Executive and intellectual functioning in school-aged children with specific language impairment

Kuusisto, Marika; Nieminen, Pirkko; Helminen, Mika; Kleemola, Leenamaija

doi:10.1111/1460-6984.12263

Cited by 13 publications

(19 citation statements)

References 24 publications

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“…However, it is also possible that our analysis failed to reach significance because of the low power and small sample size. Several studies have found an impairment of executive functions, including inhibition, in children with DLD (Cuperus et al, 2014;Im-Bolter et al, 2006;Kuusisto et al, 2017;Yang & Gray, 2017). Given the influence of inhibition on analogical reasoning (Thibaut et al, 2011), this weakness in inhibition might be related to the analogical reasoning impairment observed in DLD, as well as to their difficulty in processing analogies when perceptual distractors are introduced.…”

Section: Discussionmentioning

confidence: 99%

“…Im-Bolter, Johnson, and Pascual-Leone (2006) evaluated the executive functions of school-aged children with DLD and found similar results: children with DLD performed worse than their age-matched peers in verbal and visual mental attention, inhibition of prepotent responses, and updating, but they had a similar performance in shifting. These deficits are also encountered in studies using questionnaires about executive functioning in daily life (Cuperus, Vugs, Scheper, & Hendriks, 2014;Kuusisto, Nieminen, Helminen, & Kleemola, 2017). Several studies in DLD have, therefore, reported weaknesses in executive functions, notably in inhibition, which is closely related to analogical reasoning.…”

Section: Introductionmentioning

confidence: 99%

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How language and inhibition influence analogical reasoning in children with or without developmental language disorder?

Krzemien

Thibaut²,

Maillart

2019

Journal of Clinical and Experimental Neuropsychology

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How language and inhibition influence analogical reasoning in children with or without developmental language disorder? Introduction. Analogical reasoning is a human ability of crucial importance in several domains of cognition, such as numerical abilities, social cognition, and language, and which is impaired in children with developmental language disorder (DLD). This impairment might be caused by their weaknesses in inhibition or by the inefficient use of phonological recoding. Method. We compared children with DLD and age-matched children without language disorders in an A:B::C:D analogical task. We manipulated two variables: interference (versus no interference) was used to evaluate the impact of articulatory suppression on analogical performance, and distraction (versus no distractor) was used to test whether perceptual distractors (which compete with relational responses) diminish children's performance. Results. Contrary to expectations, articulatory suppression does not have a negative effect on analogical reasoning. In contrast, perceptual distractors have a detrimental impact on performance, and children with DLD are more impacted by perceptual distraction than their peers. Moreover, inhibition, as measured by a classical inhibition task, influences performance, but only for children with DLD. Conclusion. The analogical reasoning impairment observed in DLD, therefore, seems to be related to perceptual distraction and inhibition rather than to phonological recoding. To conclude, this study investigates the analogical reasoning impairment observed in DLD and contributes to our understanding of the relationships between language, analogical reasoning, and executive functions.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

How language and inhibition influence analogical reasoning in children with or without developmental language disorder?

Krzemien

Thibaut²,

Maillart

2019

Journal of Clinical and Experimental Neuropsychology

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“…This suggests that children with SLI may have a broader problem with distractor processing, related or not to the task. Ratings by parents and teachers on the Behaviour Rating Inventory of Executive Function (BRIEF) seem to support this conclusion, showing that both teachers and parents rate children with SLI as having more problems with inhibiting Vugs et al 2014; but see Kuusisto et al 2017 who found no difference in ratings between SLI and TD groups).…”

Section: Inhibiting Abilitymentioning

confidence: 97%

“…While some studies have not found evidence for impaired shifting ability in children with SLI (Henry et al 2012;Im-Bolter et al 2006), other studies examining pre-school children demonstrated that the SLI group performed more poorly than controls on behavioural shifting tasks (Farrant and Maybery 2012;Roello et al 2015; for a review, see Vissers et al 2015). Additionally, BRIEF studies suggests that children with SLI show deficits in shifting ability (Kuusisto et al 2017;Vugs et al 2014). In a recent meta-analysis, Pauls and Archibald (2016) found only a small group effect.…”

Section: Shifting Abilitymentioning

confidence: 99%

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Executive control in language production by children with and without language impairment

Sikora

Roelofs

Hermans

et al. 2019

Intl J Lang & Comm Disor

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Background Accumulating evidence suggests that the updating, inhibiting and shifting abilities underlying executive control are important for spoken language production in adults. However, little is known about this in children. Aims To examine whether children with and without language impairment differ in all or only some of these executive abilities, and whether they show corresponding differences when these abilities are engaged in language production. Methods & Procedures Thirty‐three children with specific language impairment (SLI) and 41 typically developing (TD) children (age matched, aged 8–12 years) completed standard executive control tests that measure the updating, inhibiting and shifting abilities. All children were native speakers of Dutch. Moreover, they performed a noun–phrase production task involving picture description within a picture–word interference paradigm. We measured their production accuracy and speed to assess length, distractor and switch effects, which reflect the updating, inhibiting and shifting abilities underlying executive control. Outcomes & Results Compared with TD children, the children with SLI had lower scores on all executive control tests. Moreover, they were overall slower and made more errors in the noun–phrase production task. Additionally, the magnitude of the distractor and switch effects was larger for the SLI than for the TD group. Conclusions & Implications The results suggest that children with SLI have impaired language production and executive control abilities, and that some of the differences in the executive control abilities between SLI and TD groups were reflected in their language production.

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Effects of Signs on Word Learning by Children With Developmental Language Disorder

Hoof

Hermans

Knoors

2019

J Speech Lang Hear Res

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Purpose This study investigated the effects of signs on word learning by children with developmental language disorder (DLD), in comparison with typically developing (TD) children, and the relation between a possible sign effect and children's linguistic and cognitive abilities. Method Nine- to 11-year-old children with DLD ( n = 40) and TD children ( n = 26) participated in a word learning experiment. Half of the spoken pseudowords were taught with a pseudosign with learning outcomes being assessed in accuracy and speed. To investigate whether sign effects would hold for children with varying linguistic and cognitive abilities, we measured children's linguistic (vocabulary, syntax) and cognitive (divided attention, working memory [WM], lexical access) skills. Results The children with DLD showed a positive sign effect in both accuracy and speed. For the TD children, there was no effect of signs on word learning. Principal component analyses of the linguistic and cognitive measures evidenced a 4-component solution (language skills, visual WM, verbal WM, and executive attention). Repeated-measures analyses of covariance with the component scores as covariates yielded no significant interactions with the linguistic and cognitive components. Conclusions Our results suggest that children with DLD benefit from signs for word learning, regardless of their linguistic and cognitive abilities. This implies that using sign-supported speech as a means to improve the vocabulary skills of children with DLD is effective, even still at the age of 9–11 years.

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Executive and intellectual functioning in school-aged children with specific language impairment

Cited by 13 publications

References 24 publications

How language and inhibition influence analogical reasoning in children with or without developmental language disorder?

How language and inhibition influence analogical reasoning in children with or without developmental language disorder?

Executive control in language production by children with and without language impairment

Effects of Signs on Word Learning by Children With Developmental Language Disorder

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