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Do dif­fer­ences in work­ing mem­o­ry and exec­u­tive func­tion­ing affect the use of Stan­dard Eng­lish in work­ing-class children’s speech?

Do dif­fer­ences in work­ing mem­o­ry and exec­u­tive func­tion­ing affect the use of Stan­dard Eng­lish in work­ing-class children’s speech?

Katie Mans­field — Uni­ver­si­ty of Sheffield Con­tin­ue Read­ing Do dif­fer­ences in work­ing mem­o­ry and exec­u­tive func­tion­ing affect the use of Stan­dard Eng­lish in work­ing-class children’s speech?

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