<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1794-4724</journal-id>
<journal-title><![CDATA[Avances en Psicología Latinoamericana]]></journal-title>
<abbrev-journal-title><![CDATA[Av. Psicol. Latinoam.]]></abbrev-journal-title>
<issn>1794-4724</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Rosario]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-47242018000200389</article-id>
<article-id pub-id-type="doi">10.12804/revistas.urosario.edu.co/apl/a.5609</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Funciones ejecutivas en niños con trastorno del lenguaje: algunos antecedentes desde la neuropsicología]]></article-title>
<article-title xml:lang="en"><![CDATA[Executive Functions in Children with Language Disorder: Some Background from neuropsychology]]></article-title>
<article-title xml:lang="pt"><![CDATA[Funções executivas em crianças com transtorno da linguagem: alguns antecedentes desde a neuropsicologia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lepe-Martínez]]></surname>
<given-names><![CDATA[Nancy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Salas]]></surname>
<given-names><![CDATA[Claudia P.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas-Barahona]]></surname>
<given-names><![CDATA[Cristian A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos-Galarza]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Concepción Departamento de Psicología ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Facultad de Educación ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Pontificia Universidad Católica del Ecuador Facultad de Psicología ]]></institution>
<addr-line><![CDATA[Quito ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<volume>36</volume>
<numero>2</numero>
<fpage>389</fpage>
<lpage>403</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-47242018000200389&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-47242018000200389&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-47242018000200389&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El trastorno del lenguaje es un problema de la comunicación con alta incidencia y prevalencia en la población escolar, el cual afecta negativamente el desempeño académico, y el desarrollo social y afectivo de los niños que lo padecen. Existe evidencia de que en este trastorno se encuentran afectadas funciones ejecutivas (FE), además de los componentes del lenguaje (fonológico, morfosintáctico, semántico y pragmático), los cuales se han estudiado tradicionalmente. Este artículo tiene por objetivo caracterizar las principales FE que se encuentran afectadas en el trastorno del lenguaje. Para ello, se trabajó con un método de revisión narrativa. Se realizó una revisión del desarrollo del lenguaje desde la primera infancia, del trastorno del lenguaje y de FE. Los estudios reportan que la principal FE afectada en el trastorno del lenguaje es la memoria de trabajo, y se presentan algunos déficits en atención, flexibilidad cognitiva y control inhibitorio. Finalmente, se discute el rol de las FE en el trastorno del lenguaje y las implicancias que esto tiene tanto para la evaluación como para la generación de apoyos pedagógicos pertinentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Language disorder is a communication disorder with high incidence and prevalence in the school population and wich negatively affects the academic performance, and the social and emotional development of the children suffering this condition. There is evidence that in this disorder the executive functions (EF) are affected, in addition to the language (phonological, morphosyntac-tic, semantic and pragmatic) components, which have been traditionally studied. This article aims to characterize the main EF that are affected in language disorder. For this purpose, we worked with a method of narrative review. A review of language development from early childhood, language disorder and EF was made. Studies report that the main EF affected in the language disorder are working memory, some deficits in attention, cognitive flexibility and inhibitory control. Finally, the role of the EF in language disorder is discussed and the implications that this has both for the evaluation and for the generation of pertinent pedagogical supports.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O transtorno da linguagem, é um transtorno da comunicação com alta incidência e prevalência na população escolar e afeta negativamente o desempenho acadêmico, desenvolvimento social e afetivo das crianças que o padecem. Existe evidência que neste transtorno encontram-se afetadas funções executivas (FE), para além dos componentes da linguagem (fonológico, morfossintático, semântico e pragmático), os que se têm estudado tradicionalmente. Nesta linha, este artigo tem por objetivo caracterizar as principais FE que se encontram afetadas no transtorno da linguagem. Para isso, se trabalhou com um método de revisão narrativa. Se realizou uma revisão do desenvolvimento da linguagem desde a primeira infância, do transtorno da linguagem é a memória de trabalho, também se apresentariam alguns déficits em atenção, flexibilidade cognitiva e controle inibitório. Finalmente, discute-se o papel das FE no transtorno da linguagem e as implicâncias que isto tem tanto para a avaliação quanto para a geração de apoios pedagógicos pertinentes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[trastorno del lenguaje]]></kwd>
<kwd lng="es"><![CDATA[funciones ejecutivas]]></kwd>
<kwd lng="es"><![CDATA[memoria de trabajo]]></kwd>
<kwd lng="en"><![CDATA[language impairment]]></kwd>
<kwd lng="en"><![CDATA[executive functions]]></kwd>
<kwd lng="en"><![CDATA[Working memory]]></kwd>
<kwd lng="pt"><![CDATA[trastorno da linguagem]]></kwd>
<kwd lng="pt"><![CDATA[funções executivas]]></kwd>
<kwd lng="pt"><![CDATA[memória de trabalho]]></kwd>
</kwd-group>
</article-meta>
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