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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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Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

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According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
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Relationship with Parents: Attachment01:28

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Parent-child interactions lay the foundation for how we understand relationships throughout life. These interactions are not uniform across families; instead, they are shaped by a range of environmental, emotional, and behavioral factors unique to each caregiver-child dynamic. Social psychologists study these early relationships to understand how patterns formed in infancy influence social functioning and interpersonal behavior in adulthood.Attachment Theory and Early Relational ModelsJohn...
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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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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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Information Processing Approach01:30

Information Processing Approach

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
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Pathways From Preschool Language Difficulties to School-Age Internalizing Problems.

Siri Saugestad Helland1,2, Espen Røysamb1,3, Synnve Schjølberg1

  • 1Department of Child Health and Development, Norwegian Institute of Public Health, Oslo, Norway.

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Summary
This summary is machine-generated.

Children with early semantic language difficulties face a higher risk of developing internalizing problems, with social engagement and emotion regulation acting as key mediating factors. These findings highlight potential intervention targets for at-risk youth.

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Area of Science:

  • Developmental Psychology
  • Linguistics
  • Child Psychiatry

Background:

  • Early language difficulties are linked to later internalizing problems across various ages and language aspects.
  • The underlying mechanisms connecting language difficulties and internalizing problems require further investigation.

Purpose of the Study:

  • To longitudinally examine the association between language difficulties at age 5 and internalizing problems at age 6.
  • To explore emotion regulation, empathy, assertiveness, and social engagement as potential mediating pathways.

Main Methods:

  • Utilized a subsample (N=928) from the Norwegian Mother, Father and Child Cohort Study (MoBa).
  • Employed structural equation modeling to analyze longitudinal associations and indirect pathways.

Main Results:

  • High stability of internalizing problems observed from age 5 to 6 (β = .59).
  • Semantic language difficulties at age 5 predicted increased internalizing problems at age 6 (β = .12).
  • Social engagement and emotion regulation partially mediated this association, accounting for 55% of the effect. A stronger correlation was found in girls.

Conclusions:

  • Identified social engagement and emotion regulation as significant indirect pathways linking language difficulties to internalizing problems.
  • Findings suggest potential intervention targets for children with language difficulties who are at risk for internalizing problems.