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Executive Function Performance in Spanish-Speaking Children With Developmental Language Disorder: Uniformity and Variability.

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Title: Executive Function Performance in Spanish-Speaking Children With Developmental Language Disorder: Uniformity and Variability.
Authors: Torres-Morales, Felipe1,2,3 feltorres@uchile.cl, Morgan, Gary4, Reyes, María Antonia1, Vega, Marcela1, Rosas, Ricardo3,5
Source: Journal of Speech, Language & Hearing Research. Dec2025, Vol. 68 Issue 12, p5921-5937. 17p.
Subjects: Cross-sectional method, Auditory perception testing, Psychology of children with disabilities, Cognitive testing, T-test (Statistics), Research funding, Task performance, Executive function, Socioeconomic factors, Analysis of covariance, Developmental disabilities, Attention, Language disorders, Spanish language, Memory, Neuropsychological tests, Comparative studies, Children
Geographic Terms: Chile
Abstract: Purpose: Developmental language disorder (DLD) is often associated with deficits in executive functions (EFs), but the specific pattern of which components are affected remains unclear. This study examined EF performance in Spanish-speaking children with DLD compared to typically developing (TD) peers matched for age and socioeconomic status. Method: The EFs, interference control, response inhibition, verbal and nonverbal working memory, and cognitive flexibility were assessed in 171 children between 6 and 8 years old: 72 with DLD and 99 who are TD. Group differences in EF performance were assessed after controlling for age and nonverbal reasoning. Results: Children with DLD had significantly lower performance in interference control, response inhibition, and verbal working memory compared to TD children. Nonverbal working memory and cognitive flexibility did not differ significantly between the groups. Interference control was the most affected EF in the DLD group, followed by verbal working memory and then respons e inhibition. In addition, a proportion of the DLD group had no difficulties when exploring each EF. Conclusion: Spanish-speaking children with DLD have a range of difficulties with EFs, with significant individual variability. Supplemental Material: https://doi.org/10.23641/asha.30410572 [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
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  Data: Executive Function Performance in Spanish-Speaking Children With Developmental Language Disorder: Uniformity and Variability.
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  Data: <searchLink fieldCode="AR" term="%22Torres-Morales%2C+Felipe%22">Torres-Morales, Felipe</searchLink><relatesTo>1,2,3</relatesTo><i> feltorres@uchile.cl</i><br /><searchLink fieldCode="AR" term="%22Morgan%2C+Gary%22">Morgan, Gary</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Reyes%2C+María+Antonia%22">Reyes, María Antonia</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Vega%2C+Marcela%22">Vega, Marcela</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Rosas%2C+Ricardo%22">Rosas, Ricardo</searchLink><relatesTo>3,5</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Dec2025, Vol. 68 Issue 12, p5921-5937. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Cross-sectional+method%22">Cross-sectional method</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+perception+testing%22">Auditory perception testing</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+children+with+disabilities%22">Psychology of children with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+testing%22">Cognitive testing</searchLink><br /><searchLink fieldCode="DE" term="%22T-test+%28Statistics%29%22">T-test (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+factors%22">Socioeconomic factors</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+covariance%22">Analysis of covariance</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+disabilities%22">Developmental disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Language+disorders%22">Language disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+language%22">Spanish language</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Neuropsychological+tests%22">Neuropsychological tests</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Purpose: Developmental language disorder (DLD) is often associated with deficits in executive functions (EFs), but the specific pattern of which components are affected remains unclear. This study examined EF performance in Spanish-speaking children with DLD compared to typically developing (TD) peers matched for age and socioeconomic status. Method: The EFs, interference control, response inhibition, verbal and nonverbal working memory, and cognitive flexibility were assessed in 171 children between 6 and 8 years old: 72 with DLD and 99 who are TD. Group differences in EF performance were assessed after controlling for age and nonverbal reasoning. Results: Children with DLD had significantly lower performance in interference control, response inhibition, and verbal working memory compared to TD children. Nonverbal working memory and cognitive flexibility did not differ significantly between the groups. Interference control was the most affected EF in the DLD group, followed by verbal working memory and then respons e inhibition. In addition, a proportion of the DLD group had no difficulties when exploring each EF. Conclusion: Spanish-speaking children with DLD have a range of difficulties with EFs, with significant individual variability. Supplemental Material: https://doi.org/10.23641/asha.30410572 [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=egs&AN=190171418
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1044/2025_JSLHR-24-00344
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 5921
    Subjects:
      – SubjectFull: Cross-sectional method
        Type: general
      – SubjectFull: Auditory perception testing
        Type: general
      – SubjectFull: Psychology of children with disabilities
        Type: general
      – SubjectFull: Cognitive testing
        Type: general
      – SubjectFull: T-test (Statistics)
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Task performance
        Type: general
      – SubjectFull: Executive function
        Type: general
      – SubjectFull: Socioeconomic factors
        Type: general
      – SubjectFull: Analysis of covariance
        Type: general
      – SubjectFull: Developmental disabilities
        Type: general
      – SubjectFull: Attention
        Type: general
      – SubjectFull: Language disorders
        Type: general
      – SubjectFull: Spanish language
        Type: general
      – SubjectFull: Memory
        Type: general
      – SubjectFull: Neuropsychological tests
        Type: general
      – SubjectFull: Comparative studies
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      – SubjectFull: Children
        Type: general
      – SubjectFull: Chile
        Type: general
    Titles:
      – TitleFull: Executive Function Performance in Spanish-Speaking Children With Developmental Language Disorder: Uniformity and Variability.
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            NameFull: Torres-Morales, Felipe
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            NameFull: Morgan, Gary
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            NameFull: Reyes, María Antonia
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            NameFull: Vega, Marcela
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              M: 12
              Text: Dec2025
              Type: published
              Y: 2025
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              Value: 68
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