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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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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
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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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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 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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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
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Do Language-Related Cognitive Capacities Help Predict Adjustment in Children with Attention-Deficit/Hyperactivity

Betsy Hoza1,2, Erin K Shoulberg3, Marissa Dennis3

  • 1Department of Psychological Science, University of Vermont, Burlington, VT, USA. bhoza@uvm.edu.

Child Psychiatry and Human Development
|June 26, 2023
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Language-related cognitive capacities significantly impact child adjustment, particularly for those with ADHD. These skills are crucial for understanding attention and behavioral issues in children.

Keywords:
ADHDAchievementAdjustmentAttention-deficit/hyperactivity disorderLanguage

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Area of Science:

  • Child Psychology
  • Neurodevelopmental Disorders
  • Cognitive Science

Background:

  • Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder.
  • Children with ADHD often exhibit challenges in academic achievement and socio-emotional adjustment.
  • The role of language-related cognitive capacities (LRCC) in ADHD-related adjustment is not fully understood.

Purpose of the Study:

  • To investigate the influence of LRCC on the adjustment of children aged 7–12 with and without ADHD.
  • To determine if LRCC explain unique variance in adjustment measures beyond ADHD diagnosis.
  • To explore LRCC as a mediator between ADHD status and adjustment outcomes.

Main Methods:

  • Simultaneous regression analysis was employed.
  • The study included 178 children with ADHD and 86 typically developing children.
  • Adjustment measures included achievement, attention, oppositional, conduct, and internalizing problems.

Main Results:

  • LRCC significantly predicted 6 out of 7 adjustment measures.
  • LRCC partially mediated the relationship between ADHD diagnosis and 5 out of 7 adjustment measures.
  • These findings highlight the importance of language skills in ADHD adjustment.

Conclusions:

  • Language-related cognitive capacities play a significant role in the adjustment of children with and without ADHD.
  • LRCC warrant greater consideration in the diagnosis and treatment of ADHD.
  • Further research into language-based interventions for ADHD is recommended.