Relationship between narrative ability and executive functions: A longitudinal study in kindergarten classrooms

Abstract

Narrative ability and executive functions develop rapidly in children during the preschool years. The aim of this study was to investigate the nature of the longitudinal relationship between these two abilities by examining two competing theoretical accounts: direct reciprocal influence and the role of shared underlying factors. The sample consisted of 280 kindergarten children who were assessed in three waves over 18 months. A dual-model approach was used, employing both a Cross-Lagged Panel Model with lag-2 effects (CL2PM) and a Random Intercept Cross-Lagged Panel Model (RI-CLPM). The CL2PM revealed a directional relationship, where higher executive functions predicted subsequent growth in narrative ability, but not the inverse. This cumulative, directional influence helps explain the robust, stable connection between the abilities observed at the between-person level in the RI-CLPM (r = .58, p < .001) - a finding consistent with the hypothesis of shared underlying factors. This robust predictive relationship was observed despite evidence from descriptive data that the two skills were otherwise differentiating. No evidence was found for a more immediate, dynamic interplay at the within-person level. The findings suggest a complex relationship characterized by a robust, stable connection, likely stemming from both shared underlying factors and a cumulative, directional influence. Further research is warranted to identify these shared factors and experimentally test this directional influence in order to inform effective interventions.