Study of Voluntary Regulation in 5- and 6-year-old Children with and without Speech and Language Pathology



The aim of the present study was to investigate voluntary regulation in 5- and 6-years-old children with speech and language pathology (n = 116) and with normal language development (n = 134). Children performed tasks measured the inhibition of verbal behavior (“Yes-No” and “Night-Day” tests), working and short-term memory, knowledge of classroom rules, and an ability to follow verbal instruction. It was found that regardless of their age, children with speech and language pathology did not differ from their normally developing counterparts on the measures of short-term memory for words, working memory for digits, and working memory for following multi-step instruction. Moreover, they outperformed children without speech and language pathology on the measure of short-term memory for digits and named more classroom rules. At the same time, they showed lower scores on the measures of inhibition of verbal behavior. Regardless of language development status, 5-year old children demonstrated lowers scores on working memory for digits and test “Yes-No.” Partial correlations (controlling for age) demonstrated that working memory is an important component of voluntary self-regulation for both children with and without speech and language pathology. For children with speech and language pathology interference control was important for the task that measured their ability to follow multistep instruction.

General Information

Keywords: voluntary regulation, inhibition, working memory, preschool children with speech and language pathology

Journal rubric: Empirical Research

Article type: scientific article

For citation: Zababurina O., Savina E.A. Study of Voluntary Regulation in 5- and 6-year-old Children with and without Speech and Language Pathology [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2015. Vol. 4, no. 1, pp. 48–63. (In Russ., аbstr. in Engl.)


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Information About the Authors

O. Zababurina, PhD in Psychology, Associate Professor, Department of General and Development Psychology, Orel State University, Moscow, Russia, e-mail:

Elena A. Savina, Doctor of Psychology, Professor, Associate Professor, Department of Graduate Psychology, James Madison University, Harrisonburg, USA, e-mail:



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