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Related Concept Videos

Language Development01:22

Language Development

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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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Language01:16

Language

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Language is a unique communication system that uses words and systematic rules to organize and transmit information. Unlike other forms of communication, which may involve postures, movements, odors, or vocalizations, language relies on symbols and grammar. This makes human communication distinct from that of other species, who also communicate but do not use language in the same way humans do.
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Components of Language01:24

Components of Language

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Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
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Language and Cognition01:27

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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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Long-term Depression01:05

Long-term Depression

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Long-term depression, or LTD, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTD is the process of synaptic weakening that occurs over time between pre and postsynaptic neuronal connections. The synaptic weakening of LTD works in opposition to synaptic strengthening by long-term potentiation (LTP) and together are the main mechanisms that underlie learning and memory.
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Long-term Depression01:03

Long-term Depression

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Long-term depression, or LTD, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTD is the process of synaptic weakening that occurs over time between pre and postsynaptic neuronal connections. The synaptic weakening of LTD works in opposition to synaptic strengthening by long-term potentiation (LTP) and together are the main mechanisms that underlie learning and memory.
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Related Experiment Video

Updated: Feb 13, 2026

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure
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The Lidcombe Program and child language development: Long-term assessment.

Juliet Imeson1, Robyn Lowe1, Mark Onslow1

  • 1a Australian Stuttering Research Centre , The University of Sydney , Sydney , Australia.

Clinical Linguistics & Phonetics
|March 16, 2018
PubMed
Summary
This summary is machine-generated.

The Lidcombe Program effectively reduces stuttering in children without hindering language development. Further research should explore other mechanisms for this successful speech therapy.

Keywords:
Stutteringchildrenlanguage impairmentstuttertreatment

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Area of Science:

  • Speech and Language Therapy
  • Childhood Communication Disorders

Background:

  • The Lidcombe Program is a leading treatment for childhood stuttering.
  • Understanding its efficacy mechanisms, particularly regarding language development, is crucial.

Purpose of the Study:

  • To investigate if stuttering reductions from the Lidcombe Program are linked to restricted language development in preschool children.
  • To extend existing research on the long-term effects of the Lidcombe Program on child language.

Main Methods:

  • Analysis of 10-minute parent-child conversation recordings from 11 preschool children.
  • Language samples collected at pre-treatment, 9, and 18 months post-treatment.
  • Utilized Software for Analyzing Language-Aptitude (SALT) for lexical diversity, utterance length, and sentence complexity.

Main Results:

  • Children achieved and maintained statistically significant reductions in stuttering at 18 months.
  • No evidence of restricted language development associated with the Lidcombe Program treatment was found.
  • Language skills, including lexical diversity and utterance complexity, remained unaffected.

Conclusions:

  • The Lidcombe Program is effective in reducing stuttering without negatively impacting language development in preschool children.
  • The mechanisms of Lidcombe Program efficacy likely lie outside the domain of language development.
  • Future research should explore alternative factors contributing to the success of this stuttering intervention.