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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.
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...
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
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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.
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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...
Language01:16

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Language is a unique communication system that uses words and systematic rules to organize and transmit information. Unlike other forms of communication, which may involve postures, movements, odors, or vocalizations, language relies on symbols and grammar. This makes human communication distinct from that of other species, who also communicate but do not use language in the same way humans do.
Corballis and Suddendorf (2007) and Tomasello and Rakoczy (2003) highlight the role of language in...

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Related Experiment Video

Updated: Jun 5, 2026

Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks
08:32

Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks

Published on: September 5, 2019

Specific language impairment: a deficit in grammar or processing?

M F Joanisse1, M S Seidenberg

  • 1Neuroscience Program, University of Southern California, USC Neuroscience HNB-18, Los Angeles, CA 90089-2520, USA.

Trends in Cognitive Sciences
|January 20, 2011
PubMed
Summary
This summary is machine-generated.

Specific Language Impairment (SLI) may stem from phonological processing deficits impacting grammar and working memory. This research clarifies the link between speech processing and language learning challenges in children with SLI.

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Last Updated: Jun 5, 2026

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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:

  • Child language acquisition
  • Developmental linguistics
  • Speech and language pathology

Background:

  • Specific Language Impairment (SLI) affects children with normal development but delayed language skills.
  • Two hypotheses exist: innate grammar deficits or information-processing deficits.
  • SLI is linked to speech processing issues, but the connection to grammar impairments is unclear.

Purpose of the Study:

  • To investigate the role of phonology in linking speech processing deficits to grammatical impairments in SLI.
  • To propose phonology as a key factor in language learning and working memory for children with SLI.

Main Methods:

  • The study reviews existing evidence on SLI, speech processing, and phonological roles.
  • It synthesizes findings to connect auditory processing with grammatical and working memory challenges.

Main Results:

  • Phonology, a speech-based system, is proposed as the crucial link.
  • Phonological deficits can impair the learning of linguistic generalizations.
  • Phonological processing is vital for working memory functions essential for language learning.

Conclusions:

  • Phonological impairments offer a unified explanation for the diverse language deficits in SLI.
  • Addressing phonological processing may be key to improving language outcomes for children with SLI.
  • This perspective reframes the understanding of SLI etiology and intervention targets.