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Related Concept Videos

Language Development01:22

Language Development

686
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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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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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.
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Autism Spectrum Disorder01:19

Autism Spectrum Disorder

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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
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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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Operant Conditioning Intervention01:24

Operant Conditioning Intervention

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Operant conditioning serves as a foundational principle in therapeutic interventions aimed at modifying maladaptive behaviors. Central to this approach is the notion that behaviors, both adaptive and maladaptive, are learned through reinforcement. By analyzing the environmental factors that reinforce problematic behaviors, clinicians can design interventions to weaken these reinforcements and replace maladaptive behaviors with healthier alternatives.
In operant conditioning, behaviors that are...
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Related Experiment Video

Updated: Dec 5, 2025

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
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Intervention in Syntactic Skills in Pupils with Developmental Language Disorder.

Víctor M Acosta-Rodríguez1, Gustavo M Ramírez-Santana, Sergio Hernández Expósito

  • 1Universidad de La Laguna.

Psicothema
|October 19, 2020
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Summary

This study shows that an intervention program improved syntactic skills in children with typical development and developmental language disorder. The program was particularly effective for recalling and structuring sentences.

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Education

Background:

  • Syntactic skills are crucial for language development.
  • Children with developmental language disorder often exhibit syntactic deficits.
  • Early intervention can mitigate language impairments.

Purpose of the Study:

  • To evaluate an intervention program's effectiveness on syntactic skills.
  • To compare outcomes in children with typical development versus developmental language disorder.
  • To assess the impact of a collaborative, inclusive intervention approach.

Main Methods:

  • A total of 99 five-year-old pupils participated.
  • The CELF-4 subtests (Recalling Sentences, Formulated Sentences, Sentence Structure) were administered.
  • A 40-session intervention program was delivered by teachers and speech-language therapists in various classroom settings.

Main Results:

  • Children with developmental language disorder initially showed lower syntactic performance.
  • The intervention program significantly improved sentence recall and, to a lesser extent, sentence structure.
  • Improvements were observed in both typically developing and language-disordered groups.

Conclusions:

  • A collaborative, inclusive intervention program utilizing implicit techniques enhances syntactic processing in children with developmental language disorder.
  • The findings support the efficacy of targeted interventions for improving specific syntactic abilities.
  • Early and consistent intervention can positively impact language development.