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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...
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.
Socioemotional Experience and Gender Development01:30

Socioemotional Experience and Gender Development

Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
Social Foundations of Self II: The Generalized Other01:20

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.
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.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
Impact of Social Context on Individuals01:21

Impact of Social Context on Individuals

Social psychology examines how the real or imagined presence of others influences individuals' thoughts, feelings, and behaviors. A key concept in this field is the role of social context in shaping behavior. The same individual may act differently depending on the social setting, due to the varying expectations and norms associated with each environment. This context-dependent behavior illustrates the influence of social roles, which prescribe appropriate conduct in specific situations.Social...

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Related Experiment Video

Updated: May 12, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Modeling socioeconomic status effects on language development.

Michael S C Thomas1, Neil A Forrester, Angelica Ronald

  • 1Developmental Neurocognition Lab, Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London.

Developmental Psychology
|April 3, 2013
PubMed
Summary
This summary is machine-generated.

Socioeconomic status (SES) impacts child development. Computational models show SES effects on language acquisition are best explained by varied learning abilities and consistent environmental input, not just SES itself.

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Area of Science:

  • Developmental Psychology
  • Computational Modeling
  • Linguistics

Background:

  • Socioeconomic status (SES) is a known environmental factor influencing child language and cognitive development.
  • The precise causal mechanisms linking SES to developmental outcomes remain largely unelucidated.
  • Previous research has not extensively utilized computational models to investigate SES effects on development.

Purpose of the Study:

  • To employ computational developmental models to simulate and understand Socioeconomic Status (SES) effects on English past-tense acquisition.
  • To integrate models of development with individual differences, population-level analysis, and genetic/intrinsic factors.
  • To explore the interplay between environmental factors, learning abilities, and SES in language development.

Main Methods:

  • Utilized a computational model of development to simulate English past-tense acquisition using a dataset (Bishop, 2005).
  • Manipulated environmental information within the model to replicate observed SES effects.
  • Incorporated individual differences in learning abilities and environmental quality, alongside population-level simulations.

Main Results:

  • The computational model successfully captured qualitative patterns of regularity effects and SES predictive power observed in empirical data.
  • Simulations suggest that variations in learning abilities, rather than environmental input quality, better explain the observed SES effects.
  • The model predicted that SES reliably predicts gifted performance but not delayed performance in children, a finding supported by the data.

Conclusions:

  • Computational models offer a valuable framework for investigating the complex relationship between SES and child development.
  • Individual differences in learning capacity, coupled with relatively consistent environmental input, appear crucial for understanding SES influences on language acquisition.
  • The study highlights limitations in inferring developmental mechanisms solely from individual differences data and suggests gene-environment interactions.