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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

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.
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Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
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Learning Disabilities01:25

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Lateralization01:28

Lateralization

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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.
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Language01:16

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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.
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Relationships Among Motor, First, and Second Language Skills Among Bilingual Children With Language Disorders.

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Oral fine motor skills predict native language abilities in bilingual children, but not their second language. These findings suggest limited shared biological influences between motor and language development.

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Area of Science:

  • Child Development
  • Linguistics
  • Neuroscience

Background:

  • Bilingualism presents unique developmental trajectories for language and motor skills.
  • Understanding the interplay between oral/manual fine motor skills and language is crucial for identifying developmental disorders.
  • Investigating shared biological influences can illuminate underlying developmental mechanisms.

Purpose of the Study:

  • To examine the relationships between oral and manual fine motor skills and language abilities in Spanish-English bilingual children.
  • To determine if these relationships support a shared biological basis for motor and language development.
  • To explore potential differences in motor skills between children with and without developmental language disorder (DLD).

Main Methods:

  • 56 Spanish-English bilingual children, including 24 with DLD, were assessed using motor, language, and cognitive tests.
  • Correlational analyses examined the directionality of relationships among motor and language variables.
  • Regression models investigated the predictive power of fine motor skills on Spanish and English language abilities.

Main Results:

  • Oral fine motor skills (diadochokinesis) predicted Spanish oral language abilities, but not English.
  • Manual fine motor performance did not correlate with language abilities in either Spanish or English.
  • No significant differences in oral or manual fine motor skills were found between children with and without DLD.

Conclusions:

  • Oral fine motor abilities are linked to native language skills in bilingual children.
  • Manual fine motor skills do not appear to be associated with language abilities in this population.
  • The findings suggest a limited role for shared biological influences on the development of motor and language skills.