Vissers Constance, Koolen Sophieke, Hermans Daan, Scheper Annette, Knoors Harry
Kentalis Academy, Royal Dutch Kentalis Sint-Michielsgestel, Netherlands ; Behavioural Science Institute, Radboud University Nijmegen, Netherlands.
Kentalis Academy, Royal Dutch Kentalis Sint-Michielsgestel, Netherlands ; Vincent van Gogh for Psychiatry Venray, Netherlands.
Front Psychol. 2015 Oct 20;6:1574. doi: 10.3389/fpsyg.2015.01574. eCollection 2015.
The pathogenesis of Specific Language Impairment (SLI) is still largely beyond our understanding. In this review, a neuropsychological perspective on language impairments in SLI is taken, focusing specifically on executive functioning (EF) in preschoolers (age range: 2.6-6.1 years) with SLI. Based on the studies described in this review, it can be concluded that similar to school-aged children with SLI, preschoolers with SLI show difficulties in working memory, inhibition and shifting, as revealed by both performance based measures and behavioral ratings. It seems plausible that a complex, reciprocal relationship exists between language and EF throughout development. Future research is needed to examine if, and if yes how, language and EF interact in SLI. Broad neuropsychological assessment in which both language and EF are taken into account may contribute to early detection of SLI. This in turn can lead to early and tailored treatment of children with (suspected) SLI aimed not only at stimulating language development but also at strengthening EF.
特定语言障碍（SLI）的发病机制在很大程度上仍未被我们所了解。在这篇综述中，我们从神经心理学的角度探讨了SLI中的语言障碍，特别关注患有SLI的学龄前儿童（年龄范围：2.6 - 6.1岁）的执行功能（EF）。基于本综述中所描述的研究，可以得出结论：与患有SLI的学龄儿童类似，患有SLI的学龄前儿童在工作记忆、抑制和转换方面存在困难，这在基于表现的测量和行为评定中均有体现。在整个发育过程中，语言和EF之间似乎存在着复杂的相互关系，这似乎是合理的。未来的研究需要考察在SLI中语言和EF是否相互作用，以及如果相互作用，又是如何相互作用的。综合考虑语言和EF的广泛神经心理学评估可能有助于早期发现SLI。这反过来又可以针对（疑似）患有SLI的儿童进行早期和有针对性的治疗，不仅旨在促进语言发展，还旨在增强EF。
