Exploring the Influence of Socioeconomic Status on Pragmatic Language: Do Executive Function and Grammar Comprehension Have a Mediating Role?

Abstract

This study explores the relationships among socioeconomic status (SES), executive function (EF), grammar comprehension (GC), and pragmatic language (PL) in children aged 8-11. By employing a structural equation modelling approach, we aimed to investigate the direct and indirect effects of these variables on PL, a crucial aspect of child development involved in the formation of social relationships and general well-being. Our final sample consisted of 128 children from a heterogeneous socioeconomic context. Participants were assessed using the APL Medea, TROG-2, and TeleFE tests to measure their PL, GC, and EF, respectively. The findings reveal that GC and EF are important predictors of PL, with GC playing an important role in mediating the effects of SES. In conclusion, this study highlights the key role of GC in connecting SES and PL, with strong practical implications for the interventions aimed at mitigating the adverse effects of socioeconomic factors.