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Related Concept Videos

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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Language Development01:22

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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.
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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.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
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Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
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Adversity Exposure, Syntax, and Specific Language Impairment: An Exploratory Study.

Claire Selin1, Mabel L Rice2, Yo Jackson3

  • 1Department of Human Development and Family Studies, The Pennsylvania State University, University Park.

Journal of Speech, Language, and Hearing Research : JSLHR
|August 16, 2022
PubMed
Summary
This summary is machine-generated.

Children exposed to adversity show higher risks for specific language impairment (SLI). Physical trauma exposure was linked to SLI, but other adversity features were not significant factors.

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Area of Science:

  • Developmental Psychology
  • Linguistics
  • Child Psychiatry

Background:

  • Children exposed to adversity face increased risks for language assessment deficits.
  • The specific association between adversity and Specific Language Impairment (SLI) remains under-explored.

Purpose of the Study:

  • To investigate the relationship between adversity exposure and grammar deficits in children.
  • To determine if adversity exposure is associated with an increased risk for Specific Language Impairment (SLI).

Main Methods:

  • Administered the Diagnostic Evaluation of Language Variation-Norm-Referenced (DELV-NR) Syntax subtest to 30 children with adversity exposure.
  • Collected detailed caregiver reports on adverse event type, frequency, chronicity, and severity.
  • Employed statistical analyses including t tests, correlations, Mann-Whitney U tests, and chi-square tests.

Main Results:

  • The sample performed below age expectations on the DELV-NR Syntax subtest.
  • 20% of participants met diagnostic criteria for SLI, a higher rate than expected.
  • The SLI group was 1.46 times more likely to have experienced physical trauma compared to the typical language group.

Conclusions:

  • Children with adversity exposure exhibit grammatical deficits and SLI at higher rates than anticipated.
  • Physical trauma emerged as a significant factor associated with SLI in this population.
  • Further research is necessary to understand the prevalence and causal links of SLI in children exposed to adversity.