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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.
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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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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

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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...
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Higher Mental Functions of the Brain: Language

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Intellectual Disability01:29

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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...

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The interface between neighborhood density and optional infinitives: normal development and Specific Language

Jill R Hoover1, Holly L Storkel, Mabel L Rice

  • 1University of Kansas. jillhoov@indiana.edu

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Typically developing children avoid optional infinitives with dense verbs, unlike children with Specific Language Impairment (SLI). This study explores verb neighborhood density effects in language development and SLI.

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Speech-Language Pathology

Background:

  • Children's language acquisition involves complex grammatical structures.
  • Specific Language Impairment (SLI) affects language development in children.
  • Verb neighborhood density is a linguistic factor that may influence grammatical development.

Purpose of the Study:

  • To investigate the impact of verb neighborhood density on the use of optional infinitives in typically developing (TD) children and children with SLI.
  • To compare how TD children and children with SLI process linguistic complexity related to verb density.

Main Methods:

  • Two production tasks were administered to 40 children (20 TD, 20 SLI).
  • Tasks assessed third person singular production using sentences with dense and sparse verbs.
  • Children's accuracy in using optional infinitives was analyzed in relation to verb density.

Main Results:

  • TD children showed significantly lower accuracy with optional infinitives when using dense verbs compared to sparse verbs.
  • Children with SLI did not exhibit a significant difference in optional infinitive use based on verb neighborhood density.
  • Further analysis ruled out heterogeneous effects or floor effects as explanations for the SLI group's results.

Conclusions:

  • Verb neighborhood density influences grammatical production in TD children.
  • Children with SLI may process grammatical structures differently, showing a lack of sensitivity to verb neighborhood density.
  • Findings support existing theoretical accounts of language development and SLI in English-speaking children.