Language, Theory of Mind (ToM) and Executive Functions (EF) are interrelated core cognitive domains that co-develop during early childhood. In samples with Autism Spectrum Disorder (ASD), wide individual differences in language, ToM and EF performances are observed; however, findings regarding how these variables operate within an integrated model, particularly in the 4–6 age range, remain limited. Based on the developmental model of Astington and Jenkins (1999), this study aims to examine the hypothesis that language skills support children’s mental state representations (ToM), thereby providing a foundation for EF performance (inhibition and working memory (WM)). Specifically, the operation of the Language (Independent Variable)? ToM (Mediator Variable)? EF (Dependent Variable) model was comparatively tested in children with Typical Development (TD) and those diagnosed with ASD.
Forty-four children with TD and 44 children diagnosed with ASD (ages 4–6), matched for non-verbal intelligence scores (Raven et al., 1998), participated in this study designed with a relational survey model. The Mann–Whitney U test was used for intergroup comparisons. Mediation analyses were conducted using Hayes (2018) PROCESS Macro Model 4 (X: General Language Score (Güven & Topbas, 2011), M: Verbal False Belief (VFB), Y: EF components [inhibition and WM]). To avoid masking developmental differences, analyses were conducted separately by age levels (ages 4, 5 and 6) and the results were interpreted at an exploratory level.
In the analyses conducted by age levels, a statistically significant indirect path through VFB was identified in the relationship between language score and inhibition in the TD group (especially at ages 5 and 6). Conversely, in the ASD group, the indirect path through VFB in the relationship between language score and inhibition was not supported across the examined age cross-sections. Regarding the relationship between language and WM, findings suggested that VFB played a partial mediating role in both groups, particularly at the age 6 level.
The results suggest that in children with TD, language, ToM and EF components function as an integrated mechanism that nourishes one another, where language strengthens mental representations to support behavioral control (inhibition). In the ASD group, this mechanism appears to operate in a more fragmented manner, with limitations in the transfer of language skills to behavioral control through ToM. These findings should be tested in future research using longitudinal designs where age is a moderator.
