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Language Development

Language Development

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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Related Experiment Video

Updated: Jun 18, 2026

Infant Auditory Processing and Event-related Brain Oscillations

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Feedback Processing During Probabilistic Learning in Children With Developmental Language Disorder: An Event-Related

Asiya Gul¹, Lauren Baron¹, Yael Arbel¹

¹Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA.

Journal of Speech, Language, and Hearing Research : JSLHR

|May 5, 2022

Summary

Children with developmental language disorder (DLD) show impaired feedback processing and learning compared to typically developing peers. They benefit less from corrective feedback, impacting learning and future actions.

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Published on: June 30, 2020

Area of Science:

Neuroscience
Developmental Psychology
Speech and Language Pathology

Background:

Probabilistic learning involves adapting to feedback for category acquisition.
Developmental Language Disorder (DLD) may affect how children process feedback.
Understanding feedback processing is crucial for targeted interventions.

Purpose of the Study:

To investigate feedback processing during probabilistic learning in children with and without DLD.
To compare learning and feedback-related neural activity between groups.

Main Methods:

A probabilistic category learning task was administered to 28 children (ages 8-13) with and without DLD.
Behavioral measures included classification accuracy, "stay" (repeat correct), and "switch" (change incorrect) behaviors.
Electrophysiological measures (feedback-related negativity, P3a) assessed feedback processing.

Main Results:

Children with DLD exhibited lower classification accuracy and reduced "stay" behavior after positive feedback.
"Switch" behavior was similar between groups.
Children with DLD showed a diminished feedback-related negativity effect, indicating less differential processing of feedback.

Conclusions:

Children with DLD do not benefit as much from corrective feedback as typically developing children.
Impaired feedback processing in DLD affects initial evaluation and subsequent action planning.
These findings highlight the need for tailored educational strategies for children with DLD.