Yang Hui-Chun, Gray Shelley
Arizona State University, Tempe.
J Speech Lang Hear Res. 2017 Feb 1;60(2):379-392. doi: 10.1044/2016_JSLHR-L-15-0267.
The purpose of this study was to evaluate whether preschoolers with primary language impairment (PLI) show deficits in executive function (EF) compared with their peers with typical development (TD) when inhibition, updating, and mental-set shifting are examined using both linguistically based and visually based tasks.
Twenty-two 4- and 5-year-old preschoolers with PLI and 30 preschoolers with TD completed 2 sets of computerized EF tasks: 3 that were linguistically based and 3 that were visually based. This permitted us to test the hypothesis that poor performance on EF tasks in preschoolers with PLI results from impaired language rather than impaired EF.
The PLI group scored significantly lower than the TD group on linguistically and visually based updating tasks and mental-set shifting tasks. The PLI and TD groups did not differ significantly for accuracy or response time on linguistically and visually based inhibition tasks.
Results suggest that preschool-age children with PLI have domain-general EF deficits in updating and mental-set shifting but not inhibition deficits, as measured by our tasks.
本研究旨在评估当使用基于语言和基于视觉的任务来考察抑制、更新和心理定势转换时，与发育正常（TD）的同龄人相比，患有原发性语言障碍（PLI）的学龄前儿童在执行功能（EF）方面是否存在缺陷。
22名4至5岁患有PLI的学龄前儿童和30名TD学龄前儿童完成了2套计算机化EF任务：3套基于语言的任务和3套基于视觉的任务。这使我们能够检验以下假设：患有PLI的学龄前儿童在EF任务上表现不佳是由于语言受损而非EF受损。
在基于语言和视觉的更新任务以及心理定势转换任务上，PLI组的得分显著低于TD组。在基于语言和视觉的抑制任务上，PLI组和TD组在准确性或反应时间方面没有显著差异。
结果表明，患有PLI的学龄前儿童在更新和心理定势转换方面存在领域一般性的EF缺陷，但在我们的任务测量中不存在抑制缺陷。
