Title Funciones Ejecutivas en Estudiantes con Trastorno Específico del Lenguaje al Comienzo de la Escolarización Básica
Authors AMBIADO-LILLO M.M., NAVARRO J.-J., IBAÑEZ ALFONSO, JOAQUÍN ALEJANDRO, IBAÑEZ ALFONSO, JOAQUÍN ALEJANDRO
External publication No
Means Rev. Colomb. Psicol.
Scope Article
Nature Científica
SJR Quartile 3
Area International
Web https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091972556&doi=10.15446%2frcp.v29n2.79390&partnerID=40&md5=607061c75538b4ba081158fe5690c7b0
Publication date 01/07/2020
Scopus Id 2-s2.0-85091972556
DOI 10.15446/rcp.v29n2.79390
Abstract The executive functions (ef) constitute a set of skills involved in the control and regulation of cognitive functioning. The relation between ef and the development of language is especially relevant regarding the conceptualization of linguistic disorders. This study aims to explore the differential use of ef between two groups: Typical Language Development (tld) and Specific Language Impairment (sli). The participants were 44 students (56,82% boys), 22 tld and 22 sli, with ages between 6,00-6,92 years (m=6.17, sd=.19). The previous diagnostic factor showed significant effects in executive attention (p<.001, ?2 partial =.77), working memory (p<.001, ?2 partial =.67), cognitive flexibility (p<.01, ?2 partial =.15), and planning (p< .001, ?2 partial =.63). In every case, except for cognitive flexibility, the effect was strong. The results would support the thesis of non-specificity in the sli and the possible presence of general cognitive dysfunctions that underlie the disorder. © 2020 Universidad Nacional de Colombia. All rights reserved.
Keywords Cognitive flexibility; Executive attention; Executive functions; Planning; Specific language impairment; Working memory
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