Alteraciones de la memoria en el Trastorno Específico del Lenguaje: una perspectiva neuropsicológica
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2013
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Elsevier
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Abstract
La adquisición de las habilidades de aprendizaje y memoria está estrechamente vinculada al desarrollo adecuado del lenguaje, observándose un salto cualitativo en ellas cuando las destrezas lingüísticas son idóneas. Una forma directa de investigar la veracidad o no de la afirmación anterior es estudiar cómo es el rendimiento mnésico en sujetos que tienen alteraciones del lenguaje. Sin embargo, existen pocos estudios interesados por la evaluación de la memoria en los trastornos del lenguaje. Con el propósito de contribuir a paliar esta situación, hemos realizado una investigación cuyo objetivo central ha sido estudiar el aprendizaje y la memoria, tanto para material de naturaleza verbal como para material visoespacial, en una muestra de sujetos diagnosticados con Trastorno Específico del Lenguaje (TEL). La muestra estuvo constituida por 31 niños TEL y 19 niños control con edades comprendidas entre los 6 y los 11 años. Las pruebas utilizadas fueron: TAVECI, Subtest de Dígitos del WISC-IV, Subtest de Localización Espacial de la WMS-III, Subtest de Memoria de Historias del Test de Memoria y Aprendizaje (TOMAL) y Test de la Figura Compleja de Rey. El perfil de resultados encontrados objetivó déficits en aprendizaje y memoria en el grupo TEL en todos los niveles analizados. Nuestros resultados ponen de manifiesto alteraciones cognitivas más allá de las lingüísticas y apuntan a la necesidad de incluir la evaluación del aprendizaje y la memoria en la caracterización ómnibus del TEL.
The acquisition of learning and memory abilities is closely linked to correct language development, with a qualitative change in these abilities when language skills are well developed. One way of researching this is to study mnesic performance in people with language disorders. However, studies of memory in language disorders are scarce. To help fill this gap, we studied learning and memory, both verbal and visuospatial, in a sample of children with Specific Language Impairment (SLI). The sample was composed of 31 SLI children and 19 control children, all aged between 6 and 11 years. The tests used were the following: TAVECI, the Digits Subtest from WISC-IV, the spatial localization subtest from the WMS-III, the history subtest from the Test of Memory and Learning (TOMAL) and the Rey Complex Figure Test. The results showed deficits in learning and memory in SLI children. These results showed that SLI children had cognitive problems that went beyond linguistics issues, and indicated the need to include memory and learning assessment in SLI characterization.
The acquisition of learning and memory abilities is closely linked to correct language development, with a qualitative change in these abilities when language skills are well developed. One way of researching this is to study mnesic performance in people with language disorders. However, studies of memory in language disorders are scarce. To help fill this gap, we studied learning and memory, both verbal and visuospatial, in a sample of children with Specific Language Impairment (SLI). The sample was composed of 31 SLI children and 19 control children, all aged between 6 and 11 years. The tests used were the following: TAVECI, the Digits Subtest from WISC-IV, the spatial localization subtest from the WMS-III, the history subtest from the Test of Memory and Learning (TOMAL) and the Rey Complex Figure Test. The results showed deficits in learning and memory in SLI children. These results showed that SLI children had cognitive problems that went beyond linguistics issues, and indicated the need to include memory and learning assessment in SLI characterization.
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