Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

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.
Gestalt Principles of Perception01:21

Gestalt Principles of Perception

Gestalt principles provide a framework for understanding how humans perceive objects as unified wholes within their context. These principles are essential in explaining the cognitive processes that make sense of complex visual stimuli by organizing them into coherent groups. One fundamental principle is proximity, which posits that objects located close to each other are perceived as a collective group. For instance, when dots are positioned near one another, the visual system interprets them...
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
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...
Perception01:28

Perception

Perception is a fundamental psychological process that enables individuals to organize, interpret, and consciously experience sensory information. This process is crucial for understanding and interacting with the world around us. It includes both bottom-up and top-down processing, each playing a distinct role in how we perceive our environment.
Bottom-up processing begins at the sensory level, where receptors detect external environmental stimuli. These could include the tactile sensation of...
Visual Agnosia01:12

Visual Agnosia

Visual agnosia is a condition characterized by the inability to recognize visually presented objects despite having normal vision. For instance, a person with visual agnosia can describe the shape and color of an object but cannot identify or name it. This impairment does not affect their visual field, acuity, color vision, brightness discrimination, language, or memory. An example of this condition in a social setting is someone at a dinner party asking for "that silver thing with a round end"...

You might also read

Related Articles

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

Sort by
Same author

Temporal coordination of articulatory movements across speech segments: Fixed onsets with flexible kinematic trajectories.

The Journal of the Acoustical Society of America·2026
Same author

Precision of Tongue Control for Task-Relevant Articulatory Goals Diminishes Without Real-Time Auditory Feedback.

Journal of speech, language, and hearing research : JSLHR·2026
Same author

How auditory development affects language acquisition: Influences of socioeconomic status and gestational age at birth.

PloS one·2026
Same author

Vibrotactile signals can aid recognition of spectrally degraded speech signals.

JASA express letters·2026
Same author

Poor Spectral Modulation Sensitivity Disrupts Development of Phonological Sensitivity: Evidence From Children With Histories of Chronic Otitis Media.

Journal of speech, language, and hearing research : JSLHR·2025
Same author

Perceptual weighting strategies of adolescents with normal hearing or cochlear implants.

The Journal of the Acoustical Society of America·2025

Related Experiment Video

Updated: May 8, 2026

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
10:11

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

A new perspective on developmental language problems: Perceptual organization deficits.

Susan Nittrouer1

  • 1Department of Otolaryngology, The Ohio State University.

Perspectives on Language Learning and Education
|August 27, 2013
PubMed
Summary

Children with dyslexia and other language issues struggle with auditory processing. This study suggests difficulties stem from organizing sound, not just detecting it.

Area of Science:

  • Neuroscience
  • Speech and Language Pathology
  • Developmental Psychology

Background:

  • Children with dyslexia and other language impairments often exhibit difficulties processing auditory speech signals.
  • Current diagnostic frameworks propose auditory processing deficits, focusing on sensory detection and discrimination issues.

Purpose of the Study:

  • To re-examine the prevailing hypothesis of auditory processing deficits in children with language impairments.
  • To propose an alternative explanation for auditory processing difficulties, focusing on the organization of sensory information.

Main Methods:

  • This study is theoretical, re-examining existing literature and diagnostic criteria.
  • It analyzes the conceptualization of auditory processing deficits in relation to language comprehension.

More Related Videos

Exploring Infant Sensitivity to Visual Language using Eye Tracking and the Preferential Looking Paradigm
06:07

Exploring Infant Sensitivity to Visual Language using Eye Tracking and the Preferential Looking Paradigm

Published on: May 15, 2019

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder
09:13

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Published on: April 22, 2015

Related Experiment Videos

Last Updated: May 8, 2026

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
10:11

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

Exploring Infant Sensitivity to Visual Language using Eye Tracking and the Preferential Looking Paradigm
06:07

Exploring Infant Sensitivity to Visual Language using Eye Tracking and the Preferential Looking Paradigm

Published on: May 15, 2019

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder
09:13

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Published on: April 22, 2015

Main Results:

  • The article challenges the notion that auditory processing deficits solely stem from sensory detection or discrimination problems.
  • It posits that the core issue lies in the neural organization of auditory input for language comprehension.

Conclusions:

  • Difficulties in auditory processing for children with language impairments, including dyslexia, may not originate from basic sensory perception.
  • The organization and integration of acoustic information for higher-level language understanding are critical areas for further investigation.