Shifting in School-Aged Children With Developmental Language Disorder.
Purpose: Many children with developmental language disorder (DLD) demonstrate impaired executive function skills, including shifting. However, language demands in shifting tasks make it difficult to accurately assess shifting ability. Combining behavioral measures (accuracy, reaction time) with even...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 68; no. 11; pp. 5414 - 5434 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Nov2025
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=189241815&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 189241815 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Nov2025 vid: 68 iid: 11 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 189241815 10.1044/2025_JSLHR-25-00074 ppf: 5414 ppct: 20 formats: fmt: @attributes: type: P size: 1.7MB tig: atl: Shifting in School-Aged Children With Developmental Language Disorder. aug: au: Baron, Lauren S. Gul, Asiya Schafer, Annika L. Black, Kelsey B. Fox, Annie B. Arbela, Yael affil: Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA School of Healthcare Leadership, MGH Institute of Health Professions, Boston, MA su: Task performance Elementary schools Preschools Executive function Paradigms (Social sciences) Intelligence tests Medical care costs Children Word deafness Research funding Prompts (Psychology) Evoked potentials (Electrophysiology) Electroencephalography Descriptive statistics Reaction time Factor analysis Data analysis software Comparative studies Short-term memory Task shifting sug: subj: Task performance Elementary schools Preschools Executive function Paradigms (Social sciences) Intelligence tests Medical care costs Children Elementary and Secondary Schools Child Day Care Services Word deafness Research funding Prompts (Psychology) Evoked potentials (Electrophysiology) Electroencephalography Descriptive statistics Reaction time Factor analysis Data analysis software Comparative studies Short-term memory Task shifting ab: Purpose: Many children with developmental language disorder (DLD) demonstrate impaired executive function skills, including shifting. However, language demands in shifting tasks make it difficult to accurately assess shifting ability. Combining behavioral measures (accuracy, reaction time) with event-related potentials (ERPs) can help dissociate the effects of language and shifting ability on task performance. Method: This study examined shifting in 40 children, aged 8-12 years (20 with DLD, 20 with typical language development [TD]). A cued set-shifting paradigm presented visual cues to switch between two response rules. Single-rule blocks contained "Single" trials that repeated the same rule. Mixed-rule blocks contained "Switch" and "Stay" trials that alternated rules pseudorandomly. The amplitude and latency of the cue-P3 ERP component, indexing shift cue processing, were compared across groups and trial types. Results: Children with DLD had significantly longer reaction times than children with TD, but they achieved comparable accuracy. Mixing Cost was significantly greater for children with TD than DLD, reflecting an appropriate response to increased task difficulty in the mixed-rule blocks compared to the single-rule blocks. Switching Cost was significantly greater for children with DLD than TD, suggesting protracted processing of Switch versus Stay trials in the mixed-rule blocks. ERP data revealed different patterns of the cue-P3 component in each group; however, differences were not statistically significant. Children with TD had similar amplitude and latency across trial types. Children with DLD exhibited reduced amplitude for Single cues and delayed processing of Switch cues. Correlations between behavioral and electrophysiological measures were limited. Conclusions: While children with DLD performed as accurately as their peers with TD, they took significantly longer to process cues and submit responses. Electrophysiological data suggest that cue processing may differ among children with DLD compared to those with TD, but more work is needed to assess the nature of these differences. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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