1. Introduction
xecutive functions refer to the ability to use cognitive processes to control thoughts and emotions and this ability causes goal-directed behavior, therefore the executive functions necessary to succeed in the daily lives of all human beings. In neurobiological studies, it has been determined that the prefrontal cortex and its connections have a major impact on the growth of executive functions. The growth of the prefrontal cortex begins at birth and continues until puberty and this long-term growth is more influenced by environmental stimuli.
Research has shown that the main growth of executive functions occurs between the ages of 3 and 7 and continues gradually until the teenage years. Children in different periods are susceptible to the impact of their environment. There is also research evidence that in early childhood, children in terms of the growth of executive functions, are more influenced by their environment. The research has shown that motor growth is one of the environmental factors affecting the growth of executive functions.
Motor growth refers to progressive changes in motor behavior throughout life, which is the result of the interaction between task needs, individual biological characteristics, and environmental conditions. Studies conducted by researchers who examined the effects of movements on executive functions in adolescents showed that children's executive functions are influenced by their motor growth. The other components of the environment associated with executive functions are language development. In this regard, the research has identified, children with language impairments also have weaknesses in executive functions. Given the existing vacuum and the lack of coherent research that examines the impact of environmental factors such as motor and lingual skills growth on executive functions, the present study was conducted with the purpose prediction of impairment in executive functions based on defects in motor and linguistic growth.
2. Methods
The research method is descriptive correlational. The statistical population of this study was all students of elementary school studying in the academic year of 2018-2019 in Tabriz City that 700 of them were selected through multistage cluster sampling. In the next step, their parents were asked to complete The Coolidge Personality and Neuropsychological Questionnaire (2002) and FTF-5 -15 Growth Inventory.
3. Results
The findings of this study showed that the effect of the defect in the received language (0.19) and defect in the communication language (0.25) on the executive function disorder was significant at the level of 0.0001. Also, the effect of the defect in large movements (0.12) is significant on the incidence of executive functions at the level of 0.004; however, defects in expressive language and delicate movements do not have a significant effect on the prediction of executive function disorder. Hence, the lack of large motor skills, receptive language skills, and communication language skills can lead to executive function disorder.
4. Discussion
The present study showed that defect in the receptive and communication language is effective in predicting executive function disorder. This finding is consistent with the results of some studies. In explaining the relationship between language deficits and disruptions in executive functions, the function of brain structures, especially the prefrontal lobe, can be used. 
Given that language development facilitates the transfer of people's experiences, helps people without direct experience, and uses concepts to intervene in various affairs that will result in the growth of higher-level cognitive processes such as executive functions.
Of the etiology of the relationship between deficits in motor skills and executive function disorder, it can be argued that physical activity by controlling the maintenance, growth, and differentiation of neurons, synapses, and angiogenesis improves neurotrophy and, as a result, improves cognitive functions such as processing speed, control strategies, and scheduling and working memory. 
Another explanation for the relationship between motor growth and executive functions can be raised. Given that the three main executive functions strategies - inhibition, working memory, and shifting attention - are affected by the development of the cerebellum, whose development is also influenced by the motor growth, especially the delicate movements. The development of motor skills plays a role in the growth of executive functions by facilitating the development of the cerebellum. Language skills and motor development are factors effective in improvement of executive functions in children.
Ethical Considerations
Compliance with ethical guidelines
All participants were informed about the study Objectives and its potential benefits and they were assured of the confidentiality of their information. They were free to leave the study at any time.
Funding
This research did not receive any specific grant from funding agencies in the public, commercial, or not for profit organizations.
Authors contributions
Investigation and draft preparation: Karim Abdolmohamadi; Project administration, supervision, editing & review: Ahmad Ashouri; Resource and data analysis: Farhad Ghadiri Sourman Abadi; methodology, editing & review: Ali Mohammadzadeh.
Conflicts of interest
The authors declare no conflict of interest
Acknowledgements
The authors would like to thank the head and staff of Education Departments in five districts of Tabriz city, and the participants for their valuable cooperation.




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