Referential skills in the narrative context and their relationship with executive functions in Costa Rican preschool children

This study aims to examine the relationship between working memory, inhibitory control, and cognitive flexibility with the referential skills of using appropriate ways to introduce, reintroduce, and maintain references to characters in a story, after controlling for the role of age and vocabulary. To examine the relationship between working memory, inhibitory control, and cognitive flexibility with the referential skills of using appropriate ways to introduce, reintroduce, and maintain references to characters in a story, after controlling for the role of age and vocabulary. For this purpose, a secondary use of data will be made with which several mixed models will be performed with the referential skills variables as predictor variables and those of executive functions, vocabulary and age in months as predictor variables. The sample is composed of 88 preschool boys and girls from urban areas of Costa Rica.