BEYOND LANGUAGE: GENERALIZED NEUROCOGNITIVE DYSFUNCTION IN MEXICAN SCHOOLCHILDREN WITH DEVELOPMENTAL LANGUAGE DISORDER
Abstract
Neuropsychological performance of 44 mexican schoolchildren with expressive (TDLE) or receptive-expressive (TDLRE) developmental language disorder (TDL), aged 6 to 10 years, of medium-low socioeconomic status, from public elementary schools in the metropolitan area of México City, was analyzed. The Child Neuropsychological Assessment [ENI] (Matute, Rosselli, Ardila y Ostrosky - Solís, 2007) was applied. For the total sample, the observed performance was located in an extremely low percentile in all neuropsychological skills evaluated except visual memory (encoding), cognitive flexibility, planning and organization, which reached an averange range percentile. Significant differences were found in auditory-verbal and visual delayed memory, verbal and visual attention, conceptual functions, and arithmetic reasoning in children with TDLE compared to children with TDLRE. There is a relationship between language development and neuropsychological skills evaluated. TDL is associated with widespread dysfunction of multiple cognitive functions.
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