Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Language Development01:22

Language Development

420
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...
420
Language and Cognition01:27

Language and Cognition

403
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.
403
Lateralization01:28

Lateralization

388
Brain lateralization refers to the division of mental processes and functions between the two hemispheres of the brain, a phenomenon that optimizes neural efficiency and underpins complex abilities in humans. This specialization allows each hemisphere to perform tasks where it has a comparative advantage, facilitating more refined cognitive capabilities across different domains.
388
Language01:16

Language

263
Language is a unique communication system that uses words and systematic rules to organize and transmit information. Unlike other forms of communication, which may involve postures, movements, odors, or vocalizations, language relies on symbols and grammar. This makes human communication distinct from that of other species, who also communicate but do not use language in the same way humans do.
Corballis and Suddendorf (2007) and Tomasello and Rakoczy (2003) highlight the role of language in...
263
Components of Language01:24

Components of Language

346
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.
346
Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

958
Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
958

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Exploring Maze Patterns in Bilingual and Monolingual Children With and Without Autism: A Pragmatic Perspective.

Journal of speech, language, and hearing research : JSLHR·2026
Same author

Different paths to multilingualism in Autism Spectrum Disorder (ASD): Naturalistic and non-interactive.

Journal of child language·2025
Same author

Disfluencies as a Window into Pragmatic Skills in Russian-Hebrew Bilingual Autistic and Non-Autistic Children.

Journal of autism and developmental disorders·2024
Same author

Non-Word Repetition in Arabic-speaking children with and without Autism Spectrum Disorder (ASD): A closer look into accuracy and error patterns.

Clinical linguistics & phonetics·2024
Same author

Morphosyntactic skills in Arabic-speaking children with autism spectrum disorder: Evidence from error patterns in the sentence repetition task.

Autism & developmental language impairments·2024
Same author

Referential expressions in monolingual and bilingual children with and without Autism Spectrum Disorder (ASD): A study of informativeness and definiteness.

Journal of child language·2021

Related Experiment Video

Updated: Aug 11, 2025

Examining Bilingual Language Control Using the Stroop Task
05:31

Examining Bilingual Language Control Using the Stroop Task

Published on: February 26, 2020

14.8K

Individual Differences in Bilingual Child Language Acquisition: A plunge into a Complex and Dynamic Network.

Natalia Meir1

  • 1Department of English Literature and Linguistics / The Gonda Multidisciplinary Brain Research Center, Bar-Ilan University (Israel).

Journal of Child Language
|February 3, 2023
PubMed
Summary

Bilingual children show significant variations in language skills, impacting their heritage language (HL) or societal language (SL) development. These differences are more pronounced than in monolingual children, even in those with typical development or language disorders.

More Related Videos

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

7.6K
Foreign Accent and Forensic Speaker Identification in Voice Lineups: The Influence of Acoustic Features Based on Prosody
09:09

Foreign Accent and Forensic Speaker Identification in Voice Lineups: The Influence of Acoustic Features Based on Prosody

Published on: September 27, 2024

503

Related Experiment Videos

Last Updated: Aug 11, 2025

Examining Bilingual Language Control Using the Stroop Task
05:31

Examining Bilingual Language Control Using the Stroop Task

Published on: February 26, 2020

14.8K
Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

7.6K
Foreign Accent and Forensic Speaker Identification in Voice Lineups: The Influence of Acoustic Features Based on Prosody
09:09

Foreign Accent and Forensic Speaker Identification in Voice Lineups: The Influence of Acoustic Features Based on Prosody

Published on: September 27, 2024

503

Area of Science:

  • Linguistics
  • Developmental Psychology
  • Child Language Acquisition

Background:

  • Individual differences in language skills are well-established in monolingual children.
  • These variations are even more pronounced in bilingual children, affecting either their Heritage Language (HL) or Societal Language (SL).
  • Significant differences are observed in both neurotypical bilingual children and those with developmental language disorders, autism spectrum disorder, or hearing impairment.

Purpose of the Study:

  • To investigate and visualize the extent of individual differences in morphosyntactic skills among bilingual children.
  • To compare the language variation in bilingual children with that of monolingual children.
  • To analyze how different levels of language dominance (balanced, HL-dominant, SL-dominant) influence these variations.

Main Methods:

  • Utilized LITMUS Sentence Repetition tasks to assess morphosyntactic skills.
  • Analyzed data from monolingual and bilingual children aged 5;5-6;8 with typical language development.
  • Categorized bilingual children based on standardized tests into balanced bilinguals (BB), HL dominant (HL-D), and SL dominant (SL-D).

Main Results:

  • Monolingual preschool children exhibited minimal variation in morphosyntactic skills.
  • Bilingual children displayed substantial individual differences in their language skills, both within and across their two languages.
  • These large variations were evident across different bilingual groups, including balanced, HL-dominant, and SL-dominant children.

Conclusions:

  • Bilingualism is associated with a wider range of individual differences in language development compared to monolingualism.
  • Language dominance plays a role in shaping the pattern of language variation in bilingual children.
  • Understanding these individual differences is crucial for both typical and atypical language development in bilingual contexts.