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

Abstract

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.

Introduction. Le trouble développemental du langage : enjeux actuels

“…Par exemple, les enfants ayant un TDL détectent plus difficilement que leurs pairs des régularités dans l'input langagier, que celles-ci soient adjacentes (ce qui facilite la segmentation lexicale) ou non adjacentes (comme dans le cas de la morphologie flexionnelle) (Lammertink et al, 2017). Des difficultés de catégorisation (Collisson et al, 2015;Dauvister & Maillart, ce numéro), de généralisation (Krzemien et al, 2021) ou de raisonnement analogique (Krzemien et al, 2020;Leroy et al, 2012) ont pu être mise en évidence chez les enfants TDL, avec, dans certains cas, une influence importante des fonctions exécutives (Krzemien et al, 2020).…”

Intervención en el control inhibitorio en niños con y sin trastorno de lenguaje dentro del aula

“…Estos resultados coinciden con estudios previos que señalan las dificultades de memoria fonológica como una característica de los niños con TDL y dislexia (Bishop & Snowling, 2004;Conti-Ramsden et al, 2001). Sin embargo, nuestros resultados antes de la intervención son contrarios a los estudios previos que han mostrado, en general, dificultades de fluencia verbal (Henry et al, 2012;Lukács, Ladányi, Fazekas, & Kemény, 2016) y de control inhibitorio en niños con TDL (Krzemien, Thibaut, & Maillart, 2020;Laloi, de Jong, & Baker, 2017;Marton et al, 2007;Pauls & Archibald, 2016).…”

“…En este sentido, como se ha comentado ya, otros estudios previos han evidenciado que los niños con TDL muestran dificultades de fluencia verbal (Henry et al, 2012;Lukács, Ladányi, Fazekas, & Kemény, 2016) y control inhibitorio (Krzemien et al, 2020;Laloi et al, 2017;Marton et al, 2007;Pauls & Archibald, 2016).…”

“…Más concretamente, trabajos previos donde los participantes eran bilingües (en un contexto catalán-castellano) han indicado que los niños con TDL que muestran alteraciones en esta capacidad tienen más afectada la comprensión lectora, como es este caso, dado que las puntuaciones de comprensión lectora del grupo TDL eran inferiores a las de los otros grupos (Aguilar-Mediavilla, Buil-Legaz, Pérez-Castelló, Rigo-Carratalà, & Adrover-Roig, 2014;Buil-Legaz et al, 2015). También estos resultados van en consonancia con los obtenidos en otros estudios, que encuentran un peor control inhibitorio en niños con TDL (Krzemien et al, 2020;Laloi et al, 2017;Marton et al, 2007;Pauls & Archibald, 2016). Más aún, parece que estas dos habilidades cognitivas (fluencia verbal e inhibición) muestran cierta relación entre sí (Henry, Messer, & Nash, 2015).…”

Gelişimsel Dil Bozukluğu Olan Çocuklar: Dil Gelişimi ve Sözel Çalışma Belleği

“…Language problems experienced by children with DLD arise when mental disability, hearing loss, motor disorders, any neurological disorder (Botting & Conti-Ramsden, 2003) or autism spectrum disorder, difficulties resulting from brain damage, biomedical factors, such as epileptic aphasia are excluded (Özcebe et al, 2019). However, children with DLD have difficulties in reasoning and performing tasks that require executive functions (Kapa & Erikson, 2019;Krzemien et al, 2019). In order to explain DLD, genetic (Leonard, 2000), neurobiological (Korkmaz, 2005) and cognitive factors continue to be investigated.…”