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Related Concept Videos

Language Development01:22

Language Development

1.1K
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...
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Conduct Disorder01:28

Conduct Disorder

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Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...
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Learning Disabilities01:25

Learning Disabilities

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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.
Dyslexia
Dyslexia is a...
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Language and Cognition01:27

Language and Cognition

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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.
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Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

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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...
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Information Processing Approach01:30

Information Processing Approach

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
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[Language Competence and Behavioural Problems in Preschool].

J K Rißling1, J Melzer1, B Menke2

  • 1Zentrum für Klinische Psychologie und Rehabilitation, Universität Bremen.

Gesundheitswesen (Bundesverband Der Arzte Des Offentlichen Gesundheitsdienstes (Germany))
|October 31, 2015
PubMed
Summary
This summary is machine-generated.

Preschoolers with language disorders, especially in comprehension and pragmatics, face higher risks of behavioral and emotional issues. Early identification of specific language deficits is crucial for targeted interventions.

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Area of Science:

  • Child Psychology
  • Developmental Linguistics
  • Clinical Child Psychology

Background:

  • Children with language disorders are prone to behavioral and emotional challenges.
  • Understanding the link between specific language deficits and behavioral issues is essential for early intervention.

Purpose of the Study:

  • To investigate if behavioral problems in preschoolers vary based on the type of language impairment.
  • To examine the behavior of preschool children with distinct language impairments.

Main Methods:

  • Analysis of data from 540 preschool children (ages 4-5).
  • Classification of language impairments into phonetics/phonology, vocabulary, grammar, pragmatics, and multiple impairments.
  • Comparison with a control group (197 children) and assessment of emotional and behavioral problems.

Main Results:

  • Emotional and behavioral problems significantly differ based on the type of language deficit in preschoolers.
  • Deficits in language comprehension, pragmatic impairments, and multiple language impairments are associated with increased risk of behavioral problems and hyperactivity.
  • Language production deficits did not show a significant association with behavioral problems.

Conclusions:

  • The connection between language skills and emotional/behavioral problems warrants emphasis in preschool developmental monitoring.
  • Differentiated examination of pragmatic deficits and behavioral problems is vital for effective intervention planning.