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International Journal of Developmental Disabilities Volume 60, 2014 - Issue 3: The role of executive functions and memory in intellectual disabilities
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Special Issue Article

Executive function behaviours in children with specific language impairment (SLI)

Juliane CuperusRoyal Dutch KentalisSpeech and Language Centre, Eindhoven, The Netherlands
,
Brigitte VugsRoyal Dutch KentalisSpeech and Language Centre, Eindhoven, The Netherlands
,
Annette ScheperRoyal Dutch KentalisSpeech and Language Centre, Eindhoven, The Netherlands
&
Marc HendriksDonders Institute for BrainCognition and Behaviour, Radboud University Nijmegen, The Netherlands;Department of Behavioural SciencesKempenhaeghe Centre for Epileptology, Sleep Medicine and Neurocognition, Heeze, The Netherlands
Pages 132-143 | Published online: 20 Jun 2014

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Mariona Pascual & Naymé Salas. (2021) The cognitive profile and text-based traits of struggling writers (El perfil cognitivo y los rasgos textuales de los escritores con dificultades). Journal for the Study of Education and Development 44:1, pages 219-253.
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Magali Krzemien, Jean-Pierre Thibaut & Christelle Maillart. (2020) How language and inhibition influence analogical reasoning in children with or without developmental language disorder?. Journal of Clinical and Experimental Neuropsychology 42:1, pages 76-89.
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Articles from other publishers (14)

Gerard H. Poll & Janis Petru. (2022) Assessing Adolescent Metacognitive Skills to Support Transition Planning: Age-Related Change and Domain Specificity. Communication Disorders Quarterly 44:4, pages 266-274.
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Yara Aljahlan & Tammie J. Spaulding. (2021) Attentional shifting in children with developmental language disorder: A meta-analysis. Journal of Communication Disorders 91, pages 106105.
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Christina Squires & Louis Manfra. (2021) Preschoolers’ endogenously-triggered self-regulation. Cognitive Development 58, pages 101032.
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Magali Krzemien, J.-P. Thibaut, Boutheina Jemel, Emilie Levaux & Christelle Maillart. (2021) How do children with developmental language disorder extend novel nouns?. Journal of Experimental Child Psychology 202, pages 105010.
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Klaus Sarimski. (2020) Sozial-emotionale Kompetenzen und Verhaltensauffälligkeiten bei Kindern mit und ohne Entwicklungsbeeinträchtigungen im Kindergarten. Frühe Bildung 9:3, pages 134-143.
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Katarzyna Sikora, Ardi Roelofs, Daan Hermans & Harry Knoors. (2019) Executive control in language production by children with and without language impairment. International Journal of Language & Communication Disorders.
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Siri Saugestad Helland, Espen Røysamb, Mari Vaage Wang & Kristin Gustavson. (2017) Language difficulties and internalizing problems: Bidirectional associations from 18 months to 8 years among boys and girls. Development and Psychopathology 30:4, pages 1239-1252.
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N.S. Burlakova & V.I. Oleshkevich. (2018) Opportunities of Applying Cultural-Historical Approach to Understanding and Researching Children with Speech Disorders. Bulletin of the South Ural State University series "Psychology" 11:1, pages 22-32.
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Marika A. Kuusisto, Pirkko E. Nieminen, Mika T. Helminen & Leenamaija Kleemola. (2017) Executive and intellectual functioning in school-aged children with specific language impairment. International Journal of Language & Communication Disorders 52:2, pages 127-136.
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Brigitte Vugs, Harry Knoors, Juliane Cuperus, Marc Hendriks & Ludo Verhoeven. (2016) Executive function training in children with SLI: A pilot study. Child Language Teaching and Therapy 33:1, pages 47-66.
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Kirsten Schuchardt, Jeanette Piekny & Claudia Mähler. (2017) Verlauf exekutiver Funktionen bei Vorschulkindern mit Entwicklungsauffälligkeiten. Kindheit und Entwicklung 26:1, pages 39-47.
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Julia-Katharina Rißling, Pola Ronniger, Franz Petermann & Jessica Melzer. (2016) Psychosoziale Belastungen bei Sprachentwicklungsstörungen. Kindheit und Entwicklung 25:3, pages 145-152.
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Dolors Girbau. (2016) The Non-word Repetition Task as a clinical marker of Specific Language Impairment in Spanish-speaking children. First Language 36:1, pages 30-49.
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임동선, 조연주, 성지민, 양윤희 & LEE JI YEON. (2015) Grammatical Meta-Linguistic Awareness and Executive Functioning Skills in Preschool-Age Children with and without Specific Language Impairment. Journal of speech-language & hearing disorders 24:4, pages 345-359.
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