Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

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.
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...
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...
Genetic Lingo01:11

Genetic Lingo

Overview
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.
Dyslexia
Dyslexia is a...
Pedigree Analysis01:35

Pedigree Analysis

Overview

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Can we shift belief in the 'Law of Small Numbers'?

Royal Society open science·2022
Same author

An updated investigation of the multidimensional structure of language lateralization in left- and right-handed adults: a test-retest functional transcranial Doppler sonography study with six language tasks.

Royal Society open science·2021
Same author

Investigating the effects of handedness on the consistency of lateralization for speech production and semantic processing tasks using functional transcranial Doppler sonography.

Laterality·2021
Same author

Judging meaning: A domain-level difference between autistic and non-autistic adults.

Royal Society open science·2021
Same author

Psychoanalysis in the treatment of autism: why is France a cultural outlier?

BJPsych bulletin·2020
Same author

Testing the unitary theory of language lateralization using functional transcranial Doppler sonography in adults.

Royal Society open science·2019

Related Experiment Video

Updated: Jul 17, 2026

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

Making Sense of Listening: The IMAP Test Battery

Published on: October 11, 2010

Heritable risk factors associated with language impairments.

J G Barry1, I Yasin, D V M Bishop

  • 1Department of Experimental Psychology, University of Oxford, South Parks Road, Oxford, UK. johanna.barry@psy.ox.ac.uk

Genes, Brain, and Behavior
|January 20, 2007
PubMed
Summary

Genetic factors significantly impact children's language and literacy disorders. Non-word repetition tasks effectively identify familial risk for these developmental impairments, even in parents without diagnosed conditions.

More Related Videos

Investigating Protein-protein Interactions in Live Cells Using Bioluminescence Resonance Energy Transfer
11:46

Investigating Protein-protein Interactions in Live Cells Using Bioluminescence Resonance Energy Transfer

Published on: May 26, 2014

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
10:11

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

Related Experiment Videos

Last Updated: Jul 17, 2026

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

Making Sense of Listening: The IMAP Test Battery

Published on: October 11, 2010

Investigating Protein-protein Interactions in Live Cells Using Bioluminescence Resonance Energy Transfer
11:46

Investigating Protein-protein Interactions in Live Cells Using Bioluminescence Resonance Energy Transfer

Published on: May 26, 2014

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
10:11

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

Area of Science:

  • Developmental Psychology
  • Genetics
  • Linguistics

Background:

  • Children's language and literacy impairments have a strong genetic basis.
  • Understanding familial patterns of these impairments is crucial for early identification and intervention.

Purpose of the Study:

  • To investigate which aspects of language and literacy impairments are familial.
  • To identify potential phenotypic markers for genetic risk in parents of affected children.

Main Methods:

  • Compared 34 parents of children with language/literacy impairments to 33 parents of typically developing children.
  • Administered questionnaires on personal history of impairments and conducted psychometric testing (non-verbal IQ, memory, articulation, grammar, reading, spelling).

Main Results:

  • Parents of affected children reported higher rates of language/literacy impairments (32% vs. 6%).
  • Significant performance differences were observed in non-word repetition, oromotor, and digit span tasks.
  • Non-word repetition demonstrated the strongest discrimination between parent groups, even excluding overtly impaired individuals.

Conclusions:

  • Non-word repetition may serve as a sensitive marker for familial risk of language impairment.
  • Findings contribute to understanding the genetic architecture of specific language impairment (SLI).
  • Highlights the importance of considering familial history in assessing language and literacy disorders.