BIBLIOGRAFIA - Studio della correlazione tra il Disturbo Specifico di Linguaggio e le Funzioni Esecutive

  1. Benso F., Sistema attentivo-esecutivo e lettura, Torino, 2010
  2. Anderson, V. (2002). Executive function in children:  Introduction. Child Neuropsychology, 8(2), 69-70.
  3. Stuss, D. T., & Alexander, M. P. (2000). Executive functions and the frontal lobes: a conceptual view. Psychological research, 63(3), 289-298.
  4. Luria, A. R. (1964). Neuropsychology in the local diagnosis of brain damage. Cortex, 1(1), 3-18.
  5. Davidson M.C. et al. (2006). Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching . Neuropsychologia, 44, 11, 2037-2078.
  6. Brocki K.C. et al. (2007). Early concurrent and longitudinal symptoms of ADHD and ODD: relations to different types of inhibition control  and working memory. Journal of Child Psychology and Psychiatry, 48, 10, 1033-1041.
  7. Espy K. A. (1997). The Shape School: Assessing executive function in preschool children. Developmental Neuropsychology, 13, 495–499.
  8. Jacques S., Zelazo P.D. (2001). The flexible item selection task: a measure of executive funtion in preschoolers. Developmental Neuropsychology, 20, 3, 573-591
  9. Smidt D.P., Jacobs R., Anderson V. (2004). The object classification task for children (OCTC). A measure of concept generation and mental flexibility in early childhood. Developmental Neuropsychology, 26, 1, 385-401.
  10. Dibbets P, Jolles J. (2006). The Switch Task for Children: Measuring mental flexibility in young children. Cognitive Development, 21, 60–71
  11. Luciana M., Nelson C.A. (2002). Assessment of Neuropsychological function through use of the Cambridge Neuropsychological Testing Automated Battery: Performance in 4- to 12-year-old children. Developmental Neuropsychology, 22, 595–624.
  12. De Luca C.R. et al. (2003). Normative data from the CANTAB. Development of executive function over the lifespan. Journal of Clinical and Experimental Neuropsychology, 25, 2, 242-254.
  13. Brocki, K. C., Bohlin, G. (2004). Executive functions in children aged 6 to 13:   A   dimensional   and   developmental   study.  Developmental Neuropsychology, 26(2), 571–593.
  14. Carlson S.M. (2005). Developmentally sensitive measures of executive function in preschool children. Developmental Neuropsychology, 28, 595-616.
  15. Welsh M.C., Pennington, B.F., Groisser D.B. (1991). A normative- developmental study of executive functon: a window on prefrontal function in children. Developmental Neuropsychology, 7, 131-149.
  16. Garon N., Bryson, S. E., Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134, 31–60.
  17. St Clair-Thompson, H.L., &Gathercole, S.E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The Quarterly Journal of Experimental Psychology. 59(4), 745-759
  18. Poletti, M. (2007). Sviluppo cerebrale, processi decisionali e psicopatologia in adolescenza. Giornale Italiano di Psicopatologia, 13, 358-366.
  19. Holmes, J., Gathercole, S.E., Place, M., Dunning, D.L., Hilton, K.A., & Elliott, J.G. (2010). Working Memory Deficits can be Overcome: Impacts of Training and Medication on Working Memory in Children with ADHD. Applied Cognitive Psychology. 24, 827-836
  20. Dahlin, K.I.E. (2011). Effects of working memory training on reading in children with special needs. Reading and Writing. 24(4), 479-491.
  21. Holmes, J., Gathercole, S.E., Dunning, D.L. (2009). Adaptive traiing leads to sustained enhancement of poor working memory in children. Developmental Science. 12(4), F9-F15.
  22. Karbach, J., Kray, J. (2009). How useful is executive control training? Age differences in near and far transfer of task-switching training. Developmental Science. 12(6), 978-990.
  23. Banich, M.T. (2009). Executive Function. The Search for an Integrated Account. Current Directions in Psychological Science. 18(2), 89-94.
  24. Marano, A., & Devescovi, A. (2014). Le parole per dirlo: sviluppo del linguaggio e funzioni esecutive in bambini tra i 24 e 30 mesi. Rivista di psicolinguistica applicata, 14(1), 9-24.
  25. Bishop, D. V. (1992). The underlying nature of specific language impairment. Journal of child psychology and psychiatry, 33(1), 3-66
  26. Lum, J. A., Gelgic, C., & Conti-Ramsden, G. (2010). Procedural and declarative memory in children with and without specific language impairment. International Journal of Language & Communication Disorders, 45(1), 96-107.
  27. Bavin, E. L., Wilson, P. H., Maruff, P., & Sleeman, F. (2005). Spatio‐visual memory of children with specific language impairment: evidence for generalized processing problems. International journal of language & communication disorders, 40(3), 319-332.
  28. Marton, F., & Lo, M. L. (2007). Learning from “the learning study”. Tidskrift för lärarutbildning och forskning, 14(1), 31-44.
  29. Montgomery, J. W., Magimairaj, B. M., & Finney, M. C. (2010). Working memory and specific language impairment: An update on the relation and perspectives on assessment and treatment. American journal of speech- language pathology, 19(1), 78-94.
  30. Lum, J. A., Conti-Ramsden, G., Morgan, A. T., & Ullman, M. T. (2014). Procedural learning deficits in specific language impairment (SLI): A meta- analysis of serial reaction time task performance. Cortex, 51, 1-10.