Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

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...

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.

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.

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.
Dyslexia
Dyslexia is a...

Conduct Disorder

Conduct Disorder

Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...

Social Foundations of Self II: The Generalized Other

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.

You might also read

Related Articles

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

Sort by

Same author

Knowledge of the Unknown Child: A Systematic Review of the Elements of the Best Interests of the Child Assessment for Recently Arrived Refugee Children.

Clinical child and family psychology review·2016

Same author

Risk factors associated with challenging behaviour in people with profound intellectual and multiple disabilities.

Journal of intellectual disability research : JIDR·2016

Same author

Recovery of mouth-opening after closed treatment of a fracture of the mandibular condyle: a longitudinal study.

The British journal of oral & maxillofacial surgery·2014

Same author

Informal social networks of people with profound intellectual and multiple disabilities: relationship with age, communicative abilities and current living arrangements.

Journal of applied research in intellectual disabilities : JARID·2014

Same author

Age of diagnosis and evaluation of consequences of submucous cleft palate.

International journal of pediatric otorhinolaryngology·2013

Same author

Evaluation of preference for voice prosthesis.

Oral oncology·2012

Search research articles

Related Experiment Video

Updated: Jun 14, 2026

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Published on: October 3, 2018

Behavioural problems in young children with language problems.

A L Keegstra¹, W J Post, S M Goorhuis-Brouwer

¹Department of Otorhinolaryngology, University Medical Center Groningen, University of Groningen, PO Box 30.001, 9700 RB Groningen, The Netherlands. a.l.keegstra@kno.umcg.nl

International Journal of Pediatric Otorhinolaryngology

|April 3, 2010

Summary

This summary is machine-generated.

Young children with language problems exhibit more internalizing behavioral issues, as reported by mothers. Parental agreement on behavioral analysis was observed, with no significant differences linked to gender or language/non-verbal functioning severity.

More Related Videos

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

Practical Methodology of Cognitive Tasks Within a Navigational Assessment

Practical Methodology of Cognitive Tasks Within a Navigational Assessment

Published on: June 1, 2015

Related Experiment Videos

Last Updated: Jun 14, 2026

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Published on: October 3, 2018

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

Practical Methodology of Cognitive Tasks Within a Navigational Assessment

Practical Methodology of Cognitive Tasks Within a Navigational Assessment

Published on: June 1, 2015

Area of Science:

Developmental Psychology
Pediatric Speech-Language Pathology
Child Psychiatry

Background:

Language problems in young children can impact behavioral development.
Understanding parental perceptions of child behavior is crucial for early intervention.
Existing research highlights potential links between language deficits and behavioral issues.

Purpose of the Study:

To analyze behavioral problems in young children diagnosed with language impairments.
To compare parental reports of child behavior with normative Dutch population data.
To investigate the relationship between language problems, non-verbal intelligence, and behavioral issues.

Main Methods:

Utilized the Child Behaviour Checklist (CBCL 1.5-5) for parental assessment of 38 children with language problems.
Employed Chi-square tests, t-tests, and Mc Nemar tests for statistical comparisons.
Analyzed agreement between mothers and fathers, and compared internalizing vs. externalizing problems.

Main Results:

Mothers reported significantly more internalizing behavioral problems in children with language issues compared to Dutch peers.
Fathers also noted differences, though not statistically significant.
High agreement was found between parents regarding behavioral problem scales; no significant differences were observed between internalizing and externalizing problems, or by gender.

Conclusions:

Young children with language problems, particularly according to maternal reports, exhibit increased internalizing behaviors.
Parental consensus on behavioral analysis was evident, irrespective of problem type (internalizing/externalizing) or child's gender.
No significant correlation was found between the severity of language problems or non-verbal intelligence and the observed behavioral issues.