Kapa Leah L, Plante Elena
Department of Speech, Language, and Hearing Sciences, University of Arizona, 1311 E. 2nd Street, P.O. Box 210071, Tucson, Arizona 85721-0071, , ,
Curr Dev Disord Rep. 2015 Sep;2(3):245-252. doi: 10.1007/s40474-015-0050-x. Epub 2015 Jun 25.
This paper provides a review of recent research on executive function abilities in children with specific language impairment (SLI). Across several studies, children with SLI are reported to perform worse than typically developing peers on measures of sustained attention, working memory, inhibition, and attention shifting. However, few studies have considered multiple executive function components simultaneously and even fewer have examined the underlying relationship between executive function deficits and impaired language acquisition. We argue that in order to fully understand the nature of executive function deficits in SLI, the field must move past simply identifying weaknesses to instead test models of executive function development and explore the nature of the relationship between executive function and language. Future research directions are recommended in order to achieve these goals.
本文综述了近期关于特定语言障碍（SLI）儿童执行功能能力的研究。在多项研究中，据报道，患有SLI的儿童在持续注意力、工作记忆、抑制和注意力转移等方面的表现比正常发育的同龄人更差。然而，很少有研究同时考虑多个执行功能成分，更少的研究考察了执行功能缺陷与语言习得受损之间的潜在关系。我们认为，为了全面理解SLI中执行功能缺陷的本质，该领域必须超越简单地识别弱点，转而测试执行功能发展模型，并探索执行功能与语言之间关系的本质。为实现这些目标，本文推荐了未来的研究方向。
