Abstract

AMBIADO-LILLO, MANUEL MATÍAS; NAVARRO, JUAN-JOSÉ  and  IBANEZ-ALFONSO, JOAQUÍN A.. Executive Functions in Students with Specific Language Impairment at the Beginning of Elementary Education. Rev. colomb. psicol. [online]. 2020, vol.29, n.2, pp.57-72.  Epub Oct 20, 2020. ISSN 0121-5469.  https://doi.org/10.15446/rcp.v29n2.79390.

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, η2 partial =.77), working memory (p<.001, η2 partial =.67), cognitive flexibility (p<.01, η2 partial =.15), and planning (p< .001, η2 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.

Keywords : cognitive flexibility; executive functions; executive attention; planning; specific language impairment; working memory.

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