# Early Memory and Executive Function as Predictors of Language Development: Evidence for Early Cognitive Foundations in a Taiwanese Cohort

## TL;DR

Early memory and executive function in infants predict later language development, suggesting these cognitive skills are foundational for language growth.

## Contribution

This study provides large-scale longitudinal evidence linking early cognitive abilities to later language outcomes in a Taiwanese cohort.

## Key findings

- Early memory predicted both receptive and expressive language at 24 and 36 months.
- Executive function predicted expressive language at 24 months and both receptive and expressive language at 36 months.

## Abstract

What are the main findings?
Based on longitudinal data from 6652 children in the Kids in Taiwan (KIT) cohort, early memory and executive function (EF) at 12 and 24 months predicted later language outcomes at 24 and 36 months.Early memory consistently predicted receptive and expressive language at 24 and 36 months, whereas executive function (EF) significantly predicted expressive language at 24 months and both receptive and expressive language at 36 months.

Based on longitudinal data from 6652 children in the Kids in Taiwan (KIT) cohort, early memory and executive function (EF) at 12 and 24 months predicted later language outcomes at 24 and 36 months.

Early memory consistently predicted receptive and expressive language at 24 and 36 months, whereas executive function (EF) significantly predicted expressive language at 24 months and both receptive and expressive language at 36 months.

What are the implications of the main findings?
Behavioral indicators of memory and EF can serve as early, low-cost markers of children’s cognitive foundations for language growth, suitable for use in home and educational settings.Integrating these cognitive indicators into developmental screening and early education may improve early identification and intervention for children at risk of language delay.

Behavioral indicators of memory and EF can serve as early, low-cost markers of children’s cognitive foundations for language growth, suitable for use in home and educational settings.

Integrating these cognitive indicators into developmental screening and early education may improve early identification and intervention for children at risk of language delay.

Background: Early cognitive abilities such as memory and executive function (EF) emerge rapidly in infancy and may provide a foundation for later language development. However, large-scale longitudinal evidence linking early cognition to subsequent receptive and expressive outcomes remains limited. Methods: Data were drawn from 6652 children in the Kids in Taiwan (KIT) longitudinal database. Hierarchical regression models tested whether memory and EF at 12 months predicted language comprehension and expression at 24 months, and whether cognition at 24 months predicted outcomes at 36 months, controlling for parental education, involvement, responsiveness, child gender, temperament, and previous language ability. All language variables were standardized to ensure comparability across ages and to minimize potential floor or ceiling effects. Results: Early memory consistently predicted receptive and expressive language at 24 and 36 months, whereas EF predicted expressive language at 24 months and both receptive and expressive language at 36 months. The overall inclusion of cognitive variables significantly increased model fit (all ΔFs, p < 0.001), indicating that early cognitive functioning contributes uniquely to subsequent language development beyond language stability. Conclusions: Findings from this large community-based Taiwanese cohort highlight the importance of early cognitive abilities in supporting subsequent language growth. Incorporating assessments of memory and EF into early developmental monitoring may help identify children who would benefit from enriched language experiences or targeted educational support. Integrating assessments of memory and EF into early developmental screening and intervention programs may enhance the early identification of children at risk for delayed language development and guide the design of play-based activities that strengthen cognitive foundations for language.