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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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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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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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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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Higher Mental Functions of the Brain: Language01:10

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Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
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The interval estimate of any variable is known as the prediction interval. It helps decide if a point estimate is dependable.
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Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
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Developmental Language Disorder as Syntactic Prediction Impairment.

Arild Hestvik1, Baila Epstein2, Richard G Schwartz3

  • 1Department of Linguistics and Cognitive Science, University of Delaware, Newark, DE, United States.

Frontiers in Communication
|March 3, 2022
PubMed
Summary
This summary is machine-generated.

Children with Developmental Language Disorder (DLD) struggle with predicting sentence structure. Unlike typically developing children, those with DLD do not show a brain response to unexpected sentence elements, indicating impaired predictive language processing.

Keywords:
developmental language disorderevent-related potentialsgap-fillingpredictionrelative clausessentence processingsyntax

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Linguistics

Background:

  • Developmental Language Disorder (DLD) affects language acquisition in children.
  • Predictive syntactic processing is crucial for understanding complex sentence structures.
  • Previous research in adults indicated a specific brain response to prediction errors in syntax.

Purpose of the Study:

  • To investigate predictive syntactic processing in children with DLD.
  • To examine brain responses to "filled gaps" in sentence structures in children.
  • To determine if children with DLD exhibit a prediction error signal during syntactic processing.

Main Methods:

  • Children passively listened to auditorily-presented sentences with critical "filled gap" conditions.
  • Brain responses were measured using electroencephalography (EEG).
  • Filled gap responses were compared to control conditions and between children with DLD and typical development (TD).

Main Results:

  • Children with Typical Development (TD) showed an early anterior negativity brain response to filled gaps.
  • Children with Developmental Language Disorder (DLD) did not exhibit this early brain response to filled gaps.
  • This suggests a failure in predictive processing in children with DLD.

Conclusions:

  • Children with DLD appear to have an impairment in predicting upcoming syntactic elements.
  • The lack of a prediction error signal may contribute to difficulties in language acquisition.
  • Findings highlight the role of predictive processing in DLD and language development.