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Related Concept Videos

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...
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 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.
Socioemotional Development during Infancy01:30

Socioemotional Development during Infancy

Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types
Stella Chess...
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...
Causes of Social Behavior II: Cognitive Processes01:15

Causes of Social Behavior II: Cognitive Processes

Cognitive processes affect social behavior by guiding how individuals perceive, interpret, and respond to social stimuli. These mental processes enable individuals to assess others' behaviors, attribute causes to their actions, and form expectations based on past experiences.Causes of Behavior and Social JudgmentsIndividuals determine the causes of others' behaviors by distinguishing between personal traits and external circumstances. For example, if a friend frequently arrives late, an...

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Related Experiment Video

Updated: Jul 11, 2026

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
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Published on: December 14, 2012

Subtyping stuttering II: contributions from language and temperament.

Carol Hubbard Seery1, Ruth V Watkins, Sarah C Mangelsdorf

  • 1University of Wisconsin-Milwaukee, Comm. Sciences and Disorders Department, P.O. Box 413, Enderis Hall 873, Milwaukee, WI 53201, USA. cseery@uwm.edu

Journal of Fluency Disorders
|September 11, 2007
PubMed
Summary

Investigating subtypes of childhood stuttering requires understanding language ability and temperament. This research explores how these factors influence stuttering profiles in young children, guiding future studies.

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Area of Science:

  • Speech and Language Pathology
  • Developmental Psychology
  • Childhood Disorders

Background:

  • Subtyping efforts in childhood stuttering have had limited impact on clinical understanding.
  • Varied profiles exist among young children who stutter, necessitating further investigation.
  • The interplay of language and temperament rapidly evolves during the preschool years.

Purpose of the Study:

  • To explore the relevance of language ability and temperament to stuttering subtypes in children.
  • To guide future research on identifying and characterizing childhood stuttering subtypes.
  • To discuss the developmental dynamics influencing stuttering profiles.

Main Methods:

  • Literature review focusing on language ability and temperament in children who stutter.
  • Analysis of existing research to identify patterns and associations.
  • Consideration of theoretical issues in stuttering classification (categorical vs. continuous).

Main Results:

  • Language and temperament variables show potential associations with stuttering development.
  • Individual differences in skills and developmental profiles are significant.
  • Rapid developmental changes in preschool years create diverse profiles.

Conclusions:

  • Language ability and temperament are crucial variables for understanding stuttering subtypes.
  • Future research should integrate these factors to refine stuttering classification.
  • A nuanced approach is needed, considering the continuous nature and developmental trajectory of stuttering.