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Related Concept Videos

Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
Components of Language01:24

Components of Language

Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs. “eh”). Phonemes combine to...
Language Development01:22

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Intellectual Disability01:29

Intellectual Disability

Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Related Experiment Video

Updated: Jul 10, 2026

Making Sense of Listening: The IMAP Test Battery
11:25

Making Sense of Listening: The IMAP Test Battery

Published on: October 11, 2010

[Concerning specific language impairment: intelligibility in expressive language].

B Eisenwort1, P Marschik, A Fladerer

  • 1Institut für Medizinische Psychologie, Universität Wien. Brigitte.Eisenwort@univie.ac.at

Klinische Padiatrie
|July 31, 2004
PubMed
Summary

Children with expressive language disorder (SLI-E) have lower PCC-R scores than typically developing peers. These children struggle more with later-developing consonants, indicating significant phonetic challenges.

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07:18

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Area of Science:

  • Speech-language pathology
  • Developmental linguistics
  • Pediatric audiology

Context:

  • Expressive Language Impairment (SLI-E) affects phonetic development in toddlers.
  • Early identification of SLI-E is crucial for intervention.
  • Phonetic inventory differences are observable even at two years of age.

Purpose:

  • To compare PCC-R scores in children with expressive language disorder and typically developing children.
  • To investigate the impact of age, sex, and nonverbal intelligence on PCC-R scores.
  • To analyze consonant acquisition patterns in children with SLI-E.

Summary:

  • This study compared PCC-R scores of 19 children (4-6 years) with expressive language disorder to age- and sex-matched controls.
  • Children with expressive language disorder exhibited significantly lower PCC-R scores.
  • Performance was not influenced by age, sex, or nonverbal intelligence; however, children with SLI-E showed greater difficulty with later-developing consonants.

Impact:

  • Findings highlight significant phonetic challenges in children with expressive language disorder.
  • The study identifies specific difficulties in acquiring later-developing consonants.
  • Results can inform targeted therapeutic interventions for SLI-E.