A roadmap to executive function and language

The impact of book-sharing on infant language and cognitive development: a randomized controlled trial

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN22319305

Enrollment

140

Registered

2020-03-06

Start date

2020-01-10

Completion date

Unknown

Last updated

2026-06-15

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Developmental psychology, child cognitive and socio-cognitive development Other

Interventions

Participating families are randomly allocated to an intervention group or an active control group. Intervention group: participate in a group-based book-sharing program. The intervention will be deli

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: 1. Family of a 10-month-old child (+/- 4 weeks) 2. Same caregiver can participate in baseline and post-assessment, as well as the five group sessions (intervention/control group sessions) 3. Swedish is spoken at home

Exclusion criteria

Exclusion criteria: 1. Child outside the age range at time of baseline assessment 2. Swedish is not spoken in the home 3. Child is born premature 4. Child disability that is likely to interfere with delivery of the intervention

Design outcomes

Primary

Measure	Time frame
1. Child language assessed using: 1.1. Swedish Early Communication Development Inventory (parent report) at baseline, post-assessment, 1st and 2nd follow-up 1.2. Word-picture matching preferential looking paradigm (eye tracking) at baseline, post-assessment, 1st and 2nd follow-up 1.3. Word-picture matching congruent-incongrunt paradigm (eye tracking; EEG) at baseline and post-assessment 2. Child joint attention: responding and initiating joint attention from the Early Social Communication Scales (video record) at baseline, post-assessment, and 1st follow-up 3. Child executive function assessed using: 3.1. The Early Executive Functions Questionnaire (parental report) at baseline, post-assessment, 1st and 2nd follow-up 3.2. "Executive Function Lab Tasks" - structured observation: Working memory, Shifting, Inhibitory Control (video record) at 1st and 2nd follow-up	—

Measure

Time frame

1. Child language assessed using: 1.1. Swedish Early Communication Development Inventory (parent report) at baseline, post-assessment, 1st and 2nd follow-up 1.2. Word-picture matching preferential looking paradigm (eye tracking) at baseline, post-assessment, 1st and 2nd follow-up 1.3. Word-picture matching congruent-incongrunt paradigm (eye tracking; EEG) at baseline and post-assessment 2. Child joint attention: responding and initiating joint attention from the Early Social Communication Scales (video record) at baseline, post-assessment, and 1st follow-up 3. Child executive function assessed using: 3.1. The Early Executive Functions Questionnaire (parental report) at baseline, post-assessment, 1st and 2nd follow-up 3.2. "Executive Function Lab Tasks" - structured observation: Working memory, Shifting, Inhibitory Control (video record) at 1st and 2nd follow-up

—

Secondary

Measure	Time frame
Parental scaffolding and sensitivity: parent-child structured observation - observation of scaffolding skills when helping child explore a difficult toy and during shared picture-book reading (video record) at baseline and post-assessment	—

Countries

Sweden

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Jun 21, 2026