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Visuo-spatial processing and executive functions in children with specific language impairment.

Klara Marton1

  • 1Brooklyn College, City University of New York, Brooklyn, NY, USA. kmarton@brooklyn.cuny.edu

International Journal of Language & Communication Disorders
|September 14, 2007
PubMed
Summary

Children with specific language impairment (SLI) struggle with visuospatial working memory and executive functions, impacting their attention control. These deficits extend beyond verbal tasks, highlighting broader cognitive challenges in SLI.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuropsychology

Background:

  • Complex working memory relies on simultaneous processing, executive functions, and attention control.
  • Children with specific language impairment (SLI) exhibit deficits in verbal working memory tasks involving simultaneous processing.

Purpose of the Study:

  • To investigate executive functions and visuospatial processing and working memory in children with SLI compared to typically developing peers.
  • To determine if SLI-related verbal working memory difficulties extend to visuospatial working memory.

Main Methods:

  • Experiment 1: Assessed visuospatial processing using space visualization, position in space, and design copying tasks.
  • Experiment 2: Utilized the Wisconsin Card Sorting Test-64 (WCST-64) and Tower of London test (TOL) to evaluate executive functions.

Main Results:

  • Children with SLI performed significantly worse on all visuospatial working memory tasks.
  • A subgroup of children with SLI, reporting attention control weaknesses, showed pronounced difficulties.
  • Children with SLI made more perseverative errors and rule violations on executive function tests.

Conclusions:

  • Executive functions significantly impact working memory performance in children with SLI across domains.
  • Tasks demanding greater attention control and executive functions pose challenges for children with SLI.
  • Most children with SLI scored in the low average to below-average range on executive function assessments.