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

909
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.
909
Information Processing Approach01:30

Information Processing Approach

684
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...
684
Language Development01:22

Language Development

1.0K
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...
1.0K
Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

4.0K
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...
4.0K
Learning Disabilities01:25

Learning Disabilities

687
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...
687
Role of Cerebellum and Prefrontal Cortex in Memory01:14

Role of Cerebellum and Prefrontal Cortex in Memory

1.3K
The cerebellum, while traditionally associated with motor control, also plays a crucial role in memory, particularly in procedural memory, which involves learning motor tasks that become automatic through repetition. For example, studies have shown that when the cerebellum is damaged, individuals or animals lose the ability to learn conditioned motor responses, such as the conditioned eye-blink response in classical conditioning experiments with rabbits. This study demonstrates the...
1.3K

You might also read

Related Articles

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

Sort by
Same authorSame journal

Prekindergarten and Kindergarten Predictors of Reading Comprehension in Monolingual English and Spanish-English Bilingual Sixth Graders.

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

Development and item selection of the language and dyslexia screening questionnaire in primary care settings.

Frontiers in pediatrics·2026
Same author

Mono(2-ethylhexyl) phthalate modulates bone marrow-derived APCs and exacerbates allergic lung inflammation <i>via</i> PPARγ-dependent pro-inflammatory signaling.

Immunopharmacology and immunotoxicology·2026
Same author

The influence of reader and text characteristics on sixth graders' inference making.

Journal of research in reading·2025
Same author

Working Memory Structure in Young Spanish-English Bilingual Children.

Bilingualism (Cambridge, England)·2025
Same author

The Efficacy of <i>Story Champs</i> for Improving Oral Language in Third-Grade Spanish-English Bilingual Students With Developmental Language Disorder.

Language, speech, and hearing services in schools·2024

Related Experiment Video

Updated: Mar 7, 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

19.1K

Executive Function in Preschoolers with Primary Language Impairment.

Hui-Chun Yang1, Shelley Gray1

  • 1Arizona State University, Tempe.

Journal of Speech, Language, and Hearing Research : JSLHR
|February 15, 2017
PubMed
Summary
This summary is machine-generated.

Preschoolers with primary language impairment (PLI) exhibit executive function (EF) deficits in updating and mental-set shifting, but not inhibition, compared to typically developing peers. These domain-general EF challenges may stem from underlying language difficulties.

More Related Videos

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

8.3K
Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

8.6K

Related Experiment Videos

Last Updated: Mar 7, 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

19.1K
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

8.3K
Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

8.6K

Area of Science:

  • Developmental Psychology
  • Neuroscience
  • Linguistics

Background:

  • Primary language impairment (PLI) affects language development in preschoolers.
  • Executive functions (EF) are crucial cognitive skills for goal-directed behavior.
  • The relationship between PLI and EF deficits requires further investigation.

Purpose of the Study:

  • To determine if preschoolers with PLI have executive function (EF) deficits compared to typically developing (TD) peers.
  • To examine updating, inhibition, and mental-set shifting abilities in children with PLI.
  • To differentiate between language-based and EF-based performance deficits.

Main Methods:

  • Twenty-two preschoolers with PLI and 30 TD preschoolers participated.
  • Computerized tasks assessed linguistically and visually based executive functions (EF).
  • Inhibition, updating, and mental-set shifting were the core EF components evaluated.

Main Results:

  • Children with PLI performed significantly worse on updating and mental-set shifting tasks (linguistic and visual).
  • No significant differences were found between PLI and TD groups in inhibition tasks.
  • Performance deficits in PLI were observed across both language-based and visual-based EF tasks.

Conclusions:

  • Preschoolers with PLI demonstrate domain-general executive function (EF) deficits in updating and mental-set shifting.
  • Inhibition appears to be preserved in preschoolers with PLI, as measured by these tasks.
  • Findings suggest EF challenges in PLI may not solely be language-dependent.