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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.
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...
Hearing01:31

Hearing

When we hear a sound, our nervous system is detecting sound waves—pressure waves of mechanical energy traveling through a medium. The frequency of the wave is perceived as pitch, while the amplitude is perceived as loudness.
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
Dyslexia is a...
Auditory Perception01:17

Auditory Perception

The auditory system is essential for sound perception, utilizing various critical structures. When sound waves enter the outer ear, they travel through the ear canal and cause the eardrum to vibrate. These vibrations are then transmitted to the middle ear, where three tiny bones – the malleus, incus, and stapes – amplify the sound. This amplification is crucial, as it ensures that the sound vibrations are strong enough to be conveyed to the inner ear. These vibrations then reach the cochlea, a...
Auditory Pathway01:15

Auditory Pathway

Auditory pathways constitute the complex neural circuits responsible for transmitting and interpreting auditory information from the peripheral auditory system to the brain. Sound waves are initially captured by the outer ear, funneled through the ear canal, and reach the tympanic membrane (eardrum). These vibrations are transmitted via the middle ear's ossicles to the inner ear's cochlea.
When viewed cross-sectionally, the cochlea reveals the scala vestibuli and scala tympani flanking the...

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Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
06:15

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

Published on: October 3, 2018

Syntactic development in Japanese hearing-impaired children.

Akie Fujiyoshi1, Kunihiro Fukushima, Tomoko Taguchi

  • 1Department of Otolaryngology-Head and Neck Surgery, Okayama University Postgraduate School of Medicine, Dentistry, and Pharmaceutical Science, Okayama, Japan.

The Annals of Otology, Rhinology & Laryngology. Supplement
|May 24, 2012
PubMed
Summary
This summary is machine-generated.

Hearing-impaired children often acquire complex Japanese grammar later than their normal-hearing peers. Early language development screening is crucial for effective intervention in these children.

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Audiology

Background:

  • Syntactic development is crucial for language comprehension.
  • Hearing impairment can significantly impact language acquisition.
  • Understanding developmental trajectories in Japanese grammar is essential for intervention.

Purpose of the Study:

  • To examine syntactic development in Japanese-speaking children with and without hearing impairment.
  • To identify age-related acquisition patterns of various syntactic structures.
  • To compare the acquisition timelines between normal-hearing and hearing-impaired children.

Main Methods:

  • Cross-sectional observational study of 592 children (421 normal-hearing, 171 hearing-impaired).
  • Utilized the Syntactic Processing Test for Aphasia for Japanese language users.
  • Employed linear regression analysis to estimate age of syntactic structure acquisition.

Main Results:

  • Both groups acquired basic word order (agent-object-verb) and goal benefactive constructions early.
  • Later acquisition (school age) observed for object-agent-verb, source benefactive, passive voice, and relative clauses.
  • Many hearing-impaired children may not acquire complex Japanese grammatical structures until age 12.

Conclusions:

  • Significant delays in syntactic development are evident in hearing-impaired children.
  • Early and adequate screening for language development is necessary for school-age hearing-impaired children.
  • Targeted interventions are required to support the acquisition of complex grammatical structures.