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Related Experiment Video

Updated: Mar 30, 2026

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

Executive functioning in preschoolers with specific language impairment.

Constance Vissers¹, Sophieke Koolen², Daan Hermans¹

¹Kentalis Academy, Royal Dutch Kentalis Sint-Michielsgestel, Netherlands ; Behavioural Science Institute, Radboud University Nijmegen, Netherlands.

Frontiers in Psychology

|November 6, 2015

Summary

Preschoolers with Specific Language Impairment (SLI) exhibit executive functioning (EF) challenges, including working memory and inhibition difficulties. Understanding the language-EF relationship is key for early detection and intervention in SLI.

Keywords:

executive functioning inhibition (psychology)preschoolers shifting specific language impairment working memory capacity

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Last Updated: Mar 30, 2026

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Area of Science:

Neuropsychology
Developmental Psychology
Linguistics

Background:

Specific Language Impairment (SLI) pathogenesis remains poorly understood.
A neuropsychological perspective is crucial for understanding language impairments.
Executive Functioning (EF) plays a significant role in cognitive development.

Purpose of the Study:

To review the executive functioning (EF) of preschoolers with SLI.
To explore the relationship between language development and EF in early childhood.
To inform early detection and intervention strategies for SLI.

Main Methods:

Review of existing neuropsychological studies on SLI.
Focus on preschoolers aged 2.6-6.1 years.
Analysis of performance-based measures and behavioral ratings of EF.

Main Results:

Preschoolers with SLI demonstrate deficits in working memory, inhibition, and shifting.
These EF difficulties are consistent with those observed in school-aged children with SLI.
Evidence suggests a reciprocal relationship between language and EF development.

Conclusions:

Early identification of SLI may benefit from broad neuropsychological assessments including EF.
Targeted interventions for SLI should consider both language and EF development.
Further research is needed to elucidate the interaction between language and EF in SLI.