INTRODUCTION: During the last two decades neurosciences have approached to the study of specific language impairment (SLI), and have contributed to define of the diagnostic profile of this pathology. AIM: To determine the main markers and neurocognitive characteristics of children with SLI in a sample of Spanish children in order to replicate the data obtained in other languages. SUBJECTS AND METHODS: The performance of 37 Spanish-speaking children in nine tests (continuous performance task with and without previous warning, pattern comparison, digit-symbol association, time estimation, memory exploration, pattern memory, spatial memory and card sorting) designed to evaluate 17 markers was analyzed. Results were compared with those obtained in a control group of 5-12-age-year-old children matched to SLI children in age and school level was recruited. RESULTS: SLI children's performance was significatively lower than their controls in 11 out the 17 markers of attention, codification, memory and executive function. CONCLUSION: In general, these data confirm previous cognitive studies with SLI children in different languages. In addition, a discriminant analysis showed two markers (sustained attention and executive function in processes of categorization) allow to efficiently discriminating (77% of the cases) between control and SLI children. The results obtained in this study contribute to shed light on the SLI's neurocognitive structure and provide some strategies for its diagnosis assessment.
INTRODUCTION: During the last two decades neurosciences have approached to the study of specific language impairment (SLI), and have contributed to define of the diagnostic profile of this pathology. AIM: To determine the main markers and neurocognitive characteristics of children with SLI in a sample of Spanish children in order to replicate the data obtained in other languages. SUBJECTS AND METHODS: The performance of 37 Spanish-speaking children in nine tests (continuous performance task with and without previous warning, pattern comparison, digit-symbol association, time estimation, memory exploration, pattern memory, spatial memory and card sorting) designed to evaluate 17 markers was analyzed. Results were compared with those obtained in a control group of 5-12-age-year-old children matched to SLI children in age and school level was recruited. RESULTS: SLI children's performance was significatively lower than their controls in 11 out the 17 markers of attention, codification, memory and executive function. CONCLUSION: In general, these data confirm previous cognitive studies with SLI children in different languages. In addition, a discriminant analysis showed two markers (sustained attention and executive function in processes of categorization) allow to efficiently discriminating (77% of the cases) between control and SLI children. The results obtained in this study contribute to shed light on the SLI's neurocognitive structure and provide some strategies for its diagnosis assessment.