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Related Experiment Video

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Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects
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Do Children With Developmental Language Disorder Activate Scene Knowledge to Guide Visual Attention? Effect of

Andrea Helo1,2,3, Ernesto Guerra3, Carmen Julia Coloma1,3

  • 1Departamento de Fonoaudiología, Facultad de Medicina, Universidad de Chile, Santiago, Chile.

Frontiers in Psychology
|January 24, 2022
PubMed
Summary

Children with Developmental Language Disorder (DLD) show less attention to visual scene inconsistencies compared to typically developing children. This suggests scene knowledge and language development are linked, impacting visual attention efficiency.

Keywords:
Developmental Language Disordereye-movementsobject-scene inconsistenciesscene knowledgevisual scene

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Area of Science:

  • Cognitive Science
  • Developmental Psychology
  • Linguistics

Background:

  • Children learn rules from predictable visual scenes and linguistic contexts.
  • Underlying cognitive mechanisms may link rule extraction in both domains.
  • Developmental Language Disorder (DLD) impacts linguistic rule extraction.

Purpose of the Study:

  • To investigate the relationship between language development and scene knowledge.
  • To assess if children with DLD are less attracted to visual scene inconsistencies than typically developing children (TLD).
  • To examine the influence of object saliency on attention to inconsistencies.

Main Methods:

  • Preschool children (5;4-6;6 years) with DLD and TLD viewed visual scenes.
  • Scenes contained semantic, syntactic, or combined object-scene inconsistencies.
  • Eye-tracking data analyzed attention to inconsistencies, considering object saliency.

Main Results:

  • Children with DLD were less attracted to semantic and syntactic inconsistencies than TLD children.
  • Object saliency modulated the syntactic effect only in TLD children.
  • DLD children showed less efficient activation of scene knowledge for visual attention.

Conclusions:

  • Children with DLD exhibit differences in utilizing scene knowledge to guide visual attention.
  • The findings suggest a significant link between scene knowledge and language development.
  • Language difficulties may impair the efficient use of scene knowledge, particularly at the syntactic level.