Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Language Development

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...

Learning Disabilities

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...

Language and Cognition

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.

Higher Mental Functions of the Brain: Language

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...

You might also read

Related Articles

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

Sort by

Same author

Longitudinal profiles of executive functioning from infancy to 5 years of age-A FinnBrain Birth Cohort Study.

Child development·2026

Same author

Unpredictable maternal signals and developmental profiles of child executive function from infancy to early childhood.

Developmental cognitive neuroscience·2026

Same author

Infant temperament predicts early communicative skills in the FinnBrain Birth Cohort Study.

Journal of communication disorders·2025

Same author

Latent Profiles of Early Language Development in a Large Finnish-Speaking Sample of the FinnBrain Birth Cohort Study.

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

Same author

Maternal Emotional Availability Supports Child Communicative Development Regardless of Child Temperament-Findings From the FinnBrain Birth Cohort Study.

Infancy : the official journal of the International Society on Infant Studies·2025

Same author

Introducing the Intra-Individual Variability Hypothesis in Explaining Individual Differences in Language Development.

Journal of speech, language, and hearing research : JSLHR·2024

Search research articles

Related Experiment Video

Updated: Feb 19, 2026

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

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

Published on: December 14, 2012

Procedural Motor Learning in Children With Specific Language Impairment.

Teenu Sanjeevan¹, Elina Mainela-Arnold^1,2

¹Department of Speech-Language Pathology, University of Toronto, Ontario, Canada.

Journal of Speech, Language, and Hearing Research : JSLHR

|November 2, 2017

Summary

Children with specific language impairment (SLI) showed modest deficits in complex motor sequencing but normal visual-motor adaptation, suggesting the procedural deficit hypothesis needs refinement.

More Related Videos

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

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

Published on: June 30, 2020

Practical Methodology of Cognitive Tasks Within a Navigational Assessment

Practical Methodology of Cognitive Tasks Within a Navigational Assessment

Published on: June 1, 2015

Related Experiment Videos

Last Updated: Feb 19, 2026

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

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

Published on: December 14, 2012

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

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

Published on: June 30, 2020

Practical Methodology of Cognitive Tasks Within a Navigational Assessment

Practical Methodology of Cognitive Tasks Within a Navigational Assessment

Published on: June 1, 2015

Area of Science:

Developmental Psychology
Neuroscience
Speech and Language Pathology

Background:

Specific language impairment (SLI) is a developmental disorder impacting language and motor skills.
The procedural deficit hypothesis (PDH) links motor difficulties in SLI to procedural memory deficits.

Purpose of the Study:

To investigate the procedural motor learning abilities of children with and without SLI.
To test the validity of the procedural deficit hypothesis in SLI.

Main Methods:

Thirteen children with SLI and 14 typically developing children participated.
Procedural learning was assessed using a knot-tying task (motor sequencing) and a mirror-drawing task (visual-motor adaptation).

Main Results:

Children with SLI made more errors on certain knot-tying tasks but performed comparably on others.
Performance on the mirror-drawing task was comparable between children with SLI and typically developing children.

Conclusions:

The procedural deficit hypothesis requires modification, as sequence learning deficits in SLI are task-specific and modest.
Visual-motor adaptation appears unaffected in children with specific language impairment.