Executive Function, Working Memory, and Verbal Fluency in Relation to Non-Verbal Intelligence in Greek-Speaking School-Age Children with Developmental Language Disorder

Abstract

Developmental Language Disorder (DLD) is often associated with impairments in working memory (WM), executive functions (EF), and verbal fluency. Moreover, increasing evidence shows poorer performance of children with DLD on non-verbal intelligence tests relative to their typically developing (TD) peers. Yet, the degree and generality of relevant difficulties remain unclear. The present study aimed at investigating WM capacity, key EFs and verbal fluency in relation to non-verbal intelligence in Greek-speaking school-age children with DLD, compared to TD peers (8–9 years). To our knowledge, the present study is the first to attempt a systematic relevant assessment with Greek-speaking school-age children, complementing previous studies mostly involving English-speaking participants. The results showed that children with DLD scored lower than TD peers on the non-verbal intelligence measure. Groups did not differ in the inhibition measures obtained (tapping resistance to either distractor or proactive interference), but children with DLD were outperformed by TD peers in the WM capacity, updating, monitoring (mixing cost), and verbal fluency (phonological and semantic) measures. The effects showed limited (in the case of backward digit recall) or no dependence on non-verbal intelligence. Findings are discussed in terms of their theoretical and practical implications as well as in relation to future lines of research.

Intelligence profiles and adaptive behaviors of high-functioning autism spectrum disorder and developmental speech and language disorders

“…One noteworthy finding from this study was that IQ scores of all the subtests and indices in WISC of DSLDs children were significantly lower than TD children and WMI was the most severe impaired index for DSLDs individuals. As far as we are concerned, few previous studies systemically explored the intelligence profile of children with DSLDs ( 34 , 35 ). Our study comprehensively displayed the cognitive characteristics of DSLDs, suggesting DSLDs affect multiple learning abilities at childhood and adolescence.…”

“…However, poor performance in VCI and WMI indicated their predominant defects in verbal comprehension and executive functions. Executive attentional control in working memory was implied to be a powerful predictor of language development and a strong determinant of learning capability (regarding both literacy and numeracy) ( 35 – 38 ). Our findings further confirmed children had a history of DSLDs were at increased risks of adverse long-term consequences on academic achievements.…”

Examining the relationship between oral language skills and executive functions: Evidence from Greek-speaking 4–5-year-old children with and without Developmental Language Disorder

“…Research on EFs has mainly focused on 6-year-old or more TD children (e.g., Ralli et al, 2021b;Weiland, Barata, & Yoshikawa, 2014;) whereas only a few studies have assessed EFs in younger children with DLD (e.g., Kapa & Erikson, 2020, Yang & Gray, 2016. This could be partially explained by a lag in the development of assessment batteries that are designed to tap EFs at a younger age group (e.g., Henry et al, 2012;Morra et al, 2018;Purpura et al, 2017) and the fact that assessing very young children may lead to floor effects (Friend & Bates, 2014).…”

“…Children's demographic information (e.g., date of birth, gender, parental education, socioeconomic status -SES,) was obtained from parents/caregivers by completing a demographics questionnaire. For parental education, the participants had to check their educational level by choosing one of the following (elementary school, secondary education -high school, post-secondary education, BSc and Master-PhD) (Ralli et al, 2021b;Vivas et al, 2017)).…”

A Fonologia Na Sala De Aula: Desvios Comuns De Escrita

“…php/trama/article/download/18605/12873>. hiperlexiaMas além deste cenário cognição comprometida → linguagem típica, o panorama contrário também pode ser observado, cognição típica → linguagem comprometida: crianças cognitivamente típicas mas que apresentam atipias linguísticas caracterizam o Transtorno do Desenvolvimento da Linguagem (TDL, antigo Distúrbio Específico da Linguagem, DEL).Nestes casos, as crianças não apresentam nenhuma desordem neurológica ou física, nenhum déficit mental, sistemas perceptuais de visão/audição normais, apresentam QI não-verbal normal e ainda assim sua capacidade linguística se mostra comprometida.Em decorrência disso, capacidades cognitivas que dependem e/ou se alimentam das capacidades linguísticas para se desenvolver também apresentam atrasos e déficits (processamento de informação, processamento simultâneo, atenção, processamentos de alta-ordem, dentre outros)(RALLI et al, 2021).SegundoSmith & Tsimpli (1995), o desenvolvimento linguístico de crianças portadoras das neuroatipias listadas acima e de crianças neurotípicas portadoras de TDL é um exemplo da dupla dissociação observada entre linguagem e cognição: "A língua pode se mostrar prejudicada em pessoas de cognição típica, e -surpreendentemente -pessoas com cognição prejudicada podem apresentar habilidades linguísticas normais e até mesmo superiores" (p. 3). Vale lembrar que esta dissociação entre linguagem e cognição pode ser encontrada também em casos de lesão cerebral adquirida: é possível haver lesões que prejudicam o sistema cognitivo, mas não o sistema linguístico (como no famoso caso do paciente Phineas Gage), e lesões que prejudicam o sistema linguístico, mas não o cognitivo (como nas Afasias de Broca e de Wernicke, causadas por acidentes vasculares cerebrais).…”