Relationship between verbal cognitive inhibition and language development disorder at school: an approach for comparative study
DOI:
https://doi.org/10.56294/saludcyt20251347Keywords:
Cognition, Language, NeuropsychologyAbstract
This study explores the relationship between verbal cognitive inhibition (VCI) and Developmental Language Disorder (DLD) in school-aged children. 20 children participated, distributed into two groups: 10 with typical linguistic development (TLD) and 10 diagnosed with DLD. To evaluate VCI, the Stroop test was used, which measures the ability to inhibit automatic responses in a context of cognitive interference. The results showed that, although participants with DLD presented lower performance on reading tasks, their interference index (ICV) was better than that of children with TLD, suggesting that reading ability could be an intervening variable. Statistical analyzes revealed significant differences between groups on inhibition tasks, highlighting the importance of considering variables such as reading ability when interpreting performance on ICV tests. This study contributes to the understanding of the role of cognitive inhibition in DLD and suggests the need for future research that controls these intervening variables for a more precise analysis.
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