.