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.
Highlights
Developmental Language Disorder (DLD) in children has been the focus of scientific attention for the last three decades
Children with DLD scored significantly lower than typically developing (TD) peers on the non-verbal intelligence test
Children with DLD were outperformed by TD peers in (a) working memory (WM) capacity, in line with studies involving children that speak other languages; and (b) executive WM, that is, updating, for which evidence remains scarce and inconclusive in relation to DLD
Summary
Developmental Language Disorder (DLD) (previously known as Specific LanguageImpairment or Language Impairment) in children has been the focus of scientific attention for the last three decades. Fine-grained evaluations of cognitive abilities may contribute to accurate, early identification and diagnosis of DLD, as well as to a more comprehensive description of DLD profiles [4,5], that could, in turn, increase the effectiveness of relevant interventions, tailoring them to the linguistic as well as cognitive strengths and weaknesses of each child with DLD In such a context, the present study attempts a systematic exploration of cognitive capacities and functions in Greek-speaking school-age children with DLD. Given inconclusive evidence regarding verbal fluency in children with DLD—mostly stemming from studies with English-speaking children—we focus on two relevant indices; phonological and semantic fluency Though the latter capacities have been related to language and executive control to different degrees, very few studies have discussed difficulties of children with DLD in both fluency aspects. Since more and more researchers emphasize the need to consider non-verbal intelligence as part of the DLD profile [4,12], the present study investigates whether any differences observed between children with DLD and typically developing (TD) peers in WM, EFs and verbal fluency, are independent of non-verbal intelligence
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
