Executive functions (EFs) in both regulatory and meta-cognitive contexts are important for a wide variety of children’s daily activities, including play and learning. Despite the growing literature supporting the relationship between EF and language, few studies have focused on these links during everyday behaviours. Data were collected on 208 children from 6 to 12 years old of whom 89 were deaf children (55% female; M = 8;8; SD = 1;9) and 119 were typically hearing children (56% female, M = 8;9; SD = 1;5). Parents completed two inventories: to assess EFs and language proficiency. Parents of deaf children reported greater difficulties with EFs in daily activities than those of hearing children. Correlation analysis between EFs and language showed significant levels only in the deaf group, especially in relation to meta-cognitive EFs. The results are discussed in terms of the role of early parent–child interaction and the relevance of EFs for everyday conversational situations.

中文翻译：

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现实世界中的语言和执行功能的关系：来自耳聋的见解

调节和元认知环境中的执行功能（EF）对于儿童的各种日常活动（包括游戏和学习）都很重要。尽管越来越多的文献支持 EF 和语言之间的关系，但很少有研究关注日常行为中的这些联系。收集了 208 名 6 至 12 岁儿童的数据，其中 89 名是聋哑儿童（55% 是女性；中号= 8;8;标清= 1;9) 和 119 是典型的听力儿童（56% 是女性，中号= 8;9;标清= 1;5)。家长完成了两项清单：评估 EF 和语言能力。聋哑儿童的父母报告说，与听力正常的儿童相比，他们在日常活动中遇到的 EF 困难更大。 EF 和语言之间的相关性分析显示，仅在聋哑组中具有显着水平，特别是与元认知 EF 相关。研究结果从早期亲子互动的作用以及 EF 与日常对话情境的相关性方面进行了讨论。