Theoretical and practical implications are discussed
Alteraciones en las representaciones fonológicas de la memoria de trabajo en niños preescolares con trastorno específico del lenguaje
 
  Key Words
 
 
  
   Specific language impairment
  
 
 
  
   phonological working memory
  
 
 
  
   phonological representation impairments
  
 
 
  
   language
  
 
 
  
   cognition
  
 
Abstract
 The aim of this paper is to examine wheter preschool children with <dis>moderate Specific Language Impairment</dis> (<dis>SLI</dis>) exhibit impaired phonological representations in a task of serial recall of groups of nonsense and familiar words.
Results support explanations of <dis>SLI</dis> that attribute the disorder to <dis>problems in working memory</dis> particularly impairments in phonological representations.
Specifically, children with <dis>SLI</dis> performed more poorly than children <scp><neg>without</neg> <dis>SLI</dis></scp> when processing of nonsense words and familiar words in initial position.
No such differences were observed between the groups when the task involved processing nonsense and familiar words in final position.
The above findings suggest that children with <dis>SLI</dis> devote more cognitive resources to the processing of items in final position because of <dis>capacity limitations in phonological working memory</dis>.
Theoretical and practical implications are discussed
Abstract
 The aim of this paper is to examine wheter preschool children with moderate Specific Language Impairment (SLI) exhibit impaired phonological representations in a task of serial recall of groups of nonsense and familiar words.
Results support explanations of SLI that attribute the disorder to problems in working memory particularly impairments in phonological representations.
Specifically, children with SLI performed more poorly than children without SLI when processing of nonsense words and familiar words in initial position.
No such differences were observed between the groups when the task involved processing nonsense and familiar words in final position.
The above findings suggest that children with SLI devote more cognitive resources to the processing of items in final position because of capacity limitations in phonological working memory.
Theoretical and practical implications are discussed
Theoretical and practical implications are discussed