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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...
Self-Discrepancy Theory02:45

Self-Discrepancy Theory

One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.
Self-Discrepancy and Its Effects01:29

Self-Discrepancy and Its Effects

Self-discrepancy theory explains how people compare their actual self to their ideal and ought selves and how mismatches between these self-guides can lead to emotional distress. Developed by E. Tory Higgins, the theory distinguishes among three components of self-concept: the actual self, the ideal self, and the ought self. These refer respectively to how individuals perceive themselves, how they aspire to be, and how they believe they are obligated to be. Emotional well-being, self-esteem,...
Lateralization01:28

Lateralization

Brain lateralization refers to the division of mental processes and functions between the two hemispheres of the brain, a phenomenon that optimizes neural efficiency and underpins complex abilities in humans. This specialization allows each hemisphere to perform tasks where it has a comparative advantage, facilitating more refined cognitive capabilities across different domains.
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: Jun 18, 2026

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

The discrepancy hypothesis in children with language disorders: does it work?

Anne L Keegstra1, Wendy J Post, Siena M Goorhuis-Brouwer

  • 1Department of Otorhinolaryngology, University Medical Center Groningen, University of Groningen, The Netherlands. a.l.keegstra@kno.umcg.nl

International Journal of Pediatric Otorhinolaryngology
|December 5, 2009
PubMed
Summary
This summary is machine-generated.

Children with language disorders often have discrepancies between their language comprehension and nonverbal skills. This suggests a need to consider language production, comprehension, and nonverbal abilities separately when assessing children with speech and hearing impairments.

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Published on: June 30, 2020

Area of Science:

  • Child Development
  • Speech-Language Pathology
  • Neuropsychology

Background:

  • Language disorders in children present complex challenges in diagnosis and intervention.
  • Understanding the interplay between verbal and nonverbal development is crucial for effective support.
  • Existing models may not fully capture the nuances of developmental discrepancies in children with language impairments.

Purpose of the Study:

  • To analyze the relationship between verbal and nonverbal development in children diagnosed with language problems.
  • To investigate discrepancies between language comprehension and nonverbal IQ scores.
  • To examine how these discrepancies vary based on the adequacy of language comprehension.

Main Methods:

  • Compared language comprehension scores (LCQ) and nonverbal IQ scores (SON-IQ) in 134 children with diagnosed language disorders.
  • Utilized t-tests to assess differences between mean scores and discrepancies.
  • Employed Bland-Altman-inspired plots to visualize the relationship between mean values and discrepancies.

Main Results:

  • Children with inadequate language comprehension (LCQ ≤ 80) showed a significantly higher rate (58%) of discrepancy (≥ 10 points) with nonverbal IQ compared to those with adequate comprehension (28%).
  • The discrepancy between language comprehension and nonverbal IQ was significant only in the group with inadequate language comprehension (p=0.000).
  • A notable percentage (43%) of children exhibited a discrepancy between language production and language comprehension.

Conclusions:

  • The traditional discrepancy hypothesis requires modification to account for distinct verbal and nonverbal abilities.
  • It is essential to consider language production, language comprehension, and nonverbal learning abilities as separate domains where discrepancies can occur.
  • Children with language comprehension deficits are more likely to exhibit discrepancies with their nonverbal functioning, highlighting the need for targeted assessments.