Abstract
Socioemotional problems and linguistic abilities in preschool children. Psycholinguistic abilities, gramatical comprehension and pragmatic skills were analysed on a sample comformed by 82 preschool children. Our aim is to evaluate the relationship between language impairments and socio-emotional problems. From their scores on a number of language tests and pragmatic protocol there are evidence of expected association. Internalizing and inattention symtomatic children were deficient on the lenguage comprehension in terms of the extent as the frequency. The results will highlight the implications for clinical practice and for school practice. Sistematic assesment of language in the early period of school are needed to prevent socio-emocional problems.
