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Executive functioning moderates associations between shyness and pragmatic abilities

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dc.contributor.authorNilsen, Elizabeth S.
dc.contributor.authorSilva, Janel
dc.contributor.authorMcAuley, Tara
dc.contributor.authorFloto, Shanan
dc.date.accessioned2021-09-21T20:37:37Z
dc.date.available2021-09-21T20:37:37Z
dc.date.issued2020-09-26
dc.descriptionThis is the peer reviewed version of the following article: Nilsen, E. S., Silva, J., McAuley, T. & Floto, S. (2020). Executive functioning moderates associations between shyness and pragmatic language. Social Development, 30(2), 554-574. https://doi.org/10.1111/sode.12485, which has been published in final form at https://doi.org/10.1111/sode.12485. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.en
dc.description.abstractWhile elevated shyness is associated with weaker pragmatic language abilities for some children, not all shy children demonstrate pragmatic challenges. Understanding the factors that may account for this variability is important as proficient pragmatic abilities have been found to protect shy children from subsequent socio-emotional maladjustment (Coplan & Weeks, 2009). Individual differences in cognitive processes may account for why some shy children evidence difficulty in pragmatic abilities whereas others do not. In the current study, associations between shyness, executive functioning (performance-based and parent-reported), and pragmatic abilities (knowledge and demonstrated abilities) were examined in a community sample of 8 to 12-year-old children (N = 81). Consistent with past work, shyness was associated with weaker pragmatic knowledge. However, parent-reported executive functioning moderated associations between shyness and both pragmatic knowledge and demonstrated pragmatic abilities in everyday activities. Only those shy children with weaker parent-reported executive functioning showed difficulties in their pragmatic abilities. That is, strength in applying executive functioning in everyday settings (or less executive dysfunction) seems to buffer shy children from pragmatic challenges. We discuss our results in terms of the way children acquire pragmatic competence and the temperamental and cognitive factors that may affect such development.en
dc.identifier.urihttps://doi.org/10.1111/sode.12485
dc.identifier.urihttp://hdl.handle.net/10012/17468
dc.language.isoenen
dc.publisherWileyen
dc.relation.ispartofseriesSocial Development;
dc.subjectcommunicationen
dc.subjectpragmatic languageen
dc.subjectshynessen
dc.subjectexecutive functioningen
dc.subjectlanguageen
dc.subjecttemperamenten
dc.titleExecutive functioning moderates associations between shyness and pragmatic abilitiesen
dc.typeArticleen
dcterms.bibliographicCitationNilsen, E. S., Silva, J., McAuley, T. & Floto, S. (2020). Executive functioning moderates associations between shyness and pragmatic language. Social Development, 30(2), 554-574. https://doi.org/10.1111/sode.12485en
uws.contributor.affiliation1Faculty of Artsen
uws.contributor.affiliation2Psychologyen
uws.peerReviewStatusRevieweden
uws.scholarLevelFacultyen
uws.typeOfResourceTexten

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