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Language Development

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...

Piaget's Stage 2 of Cognitive Development

Piaget's Stage 2 of Cognitive Development

The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...

Language and Cognition

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.

Learning Disabilities

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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Components of Language

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...

Autism Spectrum Disorder

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.

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Related Experiment Video

Updated: Jun 19, 2026

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

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

Published on: December 14, 2012

Pragmatics in pre-schoolers with language impairments.

Hilde Geurts¹, Mariëtte Embrechts

¹Psychology/Psychonomics, University of Amsterdam, Amsterdam, the Netherlands. H.M.Geurts@uva.nl

International Journal of Language & Communication Disorders

|October 14, 2009

Summary

Parent questionnaires and direct testing for child pragmatics show some agreement but require careful interpretation. High specificity but poor sensitivity means results need cautious evaluation for language impairments.

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Area of Science:

Child language development
Clinical linguistics
Developmental psychology

Background:

Pragmatic language assessment varies by informant (parents, teachers, direct testing).
The Children's Communication Checklist--2 (CCC-2) is a common parent-reported tool.
The relationship between CCC-2 scores and direct pragmatic measures is not well understood.

Purpose of the Study:

To investigate the convergence between parent-reported pragmatic language (CCC-2) and direct pragmatic testing (Nijmegen Pragmatics Test - NPT).
To determine if these methods yield consistent findings in preschool children.

Main Methods:

Administered the CCC-2 and NPT to 24 preschoolers with language impairments and 33 typically developing peers (ages 4-7).
Compared results from the parent questionnaire and direct assessment.

Main Results:

Both CCC-2 and NPT distinguished between children with and without language impairments.
Correlations between the measures were low to moderate.
Instruments showed sufficient specificity but generally poor sensitivity.

Conclusions:

Parent reports and direct testing do not always converge for pragmatic language assessment.
Convergent findings are valid, but low sensitivity necessitates caution.
Improved cut-off scores are needed for better diagnostic accuracy.
Relying on a single instrument for diagnosing language impairments can be misleading.