Study of the Specific Language Impairment in a three-generation family | Revista de Logopedia, Foniatría y Audiología

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"Christian" "apellidos" => "Peñaloza" ] ] ] ] ] "idiomaDefecto" => "es" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S0214460315000492?idApp=UINPBA00004N" "url" => "/02144603/0000003500000004/v1_201510150155/S0214460315000492/v1_201510150155/es/main.assets" ] "en" => array:21 [ "idiomaDefecto" => true "cabecera" => "Original article" "titulo" => "Study of the Specific Language Impairment in a three-generation family" "tieneTextoCompleto" => true "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "159" "paginaFinal" => "170" ] ] "autores" => array:1 [ 0 => array:4 [ "autoresLista" => "Miquel Serra, Raquel Lluent" "autores" => array:2 [ 0 => array:4 [ "nombre" => "Miquel" "apellidos" => "Serra" "email" => array:1 [ 0 => "miquel.serra@ub.edu" ] "referencia" => array:1 [ 0 => array:2 [ "etiqueta" => "*" "identificador" => "cor0005" ] ] ] 1 => array:2 [ "nombre" => "Raquel" "apellidos" => "Lluent" ] ] "afiliaciones" => array:1 [ 0 => array:2 [ "entidad" => "Departament de Psicologia Bàsica, Facultat de Psicologia, Universitat de Barcelona, Spain" "identificador" => "aff0005" ] ] "correspondencia" => array:1 [ 0 => array:3 [ "identificador" => "cor0005" "etiqueta" => "⁎" "correspondencia" => "Corresponding author." ] ] ] ] "titulosAlternativos" => array:1 [ "es" => array:1 [ "titulo" => "Estudio del trastorno específico del lenguaje en tres generaciones de una familia" ] ] "resumenGrafico" => array:2 [ "original" => 0 "multimedia" => array:7 [ "identificador" => "fig0005" "etiqueta" => "Figure 1" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr1.jpeg" "Alto" => 2009 "Ancho" => 3001 "Tamanyo" => 120818 ] ] "descripcion" => array:1 [ "en" => "Family pedigree showing the provisional classification of SLI into affected and unaffected members. Circles depict female members, and squares male members. Empty symbols represent unaffected and filled symbols SLI affected members. Black symbols represent SLI confirmed diagnostics of family members included in the present study. Grey symbols correspond to family members with probable SLI diagnostic but not available in the present study." ] ] ] "textoCompleto" => "IntroductionIt is widely accepted that Specific Language Impairment (SLI) refers to a neurodevelopmental disorder which impairs normal language competence and use, in a context of an adequate education and environment. The absence of other causal explanations such as mental or sensory deficits is a necessary condition for a SLI diagnosis (<a class="elsevierStyleCrossRefs" href="#bib0040">Bishop & Leonard, 2000; Leonard, 2014</a>). However, there is evidence that SLI may be associated with either a genetic background – 24% of cases (<a class="elsevierStyleCrossRefs" href="#bib0035">Bishop & Edmunsen, 1986; Marcus & Fisher, 2003</a>) – or/and mild deficits in other non-linguistic cognitive abilities (<a class="elsevierStyleCrossRef" href="#bib0130">Li & Bartlett, 2012</a>). Some authors (<a class="elsevierStyleCrossRef" href="#bib0115">Law, Boyle, Harris, Harkness, & Nye, 2000</a>) suggest that the disorder affects from 5% to 8% of school age children. Some others, with different diagnostic criteria (<a class="elsevierStyleCrossRef" href="#bib0200">Serra, 2002</a>) suggest that it affects 0.3%.<a class="elsevierStyleCrossRef" href="#fn0005">1</a>In this paper, a Spanish family will be under study because they exhibit an autosomal-dominant monogenic transmission (see <a class="elsevierStyleCrossRef" href="#fig0005">Fig. 1</a>), similar to the disorder described in the well-known English KE family.<a class="elsevierStyleCrossRef" href="#fn0010">2</a> In addition to that family distribution, in the first interviews, other mild perceptual – cognitive – motor were suspected.<elsevierMultimedia ident="fig0005"></elsevierMultimedia>In the 1990s an English family, the KE family, received a lot of attention because of the high number of individuals affected by a severe language problem (16/25). Mutations in the FOXP2 gene were found in their phenotype and according to the gathered evidence were considered as causally related to SLI (<a class="elsevierStyleCrossRef" href="#bib0265">Fisher, Lai, & Monaco, 2003</a>). Finally, after re-examination of symptoms, their phenotype was considered as a severe developmental verbal dyspraxia, impaired use of morpho-syntactic rules and severe extra-linguistic oro-facial dyspraxia (<a class="elsevierStyleCrossRef" href="#bib0250">Watkins, Dronkers, & Vargha-Khadem, 2002</a>). Later on, other studies have not found any FOXP2 mutation in SLI persons, avoiding the simplistic model of “the gene of language”. Nonetheless, today, the genetic mutations, probably many of them, are considered important contributing factors to language and other developmental difficulties, and are the subject of many research projects (see for a recent review of the question, <a class="elsevierStyleCrossRef" href="#bib0080">Fisher & Vernes, 2015</a>).PurposeThe aim of this study is to provide a comprehensive phenotype of SLI for a young subject and for two adults of their language competence, in natural as well as in test situations. Other abilities, including sensory, motor and cognitive evaluations, have also been measured. Special attention was paid to oro–motor abilities and verbal praxia<a class="elsevierStyleCrossRef" href="#fn0015">3</a> as possible comorbidity.MethodParticipantsThe G family was referred because of the severe language impairment of a child (the Proband). He was identified at three years old when starting school. His initial behaviour was immature for communication, and linguistically null. He had normal non-verbal intelligence. Together with the language impairment, his attention and motor abilities at that time were reported to be below his age level. In the interviews, the grandmother recognized that Proband's language was similar to his mother and uncle in their childhood (see <a class="elsevierStyleCrossRef" href="#fig0005">Fig. 1</a>). Grandmother's and mother's language performance today is consistent with an SLI profile (see footnote <a class="elsevierStyleCrossRef" href="#fn0005">1</a> and results), although their difficulties, compared with the Proband, are lighter and fewer in number.The social situation of the G family corresponds to a low immigrant level. Three members, one of each generation, participated in this study:<ul class="elsevierStyleList" id="lis0005"><li class="elsevierStyleListItem" id="lsti0005">•Proband is the central subject of our study. He had a normal karyotype. He was diagnosed as SLI at the age of four, after an assessment from the school. From then on, he received speech therapy (two sessions per week). He was 12 when tested for this study. He is now following an adapted scholar curriculum.</li><li class="elsevierStyleListItem" id="lsti0010">•Proband's mother: She was 38 years-old when tested. She failed in school and did not finish compulsory education. She works as a cleaner in a hotel and has a driving license.</li><li class="elsevierStyleListItem" id="lsti0015">•Proband's grandmother: She was 67 when tested. She was born in the south of Spain and she had to migrate to Catalonia when she was in her 20s. She is illiterate.</li></ul>The project complied with the Helsinki Declaration and was approved by the University Ethics Committee and all participants and their legal representatives, when necessary, signed informed consent.ProcedureThe procedure followed 3 steps: first, a medical assessment to detect potential exclusion criteria; second, the DNA genetic analysis for the FOXP2 study (see <a class="elsevierStyleCrossRef" href="#tb0005">Box 1</a>); and third, the neuro-linguistic and neuropsychological assessment for the phenotyping and SLI diagnosis confirmation. The linguistic data for the assessment were obtained, first, from natural conversations, and second, under formal test conditions. Other related abilities were also evaluated: auditory phonology and phonetics, executive functions, gross and fine oro-motor abilities, and short and working memory.<elsevierMultimedia ident="tb0005"></elsevierMultimedia>Medical examinationsNo handicaps for exclusion criteria were found. A semi-structured genetic questionnaire and interview were carried out but produced no relevant information to our study.Cognitive assessmentThe non-verbal IQ was evaluated using the age appropriate Spanish version of the Weschler scales (<a class="elsevierStyleCrossRef" href="#bib0255">WISC and WAIS, Spanish 1991 edition</a>). The Weschler verbal scales were administered in order to obtain data on social reasoning and general information (vocabulary and definitions), conceptual strategies (similarities and problem solving) and working memory (digits). Neuropsychological abilities were also assessed (Test Barcelona Revised (TBL-R), <a class="elsevierStyleCrossRefs" href="#bib0185">Peña, 1991, 2005</a>).Motor assessmentFor the praxis, fine oral (blowing, whistling) and verbal praxis (syllables, word and non-word repetition) were tested using the TBL-R. Gross non-verbal motor behavioural (knot making, lacing shoes) were tested using a non-standard protocol. Laterality dominance was assessed using the Harris Test (<a class="elsevierStyleCrossRef" href="#bib0100">Harris, 1947</a>). Fluency was screened in normal conversation including blocks, hesitations and repetitions for words and sentences.Language assessment: tests and natural conversation dataConcerning the language competence, and in order to draw a complete linguistic pattern of SLI at different ages and different degrees of severity, it was considered necessary to obtain data from both natural language use and also clinical tests. The results will show that this distinction is relevant.The language test data were obtained by employing the aphasia tests. The decision to adopt this approach was influenced by four factors: The lack of Spanish tests for language that could accommodate the subjects’ age range (12–67 years); The completion of aphasic tests batteries which provide many subtests of other abilities (auditory discrimination, phonological working memory); Aphasia tests facilitate cross linguistic comparisons; and finally, avoid familiarity associated with the extensive testing Proband has been subjected to.The Spanish aphasia tests used were: The Aphasia Test Barcelona-Reviewed (TBL-R), (<a class="elsevierStyleCrossRef" href="#bib0190">Peña, 2005</a>) and some subtests, corresponding to the Spanish grammar, from the Bilingual Aphasia Test (BAT) (<a class="elsevierStyleCrossRefs" href="#bib0085">Gómez Ruiz, 2008; Muñoz & Marquerdt, 2008; Paradis, 2004</a>). The first test gave general information about language functions. BAT subtests gave detailed semiological information of Spanish morpho-syntactic omissions and errors. In addition to language abilities, motor skills (TBL-R) and STM (digits and repetition) have also been evaluated. The results of these aphasia test evaluations are presented as percent of errors. The normal population scores on those tests are subject to errors of 0–5%. In the semantic and phonetic tasks, we report a percentile range related to normal population, together with the raw score.The natural language data correspond to non-forced conversational exchanges from many recorded and transcribed conversations about work, school, family, sports, etc. (<a class="elsevierStyleCrossRef" href="#bib0270">MacWhinney, 2007</a>). Around 200 full sentences were randomly extracted out of 1200. From this body of material a profile of omissions and errors in each language component was obtained. Omissions and errors were computed over the total possible opportunities of words (for fluency, phonology, lexical level and morphology) and sentences (for syntax and text-coherence).All tests and conversations were individually given and video-recorded for transcription, revisions and errors computation. They were analysed by two independent evaluators. The natural conversation data are displayed in the tables specified for “natural use”.ResultsGenetic analysisThe results of the genetic study are presented in <a class="elsevierStyleCrossRef" href="#tb0005">Box 1</a> for an easier presentation of them.Non-verbal intelligenceThe non-verbal IQ for Proband (score: 81) and Mother (score: 94) falls into the inclusion criteria (score over 80) for SLI. Grandmother's score was 75.<a class="elsevierStyleCrossRef" href="#fn0020">4</a> Mother's scores were consistently low-normal. For Proband and Grandmother two subtests were especially low: Blocks (Proband: 3, Grandmother: 2) and Puzzles (Proband: 4, Grandmother: 3).Laterality, gross and fine motor abilitiesGrandmother showed cross lateral dominance, Mother showed right dominance and Proband showed left dominance. The performance on non-verbal oral praxis testing (e.g. whistling, etc.) was very poor in all three members. The results obtained on general motor praxis (e.g. knot making and knot undoing) were low but normal for Grandmother and Mother, but they were very poor for the Proband.Linguistic resultsPhonology/phonetics and fluencyIn the test situation, phonology/phonetics were assessed using phoneme discrimination tasks and repetition tasks (minimal pairs, syllables, words, non-words and sentences). In auditory phonetic discrimination, all subjects performed poorly. Proband showed a very pronounced deficit in it, confounding the similar items. In production he tended to reproduce twice the first word in minimal pairs repetition task (TBL). He also randomly matched images in the Image Pointing Subtest (BAT).Syllables, words and non-words repetition were accurate with simple (CV) and items containing only one or two syllables. However, there were many errors in longer items: each of the subjects tended to lexicalize the non-words even in short items and they produced phonological segmental errors (omissions and assimilations). Proband and Mother made various attempts in longer words monitoring their output, giving up when failing. Grandmother repeated inaccurately and she rarely corrected herself.Sentence repetition showed a high frequency of errors and fluency difficulties. All subjects repeated the initial and the final words of the prompt sentences correctly. They omitted the middle words (simplifications). They exchanged them with new words (substitutions) or they added words coherently (additions) (e.g. examiner: “the barn sparrow picked up a fat worm”; subject “the bird eats and gets fat”) (<a class="elsevierStyleCrossRef" href="#tbl0005">Table 1a</a>).<elsevierMultimedia ident="tbl0005"></elsevierMultimedia>In natural language production, the lack of fluency was the most apparent finding. Subjects used a lot of fillers (“eh…”, “mmm”) and overused formulas (“and then, then…”, “so”). In descriptive as well as in narrative discourse, they were unable to explain an event as a whole, missing many coherent links. When asked for more information, their answers were completed using yes/no or single word productions.Phonological errors in natural language were not relevant. Grandmother produced 2.3% of errors while Proband and Mother did not make any errors. Each of the subjects tended to simplify or leave the sentences unfinished (16%) (<a class="elsevierStyleCrossRef" href="#tbl0010">Table 1b</a>).<elsevierMultimedia ident="tbl0010"></elsevierMultimedia>Lexical semanticsLexical semantics in formal testing were evaluated using subtests from BAT (recognizing semantic relationships, synonym and antonym finding, antonym production), WAIS and WISC (word definition), TBL-R (semantic verbal fluency) and FAS (phonological verbal fluency). Errors in definitions were noticeable. The conceptual and semantic organization (definitions in <a class="elsevierStyleCrossRef" href="#tbl0015">Table 2a</a>) fails and can be related to the limitation in language comprehension (general and in specific test tasks) and simplicity in production.<elsevierMultimedia ident="tbl0015"></elsevierMultimedia>In meta-semantic activities a floor effect has been observed (exclusion, inclusion, synonym and oppositions). Proband and Mother answered randomly by choosing the first or the last item of the option lists. The results show primacy and recency effects systematically when dealing with more than three items.The results in natural language lexical ability corresponded to the percentage of semantically incorrect words in conversation. Lexical errors were not relevant except in complex concept management. Proband had a 3% of semantic errors in his conversations.The comparison between natural use and test situation showed an inverse proportion of errors. Compared with the other subjects Grandmother performed best in natural language but performed the worst in test language situations, while the Proband (with long therapy training) performed the best in language tests but performed the worst in natural language (<a class="elsevierStyleCrossRef" href="#tbl0020">Table 2b</a>).<elsevierMultimedia ident="tbl0020"></elsevierMultimedia>MorphologyThe tests were used to measure morphological derivation and inflection are from the BAT (lexical judgement, verb inflection) and the <a class="elsevierStyleCrossRef" href="#bib0020">Berko test</a> (non-sense verb inflection).Morphological lexical tasks in the test situation provoked a high frequency of errors (Mother 30–46%, Proband 100%). These results are clear but may not be highly reliable because of the subjects’ difficulties in understanding the tasks (see blanks in the Tables) (<a class="elsevierStyleCrossRef" href="#tbl0025">Table 3a</a>).<elsevierMultimedia ident="tbl0025"></elsevierMultimedia>The natural language results in morphology correspond to the percent of agreement errors (“yo va a casa” “I goes home”) and inflection errors (“yo comiendo” “I eating”) over the number of words. The amount and profile of morphology errors in natural use (0.8; 0.5; 4.8%) were similar to those found on the lexical level (<a class="elsevierStyleCrossRef" href="#tbl0030">Table 3b</a>).<elsevierMultimedia ident="tbl0030"></elsevierMultimedia>SyntaxSyntax performance shows the highest frequency of errors of omission (“yo patatas fritas” “I chips”) and commission (“yo patatas fritas sí comer”, “I chips yeah /to/ eat”) (see <a class="elsevierStyleCrossRefs" href="#tbl0035">Tables 4a and 4b</a>). Syntax is the most affected component, both in test and natural use. Two different qualitative remarks regarding syntax are relevant here. The first corresponds to percent of omissions and errors over the number of sentences; the second one corresponds to the percent of unacceptable ordering (even for Spanish) and unfinished sentences (<a class="elsevierStyleCrossRef" href="#tbl0040">Table 4b</a>).<elsevierMultimedia ident="tbl0035"></elsevierMultimedia><elsevierMultimedia ident="tbl0040"></elsevierMultimedia>In the test situation for syntax all the results are low to very low in relation to normal population. The sentence completion and the pronoun substitution tasks showed a particular profile for each subject: Proband was null for sentence construction (100% errors) and he was very low in pronoun substitution tasks (67% errors). Mother was very low in sentence construction (80% errors) and low in pronoun substitution (33% errors). The Grandmother was null in both tasks (100% errors in both). She was unable to construct a sentence using three common words (i.e. table, draw, and pen) even when given an example. Occasionally, they produced some unfinished sentences that contained the first two words. They never produced any response when the expected sentence needed a word order different to that in which test words were given.In natural language use, syntactic “spontaneous” errors were copious: Proband made categorical omissions and errors in agreement and in functional words in 11% of the occasions, and 19% in order formation and completing sentences. Proband's sentences included numerous attempts of unfinished complex sentences. By contrast, Mother and Grandmother used simple, frequent and well-structured sentences. Accordingly, the amount of errors in them was not abundant.Language performance in test and natural conversationThe results have highlighted important and relevant differences between language competence in test evaluations and the performance in spontaneous outcome of the SLI, and also according to education and age. Adults’ errors in natural language production are few but they are congruent with the strict criteria of SLI of deviant errors (see footnote <a class="elsevierStyleCrossRef" href="#fn0005">1</a>). Taken together, the statistical criteria of 1.5–2 standard deviations under the mean in the test were fulfilled (<a class="elsevierStyleCrossRef" href="#tbl0045">Table 4c</a>).<elsevierMultimedia ident="tbl0045"></elsevierMultimedia>DiscussionAs seen in the natural productions and tests results the G family exhibits a clinical competence of SLI both in different ages and intensity. They have an important language impairment concurrent with general oro-motor as well as auditory verbal discrimination difficulties and conceptual–semantic poverty.A general tendency for all the members of the family is that fluency increases when simplicity strategies increase across all language levels (especially in morphology, lexis and syntax). Another general finding is that the adults perform adequately in natural language production but they perform poorly in test situation. This natural production is linguistically very simple, with an overuse of high frequency, coined and deictic expressions. Proband, instead, performs better in the test situation – where he employs strategies learned in therapy – but worse in natural language. His natural speech does not reflect implementation of the therapy practices. Nevertheless, he shows awareness of many of his errors in natural language. Mother and Grandmother do not.Long-standing SLIThere exist very few data about the SLI in adult populations. Here we have reported data from two adults that both show SLI clinical features. The fact that they never received any therapy provides clear evidence about a spontaneous outcome of the impairment. As observed in natural language, both adults have developed two main strategies in their adaptation for communication: simplification and frequency reliance.Simplification strategy is evident because they always choose the simpler way to let them be understood. Their sentences are short and syntactically simple. They neither produce long sentences nor make any attempt to give complementary details.Frequency strategy is evident because they both employ only frequent words and make and overuse a coined set of sentences which are full of generic words (“that thing”, “does like this”). Thus the quantitative errors recorded in adult conversation are lower than those recorded for Proband.Where might errors come from?All language errors found in the G family are consistent with those described in the SLI literature (<a class="elsevierStyleCrossRef" href="#bib0120">Leonard, 2014</a>). In addition to the linguistic SLI profile found in the tests for all subjects and in conversation for Mother and Proband, the assessment of phenotyping highlights deficiencies in other abilities: a slight oro-facial dyspraxia and also auditory discrimination difficulties, short term and working memory and non-verbal as well as verbal cognitive deficits. In the sight of these findings the question of their correlation or causal relation arises.Dyspraxia of speech does not conflate with the alleged specificity of the language impairment. It seems related to a poor general oro-motor ability, probably related to a genetic endowment not identified yet. Oro-motor dyspraxia might be the responsible for the speech impairments found. Fluency is the most apparent symptom even in relaxed natural conversation. There are motor difficulties in more than one third of the sentences. This result goes together with the non-verbal oral motor abilities which are also below a normal level.Phonological short term memory and working memory (<a class="elsevierStyleCrossRefs" href="#bib0010">Archibald & Joanisse, 2013; Bishop, Adam, & Norbury, 2006; Kohner & Windsor, 2004</a>) might be responsible for the low results in phonological repetition tasks. Short term memory could also be responsible of the lower results in long words and also in sentence repetition. All subjects failed systematically on words longer than 3 syllables. Similar tendencies have been found in sentence repetition, where subjects performed well on short items but struggled on sentences longer than 3 open-class words. They also exhibit primacy and recency effects suggesting that the low performance might be compromised by memory deficits.We have also observed that short term memory deficits might interfere in the results obtained in some morphological and lexical tests: synonym and antonym finding, and also in recognizing semantic relationship tasks. In these subtests, subjects have to choose the right answer from a list of 4 options presented orally. Our subjects tended to choose the first or the last option of the lists.A deficit in procedural working memory might cause their inability in closing sentences. It might also be responsible for their null response when the sentence must be constructed out of words presented in order (e.g. folder, draw, table) or scrambled (e.g. pencil, desk, blue). These findings suggest that subjects are not able to hold information and manage it, transforming elements from one to another component following the corresponding rules (in this case, lexis into syntax). These findings are salient, and are similar to non-verbal difficulties for solving problems, so it is an interesting question worth working out in future research.As just mentioned, it is noticeable to observe the cognitive procedural limitations in non-verbal problem-solving tasks (Blocks; Image puzzles and Picture arrangement). These difficulties might be compromising the capacity of composing a whole image or event representation out of fragments. A similar difficulty could explain their inability to construct or to tell a story from pictures. In narrative tasks, each of the subjects spontaneously referred to isolated details. They can correctly answer questions about episodes but they could not tell a complete story without aid.The interpretation of the results of the G family do not rule out a simpler explanation of them or at least an influential factor: The reduced and unsuccessful communicative practice, the null meta-activity that the test are based on, and the socio-cultural level, all can undermine any cognitive or linguistic radical explanation of them. Nevertheless, the non-affected members of the family (older aunt of the Proband and their children) obtained normal results on the tests and conversations, and set a limit to the influence of the socio-cultural factors.“Specific” Language ImpairmentAs many authors suggest, SLI seems to be not so specific (see Part IV in <a class="elsevierStyleCrossRefs" href="#bib0120">Leonard, 2014; Serra, 2006</a>). A large number of cases have been reported in which subjects have a language profile that fits into SLI criteria but they also show other non-linguistic difficulties or deficits. This was the case of the KE family and many others reported in studies of motor dysfunctions (<a class="elsevierStyleCrossRef" href="#bib1235">Zelaznik & Goffman, 2010</a>). In our G family, in addition to these motor difficulties, we have also observed clear auditory phonological/phonetic inability. According to our knowledge, there are no references about motor and sensory disabilities simultaneously.Other studies, about short term and working memory deficits, including procedural memory, are offering promising data (<a class="elsevierStyleCrossRefs" href="#bib0135">Lum, Conti-Ramsden, Morgan, & Ullman, 2014; Spaulding, Plante, & Vance, 2008</a>). According to our results, this line of research of procedural strategies for non-verbal problem solving should be deepened and included in diagnosis.The case of the G family does not rule out and adds support to the hypothesis that SLI might not be “specific” to language but a consequence of a combination of other slight deficits in the acquisition period. Some questions arise at this point: Is SLI a consequence of deficits in other abilities in interaction that might compromise the natural language acquisition? Our hypothesis is that SLI is comorbid to other more general shortfalls, and this comorbidity is crucial in the critical periods for development and learning (<a class="elsevierStyleCrossRefs" href="#bib0200">Serra, 2002, 2013</a>). Is it possible to acquire a natural language competence under such maturational or impaired interaction of basic abilities?ConclusionsGenetics and SLIFOXP2 mutations have not been found in the G family. But in front of the number of members affected by motor and languages difficulties it is clear that genetic factors are present and are candidates of causal factors. Probably, in the near future, other genetic disruptions, probably associated mutations of groups of genes, will be discovered. In any case, the causal influence will be difficult to trace as particular for SLI. It will be a major challenge to explain how protein disturbances, for example, lead to deviant language learning. Together with those unknown complex links, in an opposite direction, recent studies find that many developmental problems, that are phenotypically very distant, such as Autism and SLI, share similar mutations.Language impairment across generationsWe have confirmed the patterns of omissions errors and disabilities of Spanish SLI reported by us and elsewhere through the results of our testing for the three generations. Together with this confirmation, there is an important natural adaptation for communication that is worth retaining.Double language assessmentIt has been very relevant to assess subjects both in tests and in natural conversation. The adults show an interesting adaptive communication pattern: their natural use of language is simple but efficient for everyday life. The young subject (Proband) shows a reverse pattern: better results in the test situation (still deficient) than in natural language.Linguistic therapyProband's language, in spontaneous speech and test, questions a strongly grammatical-based speech therapy for SLI. This therapy does not seem to be very efficient for SLI daily living communication although it is useful in monitoring it and on test situations. A therapy grounded on communicative competence with a repertoire of well coined and functional set of sentences, together with a specific concern for information and reference acuity, might be more efficient. This approach would be in the direction of the outcome we have found in spontaneous adult SLI proficiency.SLI or LINot all the impaired linguistic production found in G family can be explained only in terms of language competence. Other cognitive abilities, together with their executive support, might be contributing to the actual SLI phenotype we have observed. We have reported actual non-linguistic difficulties and deficits in the members of this family. Those results give indirect support to the hypothesis, and clarification, that Specific Language Impairment might be clinically considered as a development “Language Impairment (LI)” with many variations and degrees that can end up fixed or “specific”.Conflict of interestThe authors declare no conflict of interest.FundingThis study received partial financial support by the Spanish agency or research (SEJ-65236)." "textoCompletoSecciones" => array:1 [ "secciones" => array:15 [ 0 => array:3 [ "identificador" => "xres569893" "titulo" => "Abstract" "secciones" => array:4 [ 0 => array:2 [ "identificador" => "abst0005" "titulo" => "Purpose" ] 1 => array:2 [ "identificador" => "abst0010" "titulo" => "Method" ] 2 => array:2 [ "identificador" => "abst0015" "titulo" => "Results" ] 3 => array:2 [ "identificador" => "abst0020" "titulo" => "Conclusions" ] ] ] 1 => array:2 [ "identificador" => "xpalclavsec586795" "titulo" => "Keywords" ] 2 => array:3 [ "identificador" => "xres569892" "titulo" => "Resumen" "secciones" => array:4 [ 0 => array:2 [ "identificador" => "abst0025" "titulo" => "Objetivo" ] 1 => array:2 [ "identificador" => "abst0030" "titulo" => "Método" ] 2 => array:2 [ "identificador" => "abst0035" "titulo" => "Resultados" ] 3 => array:2 [ "identificador" => "abst0040" "titulo" => "Conclusiones" ] ] ] 3 => array:2 [ "identificador" => "xpalclavsec586796" "titulo" => "Palabras clave" ] 4 => array:2 [ "identificador" => "sec0005" "titulo" => "Introduction" ] 5 => array:2 [ "identificador" => "sec0010" "titulo" => "Purpose" ] 6 => array:3 [ "identificador" => "sec0015" "titulo" => "Method" "secciones" => array:1 [ 0 => array:2 [ "identificador" => "sec0020" "titulo" => "Participants" ] ] ] 7 => array:3 [ "identificador" => "sec0025" "titulo" => "Procedure" "secciones" => array:4 [ 0 => array:2 [ "identificador" => "sec0030" "titulo" => "Medical examinations" ] 1 => array:2 [ "identificador" => "sec0035" "titulo" => "Cognitive assessment" ] 2 => array:2 [ "identificador" => "sec0040" "titulo" => "Motor assessment" ] 3 => array:2 [ "identificador" => "sec0045" "titulo" => "Language assessment: tests and natural conversation data" ] ] ] 8 => array:3 [ "identificador" => "sec0050" "titulo" => "Results" "secciones" => array:3 [ 0 => array:2 [ "identificador" => "sec0055" "titulo" => "Genetic analysis" ] 1 => array:3 [ "identificador" => "sec0060" "titulo" => "Non-verbal intelligence" "secciones" => array:1 [ 0 => array:2 [ "identificador" => "sec0065" "titulo" => "Laterality, gross and fine motor abilities" ] ] ] 2 => array:3 [ "identificador" => "sec0070" "titulo" => "Linguistic results" "secciones" => array:5 [ 0 => array:2 [ "identificador" => "sec0075" "titulo" => "Phonology/phonetics and fluency" ] 1 => array:2 [ "identificador" => "sec0080" "titulo" => "Lexical semantics" ] 2 => array:2 [ "identificador" => "sec0085" "titulo" => "Morphology" ] 3 => array:2 [ "identificador" => "sec0090" "titulo" => "Syntax" ] 4 => array:2 [ "identificador" => "sec0095" "titulo" => "Language performance in test and natural conversation" ] ] ] ] ] 9 => array:3 [ "identificador" => "sec0100" "titulo" => "Discussion" "secciones" => array:3 [ 0 => array:2 [ "identificador" => "sec0105" "titulo" => "Long-standing SLI" ] 1 => array:2 [ "identificador" => "sec0110" "titulo" => "Where might errors come from?" ] 2 => array:2 [ "identificador" => "sec0115" "titulo" => "“Specific” Language Impairment" ] ] ] 10 => array:3 [ "identificador" => "sec0120" "titulo" => "Conclusions" "secciones" => array:5 [ 0 => array:2 [ "identificador" => "sec0125" "titulo" => "Genetics and SLI" ] 1 => array:2 [ "identificador" => "sec0130" "titulo" => "Language impairment across generations" ] 2 => array:2 [ "identificador" => "sec0135" "titulo" => "Double language assessment" ] 3 => array:2 [ "identificador" => "sec0140" "titulo" => "Linguistic therapy" ] 4 => array:2 [ "identificador" => "sec0145" "titulo" => "SLI or LI" ] ] ] 11 => array:2 [ "identificador" => "sec0160" "titulo" => "Conflict of interest" ] 12 => array:2 [ "identificador" => "sec0150" "titulo" => "Funding" ] 13 => array:2 [ "identificador" => "xack192159" "titulo" => "Acknowledgments" ] 14 => array:1 [ "titulo" => "References" ] ] ] "pdfFichero" => "main.pdf" "tienePdf" => true "fechaRecibido" => "2015-03-30" "fechaAceptado" => "2015-06-24" "PalabrasClave" => array:2 [ "en" => array:1 [ 0 => array:4 [ "clase" => "keyword" "titulo" => "Keywords" "identificador" => "xpalclavsec586795" "palabras" => array:8 [ 0 => "Specific Language Impairment (SLI)" 1 => "Language impairment (LI)" 2 => "Cognition in SLI" 3 => "Procedural working memory in SLI" 4 => "SLI genetics" 5 => "FOXP2 mutation" 6 => "Apraxia of speech" 7 => "Oral-motor dyspraxia" ] ] ] "es" => array:1 [ 0 => array:4 [ "clase" => "keyword" "titulo" => "Palabras clave" "identificador" => "xpalclavsec586796" "palabras" => array:8 [ 0 => "Trastorno específico del lenguaje (TEL)" 1 => "Trastorno del lenguaje (TL)" 2 => "Cognición en el TEL" 3 => "Memoria de trabajo procedimental en el TEL" 4 => "Bases genéticas del TEL" 5 => "Mutación del gen FOXP2" 6 => "Apraxia del habla" 7 => "Dispraxia oromotora" ] ] ] ] "tieneResumen" => true "resumen" => array:2 [ "en" => array:3 [ "titulo" => "Abstract" "resumen" => "PurposeThree members of a family, one of each generation, are studied in order to obtain their SLI language profile, together with motor and cognitive data. Additional information on the absence of FOXP2 mutations is also provided. MethodThe language profile is twofold: natural conversation and language tests, and an evaluation of their cognitive abilities, oral-motor praxis, and laterality. ResultsCognitive abilities (short term and procedural working memory, perception, conceptual and coherence strategies) are not at the average level. General oral fine mobility (not the speech apraxia), fluency and auditory phonetic discrimination are impaired at different degrees. The language phenotype exhibits lexical as well as syntactic processing difficulties as the main impairments. The language competence of the adult members is simple but sufficient for everyday communication. ConclusionsThe long-standing language competence results of SLI show an adaptation in terms of simplicity, high frequency strategies, and pragmatic resources. Language profile, sensory-motor abilities and cognition favour a non-specific approach to the language acquisition impairment." "secciones" => array:4 [ 0 => array:2 [ "identificador" => "abst0005" "titulo" => "Purpose" ] 1 => array:2 [ "identificador" => "abst0010" "titulo" => "Method" ] 2 => array:2 [ "identificador" => "abst0015" "titulo" => "Results" ] 3 => array:2 [ "identificador" => "abst0020" "titulo" => "Conclusions" ] ] ] "es" => array:3 [ "titulo" => "Resumen" "resumen" => "ObjetivoEstudiar tres miembros de una familia con Trastorno Específico del Lenguaje (TEL), uno de cada generación, para obtener su perfil de lenguaje, junto a otros datos de tipo motriz y cognitivo. Se aporta información adicional sobre la ausencia de mutaciones en el gen FOXP2. MétodoEl perfil del lenguaje que se presenta es doble: Los datos provienen de conversaciones naturales y de tests de lenguaje. También son evaluadas sus habilidades cognitivas, sus praxias oro- motrices y su lateralidad. ResultadosLas habilidades cognitivas de las memorias a corto termino y procedimental de trabajo, la percepción, la conceptuación y las estrategias de construcción de coherencia (texto), no alcanzan un nivel de normalidad. La movilidad fina oral general (no la apraxia de habla), la fluidez, y la fonética auditiva son deficientes en grados diversos. El fenotipo del lenguaje manifiesta sus máximas dificultades de procesamiento en los niveles léxico y sintáctico. Los adultos tienen un lenguaje coloquial muy simple pero normal. ConclusionesLa competencia lingüística de los miembros mayores muestra una buena adaptación, resaltando sus estrategias de simplicidad, usos de alta frecuencia y buena pragmática comunicativa. El perfil del lenguaje, las habilidades sensorio – motrices y las cognitivas favorecen una aproximación no especifica al TEL." "secciones" => array:4 [ 0 => array:2 [ "identificador" => "abst0025" "titulo" => "Objetivo" ] 1 => array:2 [ "identificador" => "abst0030" "titulo" => "Método" ] 2 => array:2 [ "identificador" => "abst0035" "titulo" => "Resultados" ] 3 => array:2 [ "identificador" => "abst0040" "titulo" => "Conclusiones" ] ] ] ] "NotaPie" => array:4 [ 0 => array:3 [ "etiqueta" => "1" "nota" => "Our strict criteria for SLI diagnosis require the presence of deviant (categorical) errors, like obligatory nuclei omissions, after one year of help or therapy in children of more than four years. If only functional errors are present (article omissions, agreement errors that are semantically and pragmatically irrelevant, etc.), the subject is diagnosed as language delayed (<a class="elsevierStyleCrossRef" href="#bib0200">Serra, 2002</a>)." "identificador" => "fn0005" ] 1 => array:3 [ "etiqueta" => "2" "nota" => "Puede consultarse Wikipedia para su historia y visitar you tube para ver videos de uno de los miembros afectados: https://www.youtube.com/watch?v=Fg2rLOkoL9Q." "identificador" => "fn0010" ] 2 => array:3 [ "etiqueta" => "3" "nota" => "Verbal praxia correspond to a fluent motor articulation of learned assemblies of connected speech. Other specific, but non-verbal praxia, are seen in non symbolic sequences of sounds like animal imitation, whistelling, blowing, balloon inflating, etc. Imitation of non-sense/non-possible words would be on the border between the two types of praxia (<a class="elsevierStyleCrossRef" href="#bib0235">Varley, 2011</a>). Similar to the reading impairment case, here we should make the distinction between “Child apraxia of speech” for the learning difficulties and low competence, in order to distinguish them from their loss. In the case of Apraxia of speech, the child knows what he or she wants to say, but his/her motor brain has difficulties in coordinating the muscle movements necessary to utter those words." "identificador" => "fn0015" ] 3 => array:3 [ "etiqueta" => "4" "nota" => "The low cultural background and the illiteracy of Grandmother might have been compromising the task comprehension of some subtests. See blanks in the Tables." "identificador" => "fn0020" ] ] "multimedia" => array:11 [ 0 => array:7 [ "identificador" => "fig0005" "etiqueta" => "Figure 1" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr1.jpeg" "Alto" => 2009 "Ancho" => 3001 "Tamanyo" => 120818 ] ] "descripcion" => array:1 [ "en" => "Family pedigree showing the provisional classification of SLI into affected and unaffected members. Circles depict female members, and squares male members. Empty symbols represent unaffected and filled symbols SLI affected members. Black symbols represent SLI confirmed diagnostics of family members included in the present study. Grey symbols correspond to family members with probable SLI diagnostic but not available in the present study." ] ] 1 => array:7 [ "identificador" => "tbl0005" "etiqueta" => "Table 1a" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "tabla" => array:2 [ "leyenda" => "Bold values correspond to examples of the instructions given by the examiner." "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head " align="left" valign="top" scope="col">Ability \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col">Task \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " colspan="3" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Percent of errorsNorm 0–5%</th></tr><tr title="table-row"><th class="td" title="table-head " align="" valign="top" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="" valign="top" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB \t\t\t\t\t\t\n \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Syllable repetition \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Double simple serial pairs of syllables repetition.Repeat the sounds: pa - ma, sa - pa, ra - ma… \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0% \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Series of syllable repetition \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Modus of series repetition (slow tempo).Repeat these sounds: pa - ka - ga; ka - ga - pa; fa - sa - ga... \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0% \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Minimal word pair discrimination \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Discrimination and articulation of minimal phonetic contrasting word pairs repetition.Repeat the words you are going to listening to: seda-cera, malla-calla… \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">12% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">25% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">75% \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Word repetition \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Repetition of words of 2–6 syllables.Repeat the next words: chair, elephant… \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">20% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">30% \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Non-word repetition \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Repetition of non-words of 3–5 syllables.Repeat the words you are listening to: vasomida; biboterana; … \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">12% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">25% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">75% \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Sentence repetition \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Repetition of sentences of 4–10 wordsRepeat the next sentences: the oranges are sweet… \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">32% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">8% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">53% \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab927692.png" ] ] ] ] "descripcion" => array:1 [ "en" => "Phonology and phonetics under test conditions (from TBL-R). GM: Grandmother; M: Mother; PB: Proband." ] ] 2 => array:7 [ "identificador" => "tbl0010" "etiqueta" => "Table 1b" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "tabla" => array:3 [ "leyenda" => "Bold values correspond to examples of the instructions given by the examiner." "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head " align="left" valign="top" scope="col">Ability \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col">Task \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " colspan="3" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Percent of errors</th></tr><tr title="table-row"><th class="td" title="table-head " align="" valign="top" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="" valign="top" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB \t\t\t\t\t\t\n \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Phonology \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Phonological (not articulation) errors in conversation (Norm 0.1%)<a class="elsevierStyleCrossRef" href="#tblfn0005">a</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0.1% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">2.3% \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Fluency \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Blocks and repetitions of words, in any place in the utterance (Norm 1%)<a class="elsevierStyleCrossRef" href="#tblfn0010">b</a> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">49% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">40% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">33% \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab927691.png" ] ] ] "notaPie" => array:2 [ 0 => array:3 [ "identificador" => "tblfn0005" "etiqueta" => "a" "nota" => "Levelt (19890 estimates that normal speakers produce a 0.1% of errors." ] 1 => array:3 [ "identificador" => "tblfn0010" "etiqueta" => "b" "nota" => "<a class="elsevierStyleCrossRef" href="#bib0240">Venkatagiri (2000)</a>." ] ] ] "descripcion" => array:1 [ "en" => "Phonology and Fluency in natural communication." ] ] 3 => array:7 [ "identificador" => "tbl0015" "etiqueta" => "Table 2a" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "tabla" => array:3 [ "leyenda" => "– Task not performed because of comprehension difficulties, even with examples in the instructions.Bold values correspond to examples of the instructions given by the examiner." "tablatextoimagen" => array:2 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head " align="left" valign="top" scope="col">Ability \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col">Task \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " colspan="3" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Percent range<a class="elsevierStyleCrossRef" href="#tblfn0025">a</a> (direct punctuation in brackets)</th></tr><tr title="table-row"><th class="td" title="table-head " align="" valign="top" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="" valign="top" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB \t\t\t\t\t\t\n \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Lexical areas composition \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Semantic fluency: Number of elements in one minute, from TBL-RTell me all the animals that come to your mind \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">19–28 (14) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">2 (11) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">1 (12) \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="" valign="top"> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Phonological fluency: Mean of number of words in one minute, from TBL-RTell me all the words that come to your mind beginning with “F”. Now with “A”. Now with “S”. \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">1 (1.5) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">4 (6.5) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">70 (20.3) \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab927683.png" ] ] 1 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head " align="left" valign="top" scope="col">Ability \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col">Task \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " colspan="3" align="left" valign="top" scope="col">Percent range<a class="elsevierStyleCrossRef" href="#tblfn0025">a</a></th></tr><tr title="table-row"><th class="td" title="table-head " align="" valign="top" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="" valign="top" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB \t\t\t\t\t\t\n \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Conceptual and semantic organization \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Word definitions (with two levels of abstraction) from WISC/WAIS:¿What does boat, winter, appoint…mean? \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">74% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">74% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">95% \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Recognizing semantic relation \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Item exclusion, from BATWhich one doesn’t belong to the group: hand, foot, sock or head? (Norm 0–5%) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">100% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">40% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">40% \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Antonym finding \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Antonym finding, from BAT: I’ll tell you a word (black), and you’ll have to tell me which of the following word is the opposite: red, blue, white, green. \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">40% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">20% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">20% \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Antonym production \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Antonym production, from BATPrompt: Closed; Answer: Open \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">– \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">20% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">60% \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab927685.png" ] ] ] "notaPie" => array:1 [ 0 => array:3 [ "identificador" => "tblfn0025" "etiqueta" => "a" "nota" => "<a class="elsevierStyleCrossRef" href="#bib0050">Casals-Coll et al. (2013)</a>." ] ] ] "descripcion" => array:1 [ "en" => "Lexical and semantic abilities in test conditions (Wechsler Scales, TBL, BAT)." ] ] 4 => array:7 [ "identificador" => "tbl0020" "etiqueta" => "Table 2b" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "tabla" => array:2 [ "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head " align="left" valign="top" scope="col">Ability \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col">Task \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " colspan="3" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Percent of errors</th></tr><tr title="table-row"><th class="td" title="table-head " align="" valign="top" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="" valign="top" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB \t\t\t\t\t\t\n \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Lexis in conversation \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Lexical access (more than 3″) and semantic mismatches including grammatical words (Norm 0.1<a class="elsevierStyleCrossRef" href="#tblfn0015">a</a>) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0.6% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0.8% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">3.1% \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab927687.png" ] ] ] "notaPie" => array:1 [ 0 => array:3 [ "identificador" => "tblfn0015" "etiqueta" => "a" "nota" => "<a class="elsevierStyleCrossRef" href="#bib0125">Levelt (1989)</a> estimates that normal speakers produce a 0.1% of errors." ] ] ] "descripcion" => array:1 [ "en" => "Lexical and semantic abilities in natural communication (lexical errors over number of words)." ] ] 5 => array:7 [ "identificador" => "tbl0025" "etiqueta" => "Table 3a" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "tabla" => array:2 [ "leyenda" => "Bold values correspond to examples of the instructions given by the examiner." "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head " align="" valign="top" scope="col"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="" valign="top" scope="col"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " colspan="3" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Percent of errorsNorm 0–5%</th></tr><tr title="table-row"><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Ability \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Task \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB \t\t\t\t\t\t\n \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Inflection \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Verb inflection.Put the verb in the correct formPrompt: the police arrest the thief yesterday; Answer: the police arrested the thief yesterday. \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">– \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">45% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">100% \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Inflection in non-sense words \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Non-sense verbs (Berko task): I will tell some sentences using very strange and unknown verbs. What you have to do is use them correctly (even if you don’t know their meaning).Prompt: Tomorrow, we MUAKING with you; Answer: Tomorrow we will MUAK with you \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">– \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">30% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">100% \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Derivation \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Opposites.Tell the opposite noun. Prompt: fair; Answer: unfair \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">– \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">– \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">– \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab927688.png" ] ] ] ] "descripcion" => array:1 [ "en" => "Morphology (derivation and inflection) in test conditions (TBL and BAT)." ] ] 6 => array:7 [ "identificador" => "tbl0030" "etiqueta" => "Table 3b" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "tabla" => array:2 [ "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head " align="left" valign="top" scope="col">Ability \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col">Task \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " colspan="3" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Percent of errorsNo norm<a class="elsevierStyleCrossRef" href="#tblfn0030">a</a></th></tr><tr title="table-row"><th class="td" title="table-head " align="" valign="top" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="" valign="top" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB \t\t\t\t\t\t\n \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Lexis in conversation \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Lexical access (more than 3″) and semantic mismatches including grammatical words \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0.6% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0.8% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">3.1% \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Inflection in conversation \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Errors in 200 sentences. \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0.8% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0.5% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">4.8% \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab927689.png" ] ] ] "notaPie" => array:1 [ 0 => array:3 [ "identificador" => "tblfn0030" "etiqueta" => "a" "nota" => "<a class="elsevierStyleCrossRef" href="#bib0125">Levelt (1989)</a> estimates that normal speakers produce a 0.1% of errors." ] ] ] "descripcion" => array:1 [ "en" => "Morphology (inflection and derivation) in natural use (number of errors upon number of words)." ] ] 7 => array:7 [ "identificador" => "tbl0035" "etiqueta" => "Table 4a" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "tabla" => array:2 [ "leyenda" => "Bold values correspond to examples of the instructions given by the examiner." "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head " align="left" valign="top" scope="col">Ability \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col">Task \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " colspan="3" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Percent of errorsNorm 0–5%</th></tr><tr title="table-row"><th class="td" title="table-head " align="" valign="top" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="" valign="top" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB \t\t\t\t\t\t\n \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Syntactic comprehension \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Sentence-picture matchingChoose the image that fits the information you are hearing to: the boy looks at the Mother \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">41 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">38 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">100 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Syntactic production; \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Sentence construction from isolated wordsMake a sentence using these words: chair/doctor/sit; tree/green/leaf/look \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">100 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">80 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">100 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Co-reference (pronouns) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Pronominalization in sentences. Replacing an indicated noun with a pronoun. Do as in the example: prompt: the girl wets the BOY; answer: the girl wets him (boy) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">100 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">33 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">67 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Transformation \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Negation: I’m going to show you an image and you have to describe it with a phrase containing “don’t” or “doesn’t”: the boy doesn’t wet the girl \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">60 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">60 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">100 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Syntactic order control \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Change of order: I will tell you some phrases and you have to change them so they mean the same even you change the order of its words.Example: the mother educated the boy The boy is educated by the mother \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">– \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">60 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">100 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Grammatical knowledge \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="left" valign="top">Grammatical judgement: I will tell you some phrases, some of them are correct and others and not. Say yes when a phrase is correct and no when it's not. \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">– \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">46 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">92 \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab927684.png" ] ] ] ] "descripcion" => array:1 [ "en" => "Syntactic abilities measured in test conditions (from BAT)." ] ] 8 => array:7 [ "identificador" => "tbl0040" "etiqueta" => "Table 4b" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "tabla" => array:2 [ "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head " align="left" valign="top" scope="col">Ability \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col">Task \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " colspan="3" align="center" valign="top" scope="col">PercentNo norm<a class="elsevierStyleCrossRef" href="#tblfn0020">a</a></th></tr><tr title="table-row"><th class="td" title="table-head " align="" valign="top" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="" valign="top" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB \t\t\t\t\t\t\n \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry " rowspan="3" align="left" valign="top">Syntactic abilities in natural speech</td><td class="td" title="table-entry " align="left" valign="top">Syntax errors in spontaneous speech (profile) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">1.7% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">1.3% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">11% \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Syntax ordering: mistakes and unfinished sentences \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">11% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">13% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">19% \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Inflection errors in 200 sentences \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0.8% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0.5% \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">4.8% \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab927686.png" ] ] ] "notaPie" => array:1 [ 0 => array:3 [ "identificador" => "tblfn0020" "etiqueta" => "a" "nota" => "<a class="elsevierStyleCrossRef" href="#bib0125">Levelt (1989)</a> estimates that normal speakers produce a 0.1% of errors." ] ] ] "descripcion" => array:1 [ "en" => "Complex syntactic and discourse abilities in natural communication (number of errors upon number of sentences)." ] ] 9 => array:7 [ "identificador" => "tbl0045" "etiqueta" => "Table 4c" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "tabla" => array:1 [ "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head " align="left" valign="top" scope="col">Ability \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col">Task \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " colspan="3" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Percent of errors</th></tr><tr title="table-row"><th class="td" title="table-head " align="" valign="top" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="" valign="top" scope="col" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M \t\t\t\t\t\t\n \t\t\t\t</th><th class="td" title="table-head " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB \t\t\t\t\t\t\n \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry " rowspan="3" align="left" valign="top">Coherence and cohesion in text</td><td class="td" title="table-entry " align="left" valign="top">Conversation (house, trip…) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">22 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">25 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Narration (picnic, sports, games…) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">50 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry " align="left" valign="top">Description (picture description) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">27 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">0 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="table-entry " align="char" valign="top">50 \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab927690.png" ] ] ] ] "descripcion" => array:1 [ "en" => "Text: discourse (world knowledge, coherence and cohesion, TBL-R)." ] ] 10 => array:6 [ "identificador" => "tb0005" "etiqueta" => "Box 1" "tipo" => "MULTIMEDIATEXTO" "mostrarFloat" => true "mostrarDisplay" => false "texto" => array:1 [ "textoCompleto" => "No FOXP2 mutations in a three generation family with SLILourdes Martorell and Elisabet VilellaHospital Universitari Psiquiatric Institut Pere Mata, IISPV, Universitat Pere VirgiliWith the new advances in the genome studies, an important step forward has been done identifying some possible genes as the providers for language and their pattern of inheritance (<a class="elsevierStyleCrossRef" href="#bib0215">SLI Consortium, 2004</a>). SLI is a composite of abilities with an important genetic component, confirmed through family aggregation studies (<a class="elsevierStyleCrossRef" href="#bib0260">Barry, Yasin, & Bishop, 2007</a>), and twin studies (<a class="elsevierStyleCrossRefs" href="#bib0045">Bishop and Norbury, 2002; Bishop, 2006</a>). The first chromosome locus related with SLI was region 7q31, identified in KE family (<a class="elsevierStyleCrossRef" href="#bib0090">Gopnik & Crago, 1991</a>). More recently, genome-wide linkage analyses performed in SLI families have identified other chromosomal regions for mutations and elisions (<a class="elsevierStyleCrossRefs" href="#bib0070">Fisher & Scharff, 2009; Newbury & Monaco, 2010; Newbury et al., 2009</a>). Heritability in SLI is estimated between 39 (<a class="elsevierStyleCrossRef" href="#bib0285">Colledge et al., 2002</a>) and 54% (<a class="elsevierStyleCrossRef" href="#bib0290">DeThorne et al., 2008</a>) of diagnosed cases.In this study, the presence or absence of R553H and R328X FOXP2 mutations were checked. Next the FOXP2 coding region was screened in order to identify new mutations in the coding region of the gene. Genomic DNA was isolated from peripheral blood leucocytes by the Puregene DNA isolation Kit (Gentra Systems, Barcelona, Spain). FOXP2 genomic sequence NM_014491.2 (<a class="elsevierStyleCrossRef" href="#bib0275">Maglott, Ostell, Pruitt, & Tatusova, 2007</a>) was used as reference sequence. The G to A transition in exon 14 (R553H) was analysed by PCR-RFLP (Polymerase Chain Reaction-Restriction Fragment Length Polymorphism) as previously described (<a class="elsevierStyleCrossRef" href="#bib0195">Sanjuan et al., 2005</a>). Expected genotypes were G/G (354-bp and 230-bp) for the wild type and G/A (584-bp, 354-bp and 230-bp) for the presence of the heterozygote mutation. The C to T transition in axon 7 (R328X) was analysed by PCR-CTPP (Polymerase Chain Reaction-Confronting Two Primer Pairs). Expected genotypes were C/C (106-bp) for the wild type and C/T (106-bp and 136-bp) for the presence of the heterozygote mutation. Finally, the DNA coding sequence and its flanked intronic regions of FOXP2 gene were screened by direct sequencing using the dye-labelled Dideoxy Terminator Cycle Sequencing Kit (CEQ TM DTCS, Beckman Coulter) and run on a CEQ8000 DNA System (Beckman Coulter). We used primer sequences previously described by (<a class="elsevierStyleCrossRef" href="#bib0140">MacDermot et al., 2005</a>).The genetic pattern of transmission is autosomal-dominant monogenic. The percent of the available G family members affected by SLI is of 46% (in the KE family was 55%). We analysed the FOXP2 R553H and R238X variants in the three generation members affected and found that none of them presented mutations in those loci. The DNA sequencing of all coding regions of the FOXP2 gene was also screened but no mutation was found.The genetic results differ from what was expected. The two mutations in FOXP2 associated to SLI described in the literature (<a class="elsevierStyleCrossRefs" href="#bib0110">Lai, Fisher, Hurst, Vargha-Khadem, & Monaco, 2001; MacDermot et al., 2005</a>) were not found. In the sequencing analysis of all coding exons plus the flanking regions no mutation was identified. However, we cannot rule out that a relevant intronic mutation or a mutation in the promotor region of FOXP2 is present in G family. Taking into consideration results from genome wide analysis (<a class="elsevierStyleCrossRef" href="#bib0130">Li & Bartlett, 2012</a>) the genetic basis of SLI in G family likely can lie in other chromosomal regions involving other genes. The absence of FOXP2 mutation like in G family has also been described in many families suffering from SLI (<a class="elsevierStyleCrossRefs" href="#bib0150">Monaco, 2007; Newbury et al., 2002; SLI Consortium, 2004</a>).In conclusion, the 3 subjects of G family suffer from SLI but no FOX P2 mutation was found. This result does not mean that there is not genetic basis of SLI. The fact that many members of the same family suffer from the disorder, leads us to guess that other mutations, probably multiple and in many regions, influence the delicate interactions that language learning involves." ] ] ] "bibliografia" => array:2 [ "titulo" => "References" "seccion" => array:1 [ 0 => array:2 [ "identificador" => "bibs0005" "bibliografiaReferencia" => array:47 [ 0 => array:3 [ "identificador" => "bib0010" "etiqueta" => "Archibald and Joanisse, 2013" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Domain-specific and domain-general constraints on word and sequency learning" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:2 [ 0 => "L. Archibald" 1 => "M. 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Study of the Specific Language Impairment in a three-generation family

Estudio del trastorno específico del lenguaje en tres generaciones de una familia

Miquel Serra

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miquel.serra@ub.edu

Corresponding author.

, Raquel Lluent

Departament de Psicologia Bàsica, Facultat de Psicologia, Universitat de Barcelona, Spain

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    "titulo" => "Study of the Specific Language Impairment in a three-generation family"
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          "en" => "<p id="spar0045" class="elsevierStyleSimplePara elsevierViewall">Family pedigree showing the provisional classification of SLI into affected and unaffected members&#46; Circles depict female members&#44; and squares male members&#46; Empty symbols represent unaffected and filled symbols SLI affected members&#46; Black symbols represent SLI confirmed diagnostics of family members included in the present study&#46; Grey symbols correspond to family members with probable SLI diagnostic but not available in the present study&#46;</p>"
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    "textoCompleto" => "<span class="elsevierStyleSections"><span id="sec0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0065">Introduction</span><p id="par0005" class="elsevierStylePara elsevierViewall">It is widely accepted that Specific Language Impairment &#40;SLI&#41; refers to a neurodevelopmental disorder which impairs normal language competence and use&#44; in a context of an adequate education and environment&#46; The absence of other causal explanations such as mental or sensory deficits is a necessary condition for a SLI diagnosis &#40;<a class="elsevierStyleCrossRefs" href="#bib0040">Bishop &#38; Leonard&#44; 2000&#59; Leonard&#44; 2014</a>&#41;&#46; However&#44; there is evidence that SLI may be associated with either a genetic background &#8211; 24&#37; of cases &#40;<a class="elsevierStyleCrossRefs" href="#bib0035">Bishop &#38; Edmunsen&#44; 1986&#59; Marcus &#38; Fisher&#44; 2003</a>&#41; &#8211; or&#47;and mild deficits in other non-linguistic cognitive abilities &#40;<a class="elsevierStyleCrossRef" href="#bib0130">Li &#38; Bartlett&#44; 2012</a>&#41;&#46; Some authors &#40;<a class="elsevierStyleCrossRef" href="#bib0115">Law&#44; Boyle&#44; Harris&#44; Harkness&#44; &#38; Nye&#44; 2000</a>&#41; suggest that the disorder affects from 5&#37; to 8&#37; of school age children&#46; Some others&#44; with different diagnostic criteria &#40;<a class="elsevierStyleCrossRef" href="#bib0200">Serra&#44; 2002</a>&#41; suggest that it affects 0&#46;3&#37;&#46;<a class="elsevierStyleCrossRef" href="#fn0005"><span class="elsevierStyleSup">1</span></a></p><p id="par0010" class="elsevierStylePara elsevierViewall">In this paper&#44; a Spanish family will be under study because they exhibit an autosomal-dominant monogenic transmission &#40;see <a class="elsevierStyleCrossRef" href="#fig0005">Fig&#46; 1</a>&#41;&#44; similar to the disorder described in the well-known English KE family&#46;<a class="elsevierStyleCrossRef" href="#fn0010"><span class="elsevierStyleSup">2</span></a> In addition to that family distribution&#44; in the first interviews&#44; other mild perceptual &#8211; cognitive &#8211; motor were suspected&#46;</p><elsevierMultimedia ident="fig0005"></elsevierMultimedia><p id="par0015" class="elsevierStylePara elsevierViewall">In the 1990s an English family&#44; the KE family&#44; received a lot of attention because of the high number of individuals affected by a severe language problem &#40;16&#47;25&#41;&#46; Mutations in the FOXP2 gene were found in their phenotype and according to the gathered evidence were considered as causally related to SLI &#40;<a class="elsevierStyleCrossRef" href="#bib0265">Fisher&#44; Lai&#44; &#38; Monaco&#44; 2003</a>&#41;&#46; Finally&#44; after re-examination of symptoms&#44; their phenotype was considered as a severe developmental verbal dyspraxia&#44; impaired use of morpho-syntactic rules and severe extra-linguistic oro-facial dyspraxia &#40;<a class="elsevierStyleCrossRef" href="#bib0250">Watkins&#44; Dronkers&#44; &#38; Vargha-Khadem&#44; 2002</a>&#41;&#46; Later on&#44; other studies have not found any FOXP2 mutation in SLI persons&#44; avoiding the simplistic model of &#8220;the gene of language&#8221;&#46; Nonetheless&#44; today&#44; the genetic mutations&#44; probably many of them&#44; are considered important contributing factors to language and other developmental difficulties&#44; and are the subject of many research projects &#40;see for a recent review of the question&#44; <a class="elsevierStyleCrossRef" href="#bib0080">Fisher &#38; Vernes&#44; 2015</a>&#41;&#46;</p></span><span id="sec0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0070">Purpose</span><p id="par0020" class="elsevierStylePara elsevierViewall">The aim of this study is to provide a comprehensive phenotype of SLI for a young subject and for two adults of their language competence&#44; in natural as well as in test situations&#46; Other abilities&#44; including sensory&#44; motor and cognitive evaluations&#44; have also been measured&#46; Special attention was paid to oro&#8211;motor abilities and verbal praxia<a class="elsevierStyleCrossRef" href="#fn0015"><span class="elsevierStyleSup">3</span></a> as possible comorbidity&#46;</p></span><span id="sec0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0075">Method</span><span id="sec0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0080">Participants</span><p id="par0025" class="elsevierStylePara elsevierViewall">The G family was referred because of the severe language impairment of a child &#40;the Proband&#41;&#46; He was identified at three years old when starting school&#46; His initial behaviour was immature for communication&#44; and linguistically null&#46; He had normal non-verbal intelligence&#46; Together with the language impairment&#44; his attention and motor abilities at that time were reported to be below his age level&#46; In the interviews&#44; the grandmother recognized that Proband&#39;s language was similar to his mother and uncle in their childhood &#40;see <a class="elsevierStyleCrossRef" href="#fig0005">Fig&#46; 1</a>&#41;&#46; Grandmother&#39;s and mother&#39;s language performance today is consistent with an SLI profile &#40;see footnote <a class="elsevierStyleCrossRef" href="#fn0005">1</a> and results&#41;&#44; although their difficulties&#44; compared with the Proband&#44; are lighter and fewer in number&#46;</p><p id="par0030" class="elsevierStylePara elsevierViewall">The social situation of the G family corresponds to a low immigrant level&#46; Three members&#44; one of each generation&#44; participated in this study&#58;<ul class="elsevierStyleList" id="lis0005"><li class="elsevierStyleListItem" id="lsti0005"><span class="elsevierStyleLabel">&#8226;</span><p id="par0035" class="elsevierStylePara elsevierViewall">Proband is the central subject of our study&#46; He had a normal karyotype&#46; He was diagnosed as SLI at the age of four&#44; after an assessment from the school&#46; From then on&#44; he received speech therapy &#40;two sessions per week&#41;&#46; He was 12 when tested for this study&#46; He is now following an adapted scholar curriculum&#46;</p></li><li class="elsevierStyleListItem" id="lsti0010"><span class="elsevierStyleLabel">&#8226;</span><p id="par0040" class="elsevierStylePara elsevierViewall">Proband&#39;s mother&#58; She was 38 years-old when tested&#46; She failed in school and did not finish compulsory education&#46; She works as a cleaner in a hotel and has a driving license&#46;</p></li><li class="elsevierStyleListItem" id="lsti0015"><span class="elsevierStyleLabel">&#8226;</span><p id="par0045" class="elsevierStylePara elsevierViewall">Proband&#39;s grandmother&#58; She was 67 when tested&#46; She was born in the south of Spain and she had to migrate to Catalonia when she was in her 20s&#46; She is illiterate&#46;</p></li></ul></p><p id="par0050" class="elsevierStylePara elsevierViewall">The project complied with the Helsinki Declaration and was approved by the University Ethics Committee and all participants and their legal representatives&#44; when necessary&#44; signed informed consent&#46;</p></span></span><span id="sec0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0085">Procedure</span><p id="par0055" class="elsevierStylePara elsevierViewall">The procedure followed 3 steps&#58; first&#44; a medical assessment to detect potential exclusion criteria&#59; second&#44; the DNA genetic analysis for the FOXP2 study &#40;see <a class="elsevierStyleCrossRef" href="#tb0005">Box 1</a>&#41;&#59; and third&#44; the neuro-linguistic and neuropsychological assessment for the phenotyping and SLI diagnosis confirmation&#46; The linguistic data for the assessment were obtained&#44; first&#44; from natural conversations&#44; and second&#44; under formal test conditions&#46; Other related abilities were also evaluated&#58; auditory phonology and phonetics&#44; executive functions&#44; gross and fine oro-motor abilities&#44; and short and working memory&#46;</p><elsevierMultimedia ident="tb0005"></elsevierMultimedia><span id="sec0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0090">Medical examinations</span><p id="par0060" class="elsevierStylePara elsevierViewall">No handicaps for exclusion criteria were found&#46; A semi-structured genetic questionnaire and interview were carried out but produced no relevant information to our study&#46;</p></span><span id="sec0035" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0095">Cognitive assessment</span><p id="par0065" class="elsevierStylePara elsevierViewall">The non-verbal IQ was evaluated using the age appropriate Spanish version of the Weschler scales &#40;<a class="elsevierStyleCrossRef" href="#bib0255">WISC and WAIS&#44; Spanish 1991 edition</a>&#41;&#46; The Weschler verbal scales were administered in order to obtain data on social reasoning and general information &#40;vocabulary and definitions&#41;&#44; conceptual strategies &#40;similarities and problem solving&#41; and working memory &#40;digits&#41;&#46; Neuropsychological abilities were also assessed &#40;Test Barcelona Revised &#40;TBL-R&#41;&#44; <a class="elsevierStyleCrossRefs" href="#bib0185">Pe&#241;a&#44; 1991&#44; 2005</a>&#41;&#46;</p></span><span id="sec0040" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0100">Motor assessment</span><p id="par0070" class="elsevierStylePara elsevierViewall">For the praxis&#44; fine oral &#40;blowing&#44; whistling&#41; and verbal praxis &#40;syllables&#44; word and non-word repetition&#41; were tested using the TBL-R&#46; Gross non-verbal motor behavioural &#40;knot making&#44; lacing shoes&#41; were tested using a non-standard protocol&#46; Laterality dominance was assessed using the Harris Test &#40;<a class="elsevierStyleCrossRef" href="#bib0100">Harris&#44; 1947</a>&#41;&#46; Fluency was screened in normal conversation including blocks&#44; hesitations and repetitions for words and sentences&#46;</p></span><span id="sec0045" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0105">Language assessment&#58; tests and natural conversation data</span><p id="par0075" class="elsevierStylePara elsevierViewall">Concerning the language competence&#44; and in order to draw a complete linguistic pattern of SLI at different ages and different degrees of severity&#44; it was considered necessary to obtain data from both natural language use and also clinical tests&#46; The results will show that this distinction is relevant&#46;</p><p id="par0080" class="elsevierStylePara elsevierViewall">The language test data were obtained by employing the aphasia tests&#46; The decision to adopt this approach was influenced by four factors&#58; The lack of Spanish tests for language that could accommodate the subjects&#8217; age range &#40;12&#8211;67 years&#41;&#59; The completion of aphasic tests batteries which provide many subtests of other abilities &#40;auditory discrimination&#44; phonological working memory&#41;&#59; Aphasia tests facilitate cross linguistic comparisons&#59; and finally&#44; avoid familiarity associated with the extensive testing Proband has been subjected to&#46;</p><p id="par0085" class="elsevierStylePara elsevierViewall">The Spanish aphasia tests used were&#58; The Aphasia Test Barcelona-Reviewed &#40;TBL-R&#41;&#44; &#40;<a class="elsevierStyleCrossRef" href="#bib0190">Pe&#241;a&#44; 2005</a>&#41; and some subtests&#44; corresponding to the Spanish grammar&#44; from the Bilingual Aphasia Test &#40;BAT&#41; &#40;<a class="elsevierStyleCrossRefs" href="#bib0085">G&#243;mez Ruiz&#44; 2008&#59; Mu&#241;oz &#38; Marquerdt&#44; 2008&#59; Paradis&#44; 2004</a>&#41;&#46; The first test gave general information about language functions&#46; BAT subtests gave detailed semiological information of Spanish morpho-syntactic omissions and errors&#46; In addition to language abilities&#44; motor skills &#40;TBL-R&#41; and STM &#40;digits and repetition&#41; have also been evaluated&#46; The results of these aphasia test evaluations are presented as percent of errors&#46; The normal population scores on those tests are subject to errors of 0&#8211;5&#37;&#46; In the semantic and phonetic tasks&#44; we report a percentile range related to normal population&#44; together with the raw score&#46;</p><p id="par0090" class="elsevierStylePara elsevierViewall">The natural language data correspond to non-forced conversational exchanges from many recorded and transcribed conversations about work&#44; school&#44; family&#44; sports&#44; etc&#46; &#40;<a class="elsevierStyleCrossRef" href="#bib0270">MacWhinney&#44; 2007</a>&#41;&#46; Around 200 full sentences were randomly extracted out of 1200&#46; From this body of material a profile of omissions and errors in each language component was obtained&#46; Omissions and errors were computed over the total possible opportunities of words &#40;for fluency&#44; phonology&#44; lexical level and morphology&#41; and sentences &#40;for syntax and text-coherence&#41;&#46;</p><p id="par0095" class="elsevierStylePara elsevierViewall">All tests and conversations were individually given and video-recorded for transcription&#44; revisions and errors computation&#46; They were analysed by two independent evaluators&#46; The natural conversation data are displayed in the tables specified for &#8220;natural use&#8221;&#46;</p></span></span><span id="sec0050" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0110">Results</span><span id="sec0055" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0115">Genetic analysis</span><p id="par0100" class="elsevierStylePara elsevierViewall">The results of the genetic study are presented in <a class="elsevierStyleCrossRef" href="#tb0005">Box 1</a> for an easier presentation of them&#46;</p></span><span id="sec0060" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0120">Non-verbal intelligence</span><p id="par0105" class="elsevierStylePara elsevierViewall">The non-verbal IQ for Proband &#40;score&#58; 81&#41; and Mother &#40;score&#58; 94&#41; falls into the inclusion criteria &#40;score over 80&#41; for SLI&#46; Grandmother&#39;s score was 75&#46;<a class="elsevierStyleCrossRef" href="#fn0020"><span class="elsevierStyleSup">4</span></a> Mother&#39;s scores were consistently low-normal&#46; For Proband and Grandmother two subtests were especially low&#58; Blocks &#40;Proband&#58; 3&#44; Grandmother&#58; 2&#41; and Puzzles &#40;Proband&#58; 4&#44; Grandmother&#58; 3&#41;&#46;</p><span id="sec0065" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0125">Laterality&#44; gross and fine motor abilities</span><p id="par0110" class="elsevierStylePara elsevierViewall">Grandmother showed cross lateral dominance&#44; Mother showed right dominance and Proband showed left dominance&#46; The performance on non-verbal oral praxis testing &#40;e&#46;g&#46; whistling&#44; etc&#46;&#41; was very poor in all three members&#46; The results obtained on general motor praxis &#40;e&#46;g&#46; knot making and knot undoing&#41; were low but normal for Grandmother and Mother&#44; but they were very poor for the Proband&#46;</p></span></span><span id="sec0070" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0130">Linguistic results</span><span id="sec0075" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0135">Phonology&#47;phonetics and fluency</span><p id="par0115" class="elsevierStylePara elsevierViewall">In the test situation&#44; phonology&#47;phonetics were assessed using phoneme discrimination tasks and repetition tasks &#40;minimal pairs&#44; syllables&#44; words&#44; non-words and sentences&#41;&#46; In auditory phonetic discrimination&#44; all subjects performed poorly&#46; Proband showed a very pronounced deficit in it&#44; confounding the similar items&#46; In production he tended to reproduce twice the first word in minimal pairs repetition task &#40;TBL&#41;&#46; He also randomly matched images in the Image Pointing Subtest &#40;BAT&#41;&#46;</p><p id="par0120" class="elsevierStylePara elsevierViewall">Syllables&#44; words and non-words repetition were accurate with simple &#40;CV&#41; and items containing only one or two syllables&#46; However&#44; there were many errors in longer items&#58; each of the subjects tended to lexicalize the non-words even in short items and they produced phonological segmental errors &#40;omissions and assimilations&#41;&#46; Proband and Mother made various attempts in longer words monitoring their output&#44; giving up when failing&#46; Grandmother repeated inaccurately and she rarely corrected herself&#46;</p><p id="par0125" class="elsevierStylePara elsevierViewall">Sentence repetition showed a high frequency of errors and fluency difficulties&#46; All subjects repeated the initial and the final words of the prompt sentences correctly&#46; They omitted the middle words &#40;simplifications&#41;&#46; They exchanged them with new words &#40;substitutions&#41; or they added words coherently &#40;additions&#41; &#40;e&#46;g&#46; examiner&#58; &#8220;the barn sparrow picked up a fat worm&#8221;&#59; subject &#8220;the bird eats and gets fat&#8221;&#41; &#40;<a class="elsevierStyleCrossRef" href="#tbl0005">Table 1a</a>&#41;&#46;</p><elsevierMultimedia ident="tbl0005"></elsevierMultimedia><p id="par0135" class="elsevierStylePara elsevierViewall">In natural language production&#44; the lack of fluency was the most apparent finding&#46; Subjects used a lot of fillers &#40;&#8220;eh&#8230;&#8221;&#44; &#8220;mmm&#8221;&#41; and overused formulas &#40;&#8220;and then&#44; then&#8230;&#8221;&#44; &#8220;so&#8221;&#41;&#46; In descriptive as well as in narrative discourse&#44; they were unable to explain an event as a whole&#44; missing many coherent links&#46; When asked for more information&#44; their answers were completed using yes&#47;no or single word productions&#46;</p><p id="par0140" class="elsevierStylePara elsevierViewall">Phonological errors in natural language were not relevant&#46; Grandmother produced 2&#46;3&#37; of errors while Proband and Mother did not make any errors&#46; Each of the subjects tended to simplify or leave the sentences unfinished &#40;16&#37;&#41; &#40;<a class="elsevierStyleCrossRef" href="#tbl0010">Table 1b</a>&#41;&#46;</p><elsevierMultimedia ident="tbl0010"></elsevierMultimedia></span><span id="sec0080" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0140">Lexical semantics</span><p id="par0150" class="elsevierStylePara elsevierViewall">Lexical semantics in formal testing were evaluated using subtests from BAT &#40;recognizing semantic relationships&#44; synonym and antonym finding&#44; antonym production&#41;&#44; WAIS and WISC &#40;word definition&#41;&#44; TBL-R &#40;semantic verbal fluency&#41; and FAS &#40;phonological verbal fluency&#41;&#46; Errors in definitions were noticeable&#46; The conceptual and semantic organization &#40;definitions in <a class="elsevierStyleCrossRef" href="#tbl0015">Table 2a</a>&#41; fails and can be related to the limitation in language comprehension &#40;general and in specific test tasks&#41; and simplicity in production&#46;</p><elsevierMultimedia ident="tbl0015"></elsevierMultimedia><p id="par0155" class="elsevierStylePara elsevierViewall">In meta-semantic activities a floor effect has been observed &#40;exclusion&#44; inclusion&#44; synonym and oppositions&#41;&#46; Proband and Mother answered randomly by choosing the first or the last item of the option lists&#46; The results show primacy and recency effects systematically when dealing with more than three items&#46;</p><p id="par0160" class="elsevierStylePara elsevierViewall">The results in natural language lexical ability corresponded to the percentage of semantically incorrect words in conversation&#46; Lexical errors were not relevant except in complex concept management&#46; Proband had a 3&#37; of semantic errors in his conversations&#46;</p><p id="par0165" class="elsevierStylePara elsevierViewall">The comparison between natural use and test situation showed an inverse proportion of errors&#46; Compared with the other subjects Grandmother performed best in natural language but performed the worst in test language situations&#44; while the Proband &#40;with long therapy training&#41; performed the best in language tests but performed the worst in natural language &#40;<a class="elsevierStyleCrossRef" href="#tbl0020">Table 2b</a>&#41;&#46;</p><elsevierMultimedia ident="tbl0020"></elsevierMultimedia></span><span id="sec0085" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0145">Morphology</span><p id="par0175" class="elsevierStylePara elsevierViewall">The tests were used to measure morphological derivation and inflection are from the BAT &#40;lexical judgement&#44; verb inflection&#41; and the <a class="elsevierStyleCrossRef" href="#bib0020">Berko test</a> &#40;non-sense verb inflection&#41;&#46;</p><p id="par0180" class="elsevierStylePara elsevierViewall">Morphological lexical tasks in the test situation provoked a high frequency of errors &#40;Mother 30&#8211;46&#37;&#44; Proband 100&#37;&#41;&#46; These results are clear but may not be highly reliable because of the subjects&#8217; difficulties in understanding the tasks &#40;see blanks in the Tables&#41; &#40;<a class="elsevierStyleCrossRef" href="#tbl0025">Table 3a</a>&#41;&#46;</p><elsevierMultimedia ident="tbl0025"></elsevierMultimedia><p id="par0190" class="elsevierStylePara elsevierViewall">The natural language results in morphology correspond to the percent of agreement errors &#40;&#8220;yo va a casa&#8221; &#8220;I goes home&#8221;&#41; and inflection errors &#40;&#8220;yo comiendo&#8221; &#8220;I eating&#8221;&#41; over the number of words&#46; The amount and profile of morphology errors in natural use &#40;0&#46;8&#59; 0&#46;5&#59; 4&#46;8&#37;&#41; were similar to those found on the lexical level &#40;<a class="elsevierStyleCrossRef" href="#tbl0030">Table 3b</a>&#41;&#46;</p><elsevierMultimedia ident="tbl0030"></elsevierMultimedia></span><span id="sec0090" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0150">Syntax</span><p id="par0200" class="elsevierStylePara elsevierViewall">Syntax performance shows the highest frequency of errors of omission &#40;&#8220;yo patatas fritas&#8221; &#8220;I chips&#8221;&#41; and commission &#40;&#8220;yo patatas fritas s&#237; comer&#8221;&#44; &#8220;I chips yeah &#47;to&#47; eat&#8221;&#41; &#40;see <a class="elsevierStyleCrossRefs" href="#tbl0035">Tables 4a and 4b</a>&#41;&#46; Syntax is the most affected component&#44; both in test and natural use&#46; Two different qualitative remarks regarding syntax are relevant here&#46; The first corresponds to percent of omissions and errors over the number of sentences&#59; the second one corresponds to the percent of unacceptable ordering &#40;even for Spanish&#41; and unfinished sentences &#40;<a class="elsevierStyleCrossRef" href="#tbl0040">Table 4b</a>&#41;&#46;</p><elsevierMultimedia ident="tbl0035"></elsevierMultimedia><elsevierMultimedia ident="tbl0040"></elsevierMultimedia><p id="par0205" class="elsevierStylePara elsevierViewall">In the test situation for syntax all the results are low to very low in relation to normal population&#46; The sentence completion and the pronoun substitution tasks showed a particular profile for each subject&#58; Proband was null for sentence construction &#40;100&#37; errors&#41; and he was very low in pronoun substitution tasks &#40;67&#37; errors&#41;&#46; Mother was very low in sentence construction &#40;80&#37; errors&#41; and low in pronoun substitution &#40;33&#37; errors&#41;&#46; The Grandmother was null in both tasks &#40;100&#37; errors in both&#41;&#46; She was unable to construct a sentence using three common words &#40;i&#46;e&#46; table&#44; draw&#44; and pen&#41; even when given an example&#46; Occasionally&#44; they produced some unfinished sentences that contained the first two words&#46; They never produced any response when the expected sentence needed a word order different to that in which test words were given&#46;</p><p id="par0210" class="elsevierStylePara elsevierViewall">In natural language use&#44; syntactic &#8220;spontaneous&#8221; errors were copious&#58; Proband made categorical omissions and errors in agreement and in functional words in 11&#37; of the occasions&#44; and 19&#37; in order formation and completing sentences&#46; Proband&#39;s sentences included numerous attempts of unfinished complex sentences&#46; By contrast&#44; Mother and Grandmother used simple&#44; frequent and well-structured sentences&#46; Accordingly&#44; the amount of errors in them was not abundant&#46;</p></span><span id="sec0095" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0155">Language performance in test and natural conversation</span><p id="par0215" class="elsevierStylePara elsevierViewall">The results have highlighted important and relevant differences between language competence in test evaluations and the performance in spontaneous outcome of the SLI&#44; and also according to education and age&#46; Adults&#8217; errors in natural language production are few but they are congruent with the strict criteria of SLI of deviant errors &#40;see footnote <a class="elsevierStyleCrossRef" href="#fn0005">1</a>&#41;&#46; Taken together&#44; the statistical criteria of 1&#46;5&#8211;2 standard deviations under the mean in the test were fulfilled &#40;<a class="elsevierStyleCrossRef" href="#tbl0045">Table 4c</a>&#41;&#46;</p><elsevierMultimedia ident="tbl0045"></elsevierMultimedia></span></span></span><span id="sec0100" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0160">Discussion</span><p id="par0225" class="elsevierStylePara elsevierViewall">As seen in the natural productions and tests results the G family exhibits a clinical competence of SLI both in different ages and intensity&#46; They have an important language impairment concurrent with general oro-motor as well as auditory verbal discrimination difficulties and conceptual&#8211;semantic poverty&#46;</p><p id="par0230" class="elsevierStylePara elsevierViewall">A general tendency for all the members of the family is that fluency increases when simplicity strategies increase across all language levels &#40;especially in morphology&#44; lexis and syntax&#41;&#46; Another general finding is that the adults perform adequately in natural language production but they perform poorly in test situation&#46; This natural production is linguistically very simple&#44; with an overuse of high frequency&#44; coined and deictic expressions&#46; Proband&#44; instead&#44; performs better in the test situation &#8211; where he employs strategies learned in therapy &#8211; but worse in natural language&#46; His natural speech does not reflect implementation of the therapy practices&#46; Nevertheless&#44; he shows awareness of many of his errors in natural language&#46; Mother and Grandmother do not&#46;</p><span id="sec0105" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0165">Long-standing SLI</span><p id="par0235" class="elsevierStylePara elsevierViewall">There exist very few data about the SLI in adult populations&#46; Here we have reported data from two adults that both show SLI clinical features&#46; The fact that they never received any therapy provides clear evidence about a spontaneous outcome of the impairment&#46; As observed in natural language&#44; both adults have developed two main strategies in their adaptation for communication&#58; simplification and frequency reliance&#46;</p><p id="par0240" class="elsevierStylePara elsevierViewall">Simplification strategy is evident because they always choose the simpler way to let them be understood&#46; Their sentences are short and syntactically simple&#46; They neither produce long sentences nor make any attempt to give complementary details&#46;</p><p id="par0245" class="elsevierStylePara elsevierViewall">Frequency strategy is evident because they both employ only frequent words and make and overuse a coined set of sentences which are full of generic words &#40;&#8220;that thing&#8221;&#44; &#8220;does like this&#8221;&#41;&#46; Thus the quantitative errors recorded in adult conversation are lower than those recorded for Proband&#46;</p></span><span id="sec0110" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0170">Where might errors come from&#63;</span><p id="par0250" class="elsevierStylePara elsevierViewall">All language errors found in the G family are consistent with those described in the SLI literature &#40;<a class="elsevierStyleCrossRef" href="#bib0120">Leonard&#44; 2014</a>&#41;&#46; In addition to the linguistic SLI profile found in the tests for all subjects and in conversation for Mother and Proband&#44; the assessment of phenotyping highlights deficiencies in other abilities&#58; a slight oro-facial dyspraxia and also auditory discrimination difficulties&#44; short term and working memory and non-verbal as well as verbal cognitive deficits&#46; In the sight of these findings the question of their correlation or causal relation arises&#46;</p><p id="par0255" class="elsevierStylePara elsevierViewall">Dyspraxia of speech does not conflate with the alleged specificity of the language impairment&#46; It seems related to a poor general oro-motor ability&#44; probably related to a genetic endowment not identified yet&#46; Oro-motor dyspraxia might be the responsible for the speech impairments found&#46; Fluency is the most apparent symptom even in relaxed natural conversation&#46; There are motor difficulties in more than one third of the sentences&#46; This result goes together with the non-verbal oral motor abilities which are also below a normal level&#46;</p><p id="par0260" class="elsevierStylePara elsevierViewall">Phonological short term memory and working memory &#40;<a class="elsevierStyleCrossRefs" href="#bib0010">Archibald &#38; Joanisse&#44; 2013&#59; Bishop&#44; Adam&#44; &#38; Norbury&#44; 2006&#59; Kohner &#38; Windsor&#44; 2004</a>&#41; might be responsible for the low results in phonological repetition tasks&#46; Short term memory could also be responsible of the lower results in long words and also in sentence repetition&#46; All subjects failed systematically on words longer than 3 syllables&#46; Similar tendencies have been found in sentence repetition&#44; where subjects performed well on short items but struggled on sentences longer than 3 open-class words&#46; They also exhibit primacy and recency effects suggesting that the low performance might be compromised by memory deficits&#46;</p><p id="par0265" class="elsevierStylePara elsevierViewall">We have also observed that short term memory deficits might interfere in the results obtained in some morphological and lexical tests&#58; synonym and antonym finding&#44; and also in recognizing semantic relationship tasks&#46; In these subtests&#44; subjects have to choose the right answer from a list of 4 options presented orally&#46; Our subjects tended to choose the first or the last option of the lists&#46;</p><p id="par0270" class="elsevierStylePara elsevierViewall">A deficit in procedural working memory might cause their inability in closing sentences&#46; It might also be responsible for their null response when the sentence must be constructed out of words presented in order &#40;e&#46;g&#46; folder&#44; draw&#44; table&#41; or scrambled &#40;e&#46;g&#46; pencil&#44; desk&#44; blue&#41;&#46; These findings suggest that subjects are not able to hold information and manage it&#44; transforming elements from one to another component following the corresponding rules &#40;in this case&#44; lexis into syntax&#41;&#46; These findings are salient&#44; and are similar to non-verbal difficulties for solving problems&#44; so it is an interesting question worth working out in future research&#46;</p><p id="par0275" class="elsevierStylePara elsevierViewall">As just mentioned&#44; it is noticeable to observe the cognitive procedural limitations in non-verbal problem-solving tasks &#40;Blocks&#59; Image puzzles and Picture arrangement&#41;&#46; These difficulties might be compromising the capacity of composing a whole image or event representation out of fragments&#46; A similar difficulty could explain their inability to construct or to tell a story from pictures&#46; In narrative tasks&#44; each of the subjects spontaneously referred to isolated details&#46; They can correctly answer questions about episodes but they could not tell a complete story without aid&#46;</p><p id="par0280" class="elsevierStylePara elsevierViewall">The interpretation of the results of the G family do not rule out a simpler explanation of them or at least an influential factor&#58; The reduced and unsuccessful communicative practice&#44; the null meta-activity that the test are based on&#44; and the socio-cultural level&#44; all can undermine any cognitive or linguistic radical explanation of them&#46; Nevertheless&#44; the non-affected members of the family &#40;older aunt of the Proband and their children&#41; obtained normal results on the tests and conversations&#44; and set a limit to the influence of the socio-cultural factors&#46;</p></span><span id="sec0115" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0175">&#8220;Specific&#8221; Language Impairment</span><p id="par0285" class="elsevierStylePara elsevierViewall">As many authors suggest&#44; SLI seems to be not so specific &#40;see Part IV in <a class="elsevierStyleCrossRefs" href="#bib0120">Leonard&#44; 2014&#59; Serra&#44; 2006</a>&#41;&#46; A large number of cases have been reported in which subjects have a language profile that fits into SLI criteria but they also show other non-linguistic difficulties or deficits&#46; This was the case of the KE family and many others reported in studies of motor dysfunctions &#40;<a class="elsevierStyleCrossRef" href="#bib1235">Zelaznik &#38; Goffman&#44; 2010</a>&#41;&#46; In our G family&#44; in addition to these motor difficulties&#44; we have also observed clear auditory phonological&#47;phonetic inability&#46; According to our knowledge&#44; there are no references about motor and sensory disabilities simultaneously&#46;</p><p id="par0290" class="elsevierStylePara elsevierViewall">Other studies&#44; about short term and working memory deficits&#44; including procedural memory&#44; are offering promising data &#40;<a class="elsevierStyleCrossRefs" href="#bib0135">Lum&#44; Conti-Ramsden&#44; Morgan&#44; &#38; Ullman&#44; 2014&#59; Spaulding&#44; Plante&#44; &#38; Vance&#44; 2008</a>&#41;&#46; According to our results&#44; this line of research of procedural strategies for non-verbal problem solving should be deepened and included in diagnosis&#46;</p><p id="par0295" class="elsevierStylePara elsevierViewall">The case of the G family does not rule out and adds support to the hypothesis that SLI might not be &#8220;specific&#8221; to language but a consequence of a <span class="elsevierStyleItalic">combination</span> of other slight deficits in the acquisition period&#46; Some questions arise at this point&#58; Is SLI a consequence of deficits in other abilities in interaction that might compromise the natural language acquisition&#63; Our hypothesis is that SLI is comorbid to other more general shortfalls&#44; and this comorbidity is crucial in the critical periods for development and learning &#40;<a class="elsevierStyleCrossRefs" href="#bib0200">Serra&#44; 2002&#44; 2013</a>&#41;&#46; Is it possible to acquire a natural language competence under such maturational or impaired interaction of basic abilities&#63;</p></span></span><span id="sec0120" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0180">Conclusions</span><span id="sec0125" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0185">Genetics and SLI</span><p id="par0300" class="elsevierStylePara elsevierViewall">FOXP2 mutations have not been found in the G family&#46; But in front of the number of members affected by motor and languages difficulties it is clear that genetic factors are present and are candidates of causal factors&#46; Probably&#44; in the near future&#44; other genetic disruptions&#44; probably associated mutations of groups of genes&#44; will be discovered&#46; In any case&#44; the causal influence will be difficult to trace as particular for SLI&#46; It will be a major challenge to explain how protein disturbances&#44; for example&#44; lead to deviant language learning&#46; Together with those unknown complex links&#44; in an opposite direction&#44; recent studies find that many developmental problems&#44; that are phenotypically very distant&#44; such as Autism and SLI&#44; share similar mutations&#46;</p></span><span id="sec0130" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0190">Language impairment across generations</span><p id="par0305" class="elsevierStylePara elsevierViewall">We have confirmed the patterns of omissions errors and disabilities of Spanish SLI reported by us and elsewhere through the results of our testing for the three generations&#46; Together with this confirmation&#44; there is an important natural adaptation for communication that is worth retaining&#46;</p></span><span id="sec0135" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0195">Double language assessment</span><p id="par0310" class="elsevierStylePara elsevierViewall">It has been very relevant to assess subjects both in tests and in natural conversation&#46; The adults show an interesting adaptive communication pattern&#58; their natural use of language is simple but efficient for everyday life&#46; The young subject &#40;Proband&#41; shows a reverse pattern&#58; better results in the test situation &#40;still deficient&#41; than in natural language&#46;</p></span><span id="sec0140" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0200">Linguistic therapy</span><p id="par0315" class="elsevierStylePara elsevierViewall">Proband&#39;s language&#44; in spontaneous speech and test&#44; questions a strongly grammatical-based speech therapy for SLI&#46; This therapy does not seem to be very efficient for SLI daily living communication although it is useful in monitoring it and on test situations&#46; A therapy grounded on communicative competence with a repertoire of well coined and functional set of sentences&#44; together with a specific concern for information and reference acuity&#44; might be more efficient&#46; This approach would be in the direction of the outcome we have found in spontaneous adult SLI proficiency&#46;</p></span><span id="sec0145" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0205">SLI or LI</span><p id="par0320" class="elsevierStylePara elsevierViewall">Not all the impaired linguistic production found in G family can be explained only in terms of language competence&#46; Other cognitive abilities&#44; together with their executive support&#44; might be contributing to the actual SLI phenotype we have observed&#46; We have reported actual non-linguistic difficulties and deficits in the members of this family&#46; Those results give indirect support to the hypothesis&#44; and clarification&#44; that Specific Language Impairment might be clinically considered as a development &#8220;Language Impairment &#40;LI&#41;&#8221; with many variations and degrees that can end up fixed or &#8220;specific&#8221;&#46;</p></span></span><span id="sec0160" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0210">Conflict of interest</span><p id="par0380" class="elsevierStylePara elsevierViewall">The authors declare no conflict of interest&#46;</p></span><span id="sec0150" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0215">Funding</span><p id="par0325" class="elsevierStylePara elsevierViewall">This study received partial financial support by the Spanish agency or research &#40;SEJ-65236&#41;&#46;</p></span></span>"
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            4 => "Bases gen&#233;ticas del TEL"
            5 => "Mutaci&#243;n del gen <span class="elsevierStyleItalic">FOXP2</span>"
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        "resumen" => "<span id="abst0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0010">Purpose</span><p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">Three members of a family&#44; one of each generation&#44; are studied in order to obtain their SLI language profile&#44; together with motor and cognitive data&#46; Additional information on the absence of FOXP2 mutations is also provided&#46;</p></span> <span id="abst0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0015">Method</span><p id="spar0010" class="elsevierStyleSimplePara elsevierViewall">The language profile is twofold&#58; natural conversation and language tests&#44; and an evaluation of their cognitive abilities&#44; oral-motor praxis&#44; and laterality&#46;</p></span> <span id="abst0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0020">Results</span><p id="spar0015" class="elsevierStyleSimplePara elsevierViewall">Cognitive abilities &#40;short term and procedural working memory&#44; perception&#44; conceptual and coherence strategies&#41; are not at the average level&#46; General oral fine mobility &#40;not the speech apraxia&#41;&#44; fluency and auditory phonetic discrimination are impaired at different degrees&#46; The language phenotype exhibits lexical as well as syntactic processing difficulties as the main impairments&#46; The language competence of the adult members is simple but sufficient for everyday communication&#46;</p></span> <span id="abst0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0025">Conclusions</span><p id="spar0020" class="elsevierStyleSimplePara elsevierViewall">The long-standing language competence results of SLI show an adaptation in terms of simplicity&#44; high frequency strategies&#44; and pragmatic resources&#46; Language profile&#44; sensory-motor abilities and cognition favour a non-specific approach to the language acquisition impairment&#46;</p></span>"
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      "es" => array:3 [
        "titulo" => "Resumen"
        "resumen" => "<span id="abst0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0035">Objetivo</span><p id="spar0025" class="elsevierStyleSimplePara elsevierViewall">Estudiar tres miembros de una familia con Trastorno Espec&#237;fico del Lenguaje &#40;TEL&#41;&#44; uno de cada generaci&#243;n&#44; para obtener su perfil de lenguaje&#44; junto a otros datos de tipo motriz y cognitivo&#46; Se aporta informaci&#243;n adicional sobre la ausencia de mutaciones en el gen FOXP2&#46;</p></span> <span id="abst0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0040">M&#233;todo</span><p id="spar0030" class="elsevierStyleSimplePara elsevierViewall">El perfil del lenguaje que se presenta es doble&#58; Los datos provienen de conversaciones naturales y de tests de lenguaje&#46; Tambi&#233;n son evaluadas sus habilidades cognitivas&#44; sus praxias oro- motrices y su lateralidad&#46;</p></span> <span id="abst0035" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0045">Resultados</span><p id="spar0035" class="elsevierStyleSimplePara elsevierViewall">Las habilidades cognitivas de las memorias a corto termino y procedimental de trabajo&#44; la percepci&#243;n&#44; la conceptuaci&#243;n y las estrategias de construcci&#243;n de coherencia &#40;texto&#41;&#44; no alcanzan un nivel de normalidad&#46; La movilidad fina oral general &#40;no la apraxia de habla&#41;&#44; la fluidez&#44; y la fon&#233;tica auditiva son deficientes en grados diversos&#46; El fenotipo del lenguaje manifiesta sus m&#225;ximas dificultades de procesamiento en los niveles l&#233;xico y sint&#225;ctico&#46; Los adultos tienen un lenguaje coloquial muy simple pero normal&#46;</p></span> <span id="abst0040" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0050">Conclusiones</span><p id="spar0040" class="elsevierStyleSimplePara elsevierViewall">La competencia ling&#252;&#237;stica de los miembros mayores muestra una buena adaptaci&#243;n&#44; resaltando sus estrategias de simplicidad&#44; usos de alta frecuencia y buena pragm&#225;tica comunicativa&#46; El perfil del lenguaje&#44; las habilidades sensorio &#8211; motrices y las cognitivas favorecen una aproximaci&#243;n no especifica al TEL&#46;</p></span>"
        "secciones" => array:4 [
          0 => array:2 [
            "identificador" => "abst0025"
            "titulo" => "Objetivo"
          ]
          1 => array:2 [
            "identificador" => "abst0030"
            "titulo" => "M&#233;todo"
          ]
          2 => array:2 [
            "identificador" => "abst0035"
            "titulo" => "Resultados"
          ]
          3 => array:2 [
            "identificador" => "abst0040"
            "titulo" => "Conclusiones"
          ]
        ]
      ]
    ]
    "NotaPie" => array:4 [
      0 => array:3 [
        "etiqueta" => "1"
        "nota" => "<p class="elsevierStyleNotepara" id="npar0035">Our strict criteria for SLI diagnosis require the presence of deviant &#40;categorical&#41; errors&#44; like obligatory nuclei omissions&#44; after one year of help or therapy in children of more than four years&#46; If only functional errors are present &#40;article omissions&#44; agreement errors that are semantically and pragmatically irrelevant&#44; etc&#46;&#41;&#44; the subject is diagnosed as language delayed &#40;<a class="elsevierStyleCrossRef" href="#bib0200">Serra&#44; 2002</a>&#41;&#46;</p>"
        "identificador" => "fn0005"
      ]
      1 => array:3 [
        "etiqueta" => "2"
        "nota" => "<p class="elsevierStyleNotepara" id="npar0040">Puede consultarse Wikipedia para su historia y visitar you tube para ver videos de uno de los miembros afectados&#58; <span class="elsevierStyleInterRef" id="intr0010" href="https://www.youtube.com/watch?v=Fg2rLOkoL9Q">https&#58;&#47;&#47;www&#46;youtube&#46;com&#47;watch&#63;v&#61;Fg2rLOkoL9Q</span>&#46;</p>"
        "identificador" => "fn0010"
      ]
      2 => array:3 [
        "etiqueta" => "3"
        "nota" => "<p class="elsevierStyleNotepara" id="npar0045">Verbal praxia correspond to a fluent motor articulation of learned assemblies of connected speech&#46; Other specific&#44; but non-verbal praxia&#44; are seen in non symbolic sequences of sounds like animal imitation&#44; whistelling&#44; blowing&#44; balloon inflating&#44; etc&#46; Imitation of non-sense&#47;non-possible words would be on the border between the two types of praxia &#40;<a class="elsevierStyleCrossRef" href="#bib0235">Varley&#44; 2011</a>&#41;&#46; Similar to the reading impairment case&#44; here we should make the distinction between &#8220;Child apraxia of speech&#8221; for the learning difficulties and low competence&#44; in order to distinguish them from their loss&#46; In the case of Apraxia of speech&#44; the child knows what he or she wants to say&#44; but his&#47;her motor brain has difficulties in coordinating the muscle movements necessary to utter those words&#46;</p>"
        "identificador" => "fn0015"
      ]
      3 => array:3 [
        "etiqueta" => "4"
        "nota" => "<p class="elsevierStyleNotepara" id="npar0050">The low cultural background and the illiteracy of Grandmother might have been compromising the task comprehension of some subtests&#46; See blanks in the Tables&#46;</p>"
        "identificador" => "fn0020"
      ]
    ]
    "multimedia" => array:11 [
      0 => array:7 [
        "identificador" => "fig0005"
        "etiqueta" => "Figure 1"
        "tipo" => "MULTIMEDIAFIGURA"
        "mostrarFloat" => true
        "mostrarDisplay" => false
        "figura" => array:1 [
          0 => array:4 [
            "imagen" => "gr1.jpeg"
            "Alto" => 2009
            "Ancho" => 3001
            "Tamanyo" => 120818
          ]
        ]
        "descripcion" => array:1 [
          "en" => "<p id="spar0045" class="elsevierStyleSimplePara elsevierViewall">Family pedigree showing the provisional classification of SLI into affected and unaffected members&#46; Circles depict female members&#44; and squares male members&#46; Empty symbols represent unaffected and filled symbols SLI affected members&#46; Black symbols represent SLI confirmed diagnostics of family members included in the present study&#46; Grey symbols correspond to family members with probable SLI diagnostic but not available in the present study&#46;</p>"
        ]
      ]
      1 => array:7 [
        "identificador" => "tbl0005"
        "etiqueta" => "Table 1a"
        "tipo" => "MULTIMEDIATABLA"
        "mostrarFloat" => true
        "mostrarDisplay" => false
        "tabla" => array:2 [
          "leyenda" => "<p id="spar0110" class="elsevierStyleSimplePara elsevierViewall">Bold values correspond to examples of the instructions given by the examiner&#46;</p>"
          "tablatextoimagen" => array:1 [
            0 => array:2 [
              "tabla" => array:1 [
                0 => """
                  <table border="0" frame="\n
                  \t\t\t\t\tvoid\n
                  \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head  " align="left" valign="top" scope="col">Ability&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col">Task&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " colspan="3" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Percent of errorsNorm 0&#8211;5&#37;</th></tr><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Syllable repetition&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Double simple serial pairs of syllables repetition&#46;<span class="elsevierStyleItalic">Repeat the sounds&#58; pa</span> - <span class="elsevierStyleItalic">ma&#44; sa</span> - <span class="elsevierStyleItalic">pa&#44; ra</span> - <span class="elsevierStyleItalic">ma&#8230;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Series of syllable repetition&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Modus of series repetition &#40;slow tempo&#41;&#46;<span class="elsevierStyleItalic">Repeat these sounds</span>&#58; <span class="elsevierStyleItalic">pa</span> - <span class="elsevierStyleItalic">ka</span> - <span class="elsevierStyleItalic">ga&#59; ka</span> - <span class="elsevierStyleItalic">ga</span> - <span class="elsevierStyleItalic">pa&#59; fa</span> - <span class="elsevierStyleItalic">sa</span> - <span class="elsevierStyleItalic">ga&#46;&#46;&#46;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Minimal word pair discrimination&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Discrimination and articulation of minimal phonetic contrasting word pairs repetition&#46;<span class="elsevierStyleItalic">Repeat the words you are going to listening to&#58; seda</span>-<span class="elsevierStyleItalic">cera&#44; malla</span>-<span class="elsevierStyleItalic">calla&#8230;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">12&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">25&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top"><span class="elsevierStyleBold">75&#37;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Word repetition&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Repetition of words of 2&#8211;6 syllables&#46;<span class="elsevierStyleItalic">Repeat the next words&#58; chair&#44; elephant&#8230;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">20&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">30&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Non-word repetition&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Repetition of non-words of 3&#8211;5 syllables&#46;<span class="elsevierStyleItalic">Repeat the words you are listening to&#58; vasomida&#59; biboterana&#59; &#8230;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">12&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">25&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top"><span class="elsevierStyleBold">75&#37;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Sentence repetition&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Repetition of sentences of 4&#8211;10 words<span class="elsevierStyleItalic">Repeat the next sentences&#58; the oranges are sweet&#8230;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">32&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">8&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">53&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr></tbody></table>
                  """
              ]
              "imagenFichero" => array:1 [
                0 => "xTab927692.png"
              ]
            ]
          ]
        ]
        "descripcion" => array:1 [
          "en" => "<p id="spar0055" class="elsevierStyleSimplePara elsevierViewall">Phonology and phonetics under test conditions &#40;from TBL-R&#41;&#46; GM&#58; Grandmother&#59; M&#58; Mother&#59; PB&#58; Proband&#46;</p>"
        ]
      ]
      2 => array:7 [
        "identificador" => "tbl0010"
        "etiqueta" => "Table 1b"
        "tipo" => "MULTIMEDIATABLA"
        "mostrarFloat" => true
        "mostrarDisplay" => false
        "tabla" => array:3 [
          "leyenda" => "<p id="spar0115" class="elsevierStyleSimplePara elsevierViewall">Bold values correspond to examples of the instructions given by the examiner&#46;</p>"
          "tablatextoimagen" => array:1 [
            0 => array:2 [
              "tabla" => array:1 [
                0 => """
                  <table border="0" frame="\n
                  \t\t\t\t\tvoid\n
                  \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head  " align="left" valign="top" scope="col">Ability&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col">Task&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " colspan="3" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Percent of errors</th></tr><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Phonology&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Phonological &#40;not articulation&#41; errors in conversation &#40;Norm 0&#46;1&#37;&#41;<a class="elsevierStyleCrossRef" href="#tblfn0005"><span class="elsevierStyleSup">a</span></a>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;1&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">2&#46;3&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Fluency&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Blocks and repetitions of words&#44; in any place in the utterance &#40;Norm 1&#37;&#41;<a class="elsevierStyleCrossRef" href="#tblfn0010"><span class="elsevierStyleSup">b</span></a>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top"><span class="elsevierStyleBold">49&#37;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top"><span class="elsevierStyleBold">40&#37;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top"><span class="elsevierStyleBold">33&#37;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr></tbody></table>
                  """
              ]
              "imagenFichero" => array:1 [
                0 => "xTab927691.png"
              ]
            ]
          ]
          "notaPie" => array:2 [
            0 => array:3 [
              "identificador" => "tblfn0005"
              "etiqueta" => "a"
              "nota" => "<p class="elsevierStyleNotepara" id="npar0005">Levelt &#40;19890 estimates that normal speakers produce a 0&#46;1&#37; of errors&#46;</p>"
            ]
            1 => array:3 [
              "identificador" => "tblfn0010"
              "etiqueta" => "b"
              "nota" => "<p class="elsevierStyleNotepara" id="npar0010"><a class="elsevierStyleCrossRef" href="#bib0240">Venkatagiri &#40;2000&#41;</a>&#46;</p>"
            ]
          ]
        ]
        "descripcion" => array:1 [
          "en" => "<p id="spar0060" class="elsevierStyleSimplePara elsevierViewall">Phonology and Fluency in natural communication&#46;</p>"
        ]
      ]
      3 => array:7 [
        "identificador" => "tbl0015"
        "etiqueta" => "Table 2a"
        "tipo" => "MULTIMEDIATABLA"
        "mostrarFloat" => true
        "mostrarDisplay" => false
        "tabla" => array:3 [
          "leyenda" => "<p id="spar0070" class="elsevierStyleSimplePara elsevierViewall">&#8211; Task not performed because of comprehension difficulties&#44; even with examples in the instructions&#46;</p><p id="spar0120" class="elsevierStyleSimplePara elsevierViewall">Bold values correspond to examples of the instructions given by the examiner&#46;</p>"
          "tablatextoimagen" => array:2 [
            0 => array:2 [
              "tabla" => array:1 [
                0 => """
                  <table border="0" frame="\n
                  \t\t\t\t\tvoid\n
                  \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head  " align="left" valign="top" scope="col">Ability&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col">Task&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " colspan="3" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Percent range<a class="elsevierStyleCrossRef" href="#tblfn0025"><span class="elsevierStyleSup">a</span></a> &#40;direct punctuation in brackets&#41;</th></tr><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Lexical areas composition&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Semantic fluency&#58; Number of elements in one minute&#44; from TBL-R<span class="elsevierStyleItalic">Tell me all the animals that come to your mind</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">19&#8211;28 &#40;14&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">2 &#40;11&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1 &#40;12&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="" valign="top">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Phonological fluency&#58; Mean of number of words in one minute&#44; from TBL-R<span class="elsevierStyleItalic">Tell me all the words that come to your mind beginning with &#8220;F</span>&#8221;&#46; <span class="elsevierStyleItalic">Now with &#8220;A&#8221;&#46; Now with &#8220;S&#8221;&#46;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1 &#40;1&#46;5&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4 &#40;6&#46;5&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">70 &#40;20&#46;3&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr></tbody></table>
                  """
              ]
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                0 => "xTab927683.png"
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            1 => array:2 [
              "tabla" => array:1 [
                0 => """
                  <table border="0" frame="\n
                  \t\t\t\t\tvoid\n
                  \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head  " align="left" valign="top" scope="col">Ability&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col">Task&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " colspan="3" align="left" valign="top" scope="col">Percent range<a class="elsevierStyleCrossRef" href="#tblfn0025"><span class="elsevierStyleSup">a</span></a></th></tr><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Conceptual and semantic organization&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Word definitions &#40;with two levels of abstraction&#41; from WISC&#47;WAIS&#58;<span class="elsevierStyleItalic">&#191;What does boat&#44; winter&#44; appoint&#8230;mean&#63;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top"><span class="elsevierStyleBold">74&#37;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top"><span class="elsevierStyleBold">74&#37;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top"><span class="elsevierStyleBold">95&#37;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Recognizing semantic relation&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Item exclusion&#44; from BAT<span class="elsevierStyleItalic">Which one doesn&#8217;t belong to the group&#58; hand&#44; foot&#44; sock or head&#63;</span> &#40;Norm 0&#8211;5&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top"><span class="elsevierStyleBold">100&#37;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">40&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">40&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Antonym finding&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Antonym finding&#44; from BAT&#58; <span class="elsevierStyleItalic">I&#8217;ll tell you a word &#40;black&#41;&#44; and you&#8217;ll have to tell me which of the following word is the opposite&#58; red&#44; blue&#44; white&#44; green&#46;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">40&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">20&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">20&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Antonym production&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Antonym production&#44; from BAT<span class="elsevierStyleItalic">Prompt&#58; Closed&#59; Answer&#58; Open</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">20&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">60&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr></tbody></table>
                  """
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                0 => "xTab927685.png"
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            0 => array:3 [
              "identificador" => "tblfn0025"
              "etiqueta" => "a"
              "nota" => "<p class="elsevierStyleNotepara" id="npar0015"><a class="elsevierStyleCrossRef" href="#bib0050">Casals-Coll et al&#46; &#40;2013&#41;</a>&#46;</p>"
            ]
          ]
        ]
        "descripcion" => array:1 [
          "en" => "<p id="spar0065" class="elsevierStyleSimplePara elsevierViewall">Lexical and semantic abilities in test conditions &#40;Wechsler Scales&#44; TBL&#44; BAT&#41;&#46;</p>"
        ]
      ]
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        "identificador" => "tbl0020"
        "etiqueta" => "Table 2b"
        "tipo" => "MULTIMEDIATABLA"
        "mostrarFloat" => true
        "mostrarDisplay" => false
        "tabla" => array:2 [
          "tablatextoimagen" => array:1 [
            0 => array:2 [
              "tabla" => array:1 [
                0 => """
                  <table border="0" frame="\n
                  \t\t\t\t\tvoid\n
                  \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head  " align="left" valign="top" scope="col">Ability&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col">Task&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " colspan="3" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Percent of errors</th></tr><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Lexis in conversation&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Lexical access &#40;more than 3&#8243;&#41; and semantic mismatches including grammatical words &#40;Norm 0&#46;1<a class="elsevierStyleCrossRef" href="#tblfn0015"><span class="elsevierStyleSup">a</span></a>&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;6&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;8&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;1&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr></tbody></table>
                  """
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                0 => "xTab927687.png"
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            0 => array:3 [
              "identificador" => "tblfn0015"
              "etiqueta" => "a"
              "nota" => "<p class="elsevierStyleNotepara" id="npar0020"><a class="elsevierStyleCrossRef" href="#bib0125">Levelt &#40;1989&#41;</a> estimates that normal speakers produce a 0&#46;1&#37; of errors&#46;</p>"
            ]
          ]
        ]
        "descripcion" => array:1 [
          "en" => "<p id="spar0075" class="elsevierStyleSimplePara elsevierViewall">Lexical and semantic abilities in natural communication &#40;lexical errors over number of words&#41;&#46;</p>"
        ]
      ]
      5 => array:7 [
        "identificador" => "tbl0025"
        "etiqueta" => "Table 3a"
        "tipo" => "MULTIMEDIATABLA"
        "mostrarFloat" => true
        "mostrarDisplay" => false
        "tabla" => array:2 [
          "leyenda" => "<p id="spar0125" class="elsevierStyleSimplePara elsevierViewall">Bold values correspond to examples of the instructions given by the examiner&#46;</p>"
          "tablatextoimagen" => array:1 [
            0 => array:2 [
              "tabla" => array:1 [
                0 => """
                  <table border="0" frame="\n
                  \t\t\t\t\tvoid\n
                  \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="" valign="top" scope="col">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " colspan="3" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Percent of errorsNorm 0&#8211;5&#37;</th></tr><tr title="table-row"><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Ability&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Task&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Inflection&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Verb inflection&#46;Put the verb in the correct form<span class="elsevierStyleItalic">Prompt&#58; the police arrest the thief yesterday&#59; Answer&#58; the police arrested the thief yesterday&#46;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">45&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top"><span class="elsevierStyleBold">100&#37;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Inflection in non-sense words&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Non-sense verbs &#40;Berko task&#41;&#58; I will tell some sentences using very strange and unknown verbs&#46; What you have to do is use them correctly &#40;even if you don&#8217;t know their meaning&#41;&#46;<span class="elsevierStyleItalic">Prompt&#58; Tomorrow&#44; we MUAKING with you&#59; Answer&#58; Tomorrow we will MUAK with you</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">30&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top"><span class="elsevierStyleBold">100&#37;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Derivation&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Opposites&#46;<span class="elsevierStyleItalic">Tell the opposite noun&#46; Prompt&#58; fair&#59; Answer&#58; unfair</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr></tbody></table>
                  """
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                0 => "xTab927688.png"
              ]
            ]
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        ]
        "descripcion" => array:1 [
          "en" => "<p id="spar0080" class="elsevierStyleSimplePara elsevierViewall">Morphology &#40;derivation and inflection&#41; in test conditions &#40;TBL and BAT&#41;&#46;</p>"
        ]
      ]
      6 => array:7 [
        "identificador" => "tbl0030"
        "etiqueta" => "Table 3b"
        "tipo" => "MULTIMEDIATABLA"
        "mostrarFloat" => true
        "mostrarDisplay" => false
        "tabla" => array:2 [
          "tablatextoimagen" => array:1 [
            0 => array:2 [
              "tabla" => array:1 [
                0 => """
                  <table border="0" frame="\n
                  \t\t\t\t\tvoid\n
                  \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head  " align="left" valign="top" scope="col">Ability&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col">Task&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " colspan="3" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Percent of errorsNo norm<a class="elsevierStyleCrossRef" href="#tblfn0030"><span class="elsevierStyleSup">a</span></a></th></tr><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Lexis in conversation&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Lexical access &#40;more than 3&#8243;&#41; and semantic mismatches including grammatical words&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;6&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;8&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;1&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Inflection in conversation&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Errors in 200 sentences&#46;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;8&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;5&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;8&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr></tbody></table>
                  """
              ]
              "imagenFichero" => array:1 [
                0 => "xTab927689.png"
              ]
            ]
          ]
          "notaPie" => array:1 [
            0 => array:3 [
              "identificador" => "tblfn0030"
              "etiqueta" => "a"
              "nota" => "<p class="elsevierStyleNotepara" id="npar0025"><a class="elsevierStyleCrossRef" href="#bib0125">Levelt &#40;1989&#41;</a> estimates that normal speakers produce a 0&#46;1&#37; of errors&#46;</p>"
            ]
          ]
        ]
        "descripcion" => array:1 [
          "en" => "<p id="spar0085" class="elsevierStyleSimplePara elsevierViewall">Morphology &#40;inflection and derivation&#41; in natural use &#40;number of errors upon number of words&#41;&#46;</p>"
        ]
      ]
      7 => array:7 [
        "identificador" => "tbl0035"
        "etiqueta" => "Table 4a"
        "tipo" => "MULTIMEDIATABLA"
        "mostrarFloat" => true
        "mostrarDisplay" => false
        "tabla" => array:2 [
          "leyenda" => "<p id="spar0130" class="elsevierStyleSimplePara elsevierViewall">Bold values correspond to examples of the instructions given by the examiner&#46;</p>"
          "tablatextoimagen" => array:1 [
            0 => array:2 [
              "tabla" => array:1 [
                0 => """
                  <table border="0" frame="\n
                  \t\t\t\t\tvoid\n
                  \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head  " align="left" valign="top" scope="col">Ability&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col">Task&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " colspan="3" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Percent of errorsNorm 0&#8211;5&#37;</th></tr><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Syntactic comprehension&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Sentence-picture matching<span class="elsevierStyleItalic">Choose the image that fits the information you are hearing to&#58; the boy looks at the Mother</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">41&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">38&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top"><span class="elsevierStyleBold">100</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Syntactic production&#59;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Sentence construction from isolated words<span class="elsevierStyleItalic">Make a sentence using these words&#58; chair&#47;doctor&#47;sit&#59; tree&#47;green&#47;leaf&#47;look</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top"><span class="elsevierStyleBold">100</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top"><span class="elsevierStyleBold">80</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top"><span class="elsevierStyleBold">100</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Co-reference &#40;pronouns&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Pronominalization in sentences&#46; Replacing an indicated noun with a pronoun&#46; <span class="elsevierStyleItalic">Do as in the example&#58; prompt&#58; the girl wets the BOY&#59; answer&#58; the girl wets him &#40;boy&#41;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top"><span class="elsevierStyleBold">100</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">33&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">67&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Transformation&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Negation&#58; <span class="elsevierStyleItalic">I&#8217;m going to show you an image and you have to describe it with a phrase containing &#8220;don&#8217;t&#8221; or &#8220;doesn&#8217;t&#8221;&#58; the boy doesn&#8217;t wet the girl</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">60&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">60&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top"><span class="elsevierStyleBold">100</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Syntactic order control&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Change of order&#58; I will tell you some phrases and you have to change them so they mean the same even you change the order of its words&#46;<span class="elsevierStyleItalic">Example&#58; the mother educated the boy The boy is educated by the mother</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">60&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top"><span class="elsevierStyleBold">100</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Grammatical knowledge&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Grammatical judgement&#58; <span class="elsevierStyleItalic">I will tell you some phrases&#44; some of them are correct and others and not&#46; Say yes when a phrase is correct and no when it&#39;s not&#46;</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#8211;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">46&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top"><span class="elsevierStyleBold">92</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr></tbody></table>
                  """
              ]
              "imagenFichero" => array:1 [
                0 => "xTab927684.png"
              ]
            ]
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        ]
        "descripcion" => array:1 [
          "en" => "<p id="spar0095" class="elsevierStyleSimplePara elsevierViewall">Syntactic abilities measured in test conditions &#40;from BAT&#41;&#46;</p>"
        ]
      ]
      8 => array:7 [
        "identificador" => "tbl0040"
        "etiqueta" => "Table 4b"
        "tipo" => "MULTIMEDIATABLA"
        "mostrarFloat" => true
        "mostrarDisplay" => false
        "tabla" => array:2 [
          "tablatextoimagen" => array:1 [
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              "tabla" => array:1 [
                0 => """
                  <table border="0" frame="\n
                  \t\t\t\t\tvoid\n
                  \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head  " align="left" valign="top" scope="col">Ability&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col">Task&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " colspan="3" align="center" valign="top" scope="col">PercentNo norm<a class="elsevierStyleCrossRef" href="#tblfn0020"><span class="elsevierStyleSup">a</span></a></th></tr><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry  " rowspan="3" align="left" valign="top">Syntactic abilities in natural speech</td><td class="td" title="table-entry  " align="left" valign="top">Syntax errors in spontaneous speech &#40;profile&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;7&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;3&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">11&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Syntax ordering&#58; mistakes and unfinished sentences&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">11&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">13&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">19&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Inflection errors in 200 sentences&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;8&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;5&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;8&#37;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr></tbody></table>
                  """
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          "notaPie" => array:1 [
            0 => array:3 [
              "identificador" => "tblfn0020"
              "etiqueta" => "a"
              "nota" => "<p class="elsevierStyleNotepara" id="npar0030"><a class="elsevierStyleCrossRef" href="#bib0125">Levelt &#40;1989&#41;</a> estimates that normal speakers produce a 0&#46;1&#37; of errors&#46;</p>"
            ]
          ]
        ]
        "descripcion" => array:1 [
          "en" => "<p id="spar0100" class="elsevierStyleSimplePara elsevierViewall">Complex syntactic and discourse abilities in natural communication &#40;number of errors upon number of sentences&#41;&#46;</p>"
        ]
      ]
      9 => array:7 [
        "identificador" => "tbl0045"
        "etiqueta" => "Table 4c"
        "tipo" => "MULTIMEDIATABLA"
        "mostrarFloat" => true
        "mostrarDisplay" => false
        "tabla" => array:1 [
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              "tabla" => array:1 [
                0 => """
                  <table border="0" frame="\n
                  \t\t\t\t\tvoid\n
                  \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head  " align="left" valign="top" scope="col">Ability&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col">Task&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " colspan="3" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Percent of errors</th></tr><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">GM&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">M&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">PB&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry  " rowspan="3" align="left" valign="top">Coherence and cohesion in text</td><td class="td" title="table-entry  " align="left" valign="top">Conversation &#40;house&#44; trip&#8230;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">22&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">25&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Narration &#40;picnic&#44; sports&#44; games&#8230;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">50&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="left" valign="top">Description &#40;picture description&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">27&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">50&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr></tbody></table>
                  """
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        "descripcion" => array:1 [
          "en" => "<p id="spar0105" class="elsevierStyleSimplePara elsevierViewall">Text&#58; discourse &#40;world knowledge&#44; coherence and cohesion&#44; TBL-R&#41;&#46;</p>"
        ]
      ]
      10 => array:6 [
        "identificador" => "tb0005"
        "etiqueta" => "Box 1"
        "tipo" => "MULTIMEDIATEXTO"
        "mostrarFloat" => true
        "mostrarDisplay" => false
        "texto" => array:1 [
          "textoCompleto" => "<span class="elsevierStyleSections"><p id="par0340" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleBold">No FOXP2 mutations in a three generation family with SLI</span></p><p id="par0345" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleBold">Lourdes Martorell and Elisabet Vilella</span></p><p id="par0350" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleBold">Hospital Universitari Psiquiatric Institut Pere Mata&#44; IISPV&#44; Universitat Pere Virgili</span></p><p id="par0355" class="elsevierStylePara elsevierViewall">With the new advances in the genome studies&#44; an important step forward has been done identifying some possible genes as the providers for language and their pattern of inheritance &#40;<a class="elsevierStyleCrossRef" href="#bib0215">SLI Consortium&#44; 2004</a>&#41;&#46; SLI is a composite of abilities with an important genetic component&#44; confirmed through family aggregation studies &#40;<a class="elsevierStyleCrossRef" href="#bib0260">Barry&#44; Yasin&#44; &#38; Bishop&#44; 2007</a>&#41;&#44; and twin studies &#40;<a class="elsevierStyleCrossRefs" href="#bib0045">Bishop and Norbury&#44; 2002&#59; Bishop&#44; 2006</a>&#41;&#46; The first chromosome locus related with SLI was region 7q31&#44; identified in KE family &#40;<a class="elsevierStyleCrossRef" href="#bib0090">Gopnik &#38; Crago&#44; 1991</a>&#41;&#46; More recently&#44; genome-wide linkage analyses performed in SLI families have identified other chromosomal regions for mutations and elisions &#40;<a class="elsevierStyleCrossRefs" href="#bib0070">Fisher &#38; Scharff&#44; 2009&#59; Newbury &#38; Monaco&#44; 2010&#59; Newbury et al&#46;&#44; 2009</a>&#41;&#46; Heritability in SLI is estimated between 39 &#40;<a class="elsevierStyleCrossRef" href="#bib0285">Colledge et al&#46;&#44; 2002</a>&#41; and 54&#37; &#40;<a class="elsevierStyleCrossRef" href="#bib0290">DeThorne et al&#46;&#44; 2008</a>&#41; of diagnosed cases&#46;</p><p id="par0360" class="elsevierStylePara elsevierViewall">In this study&#44; the presence or absence of R553H and R328X FOXP2 mutations were checked&#46; Next the FOXP2 coding region was screened in order to identify new mutations in the coding region of the gene&#46; Genomic DNA was isolated from peripheral blood leucocytes by the Puregene DNA isolation Kit &#40;Gentra Systems&#44; Barcelona&#44; Spain&#41;&#46; FOXP2 genomic sequence <span class="elsevierStyleInterRef" id="intr0005" href="ncbi-n:NM_014491.2">NM&#95;014491&#46;2</span> &#40;<a class="elsevierStyleCrossRef" href="#bib0275">Maglott&#44; Ostell&#44; Pruitt&#44; &#38; Tatusova&#44; 2007</a>&#41; was used as reference sequence&#46; The G to A transition in exon 14 &#40;R553H&#41; was analysed by PCR-RFLP &#40;Polymerase Chain Reaction-Restriction Fragment Length Polymorphism&#41; as previously described &#40;<a class="elsevierStyleCrossRef" href="#bib0195">Sanjuan et al&#46;&#44; 2005</a>&#41;&#46; Expected genotypes were G&#47;G &#40;354-bp and 230-bp&#41; for the wild type and G&#47;A &#40;584-bp&#44; 354-bp and 230-bp&#41; for the presence of the heterozygote mutation&#46; The C to T transition in axon 7 &#40;R328X&#41; was analysed by PCR-CTPP &#40;Polymerase Chain Reaction-Confronting Two Primer Pairs&#41;&#46; Expected genotypes were C&#47;C &#40;106-bp&#41; for the wild type and C&#47;T &#40;106-bp and 136-bp&#41; for the presence of the heterozygote mutation&#46; Finally&#44; the DNA coding sequence and its flanked intronic regions of FOXP2 gene were screened by direct sequencing using the dye-labelled Dideoxy Terminator Cycle Sequencing Kit &#40;CEQ TM DTCS&#44; Beckman Coulter&#41; and run on a CEQ8000 DNA System &#40;Beckman Coulter&#41;&#46; We used primer sequences previously described by &#40;<a class="elsevierStyleCrossRef" href="#bib0140">MacDermot et al&#46;&#44; 2005</a>&#41;&#46;</p><p id="par0365" class="elsevierStylePara elsevierViewall">The genetic pattern of transmission is autosomal-dominant monogenic&#46; The percent of the available G family members affected by SLI is of 46&#37; &#40;in the KE family was 55&#37;&#41;&#46; We analysed the FOXP2 R553H and R238X variants in the three generation members affected and found that none of them presented mutations in those loci&#46; The DNA sequencing of all coding regions of the FOXP2 gene was also screened but no mutation was found&#46;</p><p id="par0370" class="elsevierStylePara elsevierViewall">The genetic results differ from what was expected&#46; The two mutations in FOXP2 associated to SLI described in the literature &#40;<a class="elsevierStyleCrossRefs" href="#bib0110">Lai&#44; Fisher&#44; Hurst&#44; Vargha-Khadem&#44; &#38; Monaco&#44; 2001&#59; MacDermot et al&#46;&#44; 2005</a>&#41; were not found&#46; In the sequencing analysis of all coding exons plus the flanking regions no mutation was identified&#46; However&#44; we cannot rule out that a relevant intronic mutation or a mutation in the promotor region of FOXP2 is present in G family&#46; Taking into consideration results from genome wide analysis &#40;<a class="elsevierStyleCrossRef" href="#bib0130">Li &#38; Bartlett&#44; 2012</a>&#41; the genetic basis of SLI in G family likely can lie in other chromosomal regions involving other genes&#46; The absence of FOXP2 mutation like in G family has also been described in many families suffering from SLI &#40;<a class="elsevierStyleCrossRefs" href="#bib0150">Monaco&#44; 2007&#59; Newbury et al&#46;&#44; 2002&#59; SLI Consortium&#44; 2004</a>&#41;&#46;</p><p id="par0375" class="elsevierStylePara elsevierViewall">In conclusion&#44; the 3 subjects of G family suffer from SLI but no FOX P2 mutation was found&#46; This result does not mean that there is not genetic basis of SLI&#46; The fact that many members of the same family suffer from the disorder&#44; leads us to guess that other mutations&#44; probably multiple and in many regions&#44; influence the delicate interactions that language learning involves&#46;</p></span>"
        ]
      ]
    ]
    "bibliografia" => array:2 [
      "titulo" => "References"
      "seccion" => array:1 [
        0 => array:2 [
          "identificador" => "bibs0005"
          "bibliografiaReferencia" => array:47 [
            0 => array:3 [
              "identificador" => "bib0010"
              "etiqueta" => "Archibald and Joanisse&#44; 2013"
              "referencia" => array:1 [
                0 => array:2 [
                  "contribucion" => array:1 [
                    0 => array:2 [
                      "titulo" => "Domain-specific and domain-general constraints on word and sequency learning"
                      "autores" => array:1 [
                        0 => array:2 [
                          "etal" => false
                          "autores" => array:2 [
                            0 => "L&#46; Archibald"
                            1 => "M&#46; Joanisse"
                          ]
                        ]
                      ]
                    ]
                  ]
                  "host" => array:1 [
                    0 => array:2 [
                      "doi" => "10.3758/s13421-012-0259-4"
                      "Revista" => array:6 [
                        "tituloSerie" => "Memory and Cognition"
                        "fecha" => "2013"
                        "volumen" => "41"
                        "paginaInicial" => "268"
                        "paginaFinal" => "280"
                        "link" => array:1 [
                          0 => array:2 [
                            "url" => "https://www.ncbi.nlm.nih.gov/pubmed/23011900"
                            "web" => "Medline"
                          ]
                        ]
                      ]
                    ]
                  ]
                ]
              ]
            ]
            1 => array:3 [
              "identificador" => "bib0260"
              "etiqueta" => "Barry et al&#46;&#44; 2007"
              "referencia" => array:1 [
                0 => array:2 [
                  "contribucion" => array:1 [
                    0 => array:2 [
                      "titulo" => "Heritable risk factors associated with language impairments"
                      "autores" => array:1 [
                        0 => array:2 [
                          "etal" => false
                          "autores" => array:3 [
                            0 => "J&#46;G&#46; Barry"
                            1 => "I&#46; Yasin"
                            2 => "D&#46; Bishop"
                          ]
                        ]
                      ]
                    ]
                  ]
                  "host" => array:1 [
                    0 => array:1 [
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                        "tituloSerie" => "Journal of Speech&#44; Language and Hearing Research"
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        "titulo" => "Acknowledgments"
        "texto" => "<p id="par0335" class="elsevierStylePara elsevierViewall">We want to manifest our gratitude&#44; first of all to the family under study&#44; especially to the Proband&#39;s mother&#46; We also want to thank Anna Mallat&#44; the first therapist of Proband&#44; for her clever insight in finding the family and also her invaluable help together with the teacher Elvira Teruel&#46; Many other people have helped at the Rovira i Virgili University &#40;Dr&#46; Joan Sala&#44; Dr&#46; Mar&#237;a Gracia Foglia&#41;&#44; and at the University of Barcelona &#40;David Aguilar&#44; Tha&#239;s Lorenzo and Noe Duque&#41;&#46;</p>"
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Article information

ISSN: 02144603
Original language: English

DOI:10.1016/j.rlfa.2015.06.002

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