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

394
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...
394
Language and Cognition01:27

Language and Cognition

373
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.
373
Autism Spectrum Disorder01:19

Autism Spectrum Disorder

121
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.
121
Therapeutic Communication01:30

Therapeutic Communication

4.5K
Communication is a lifelong learning process. Through therapeutic communication, nurses can collect relevant assessment data, provide education and counseling, and interact during nursing interventions. Sending and receiving messages occur through verbal and nonverbal communication techniques and can happen separately or simultaneously.
Verbal communication depends on language or a prescribed way of using words so that people can share information effectively. The critical aspects of verbal...
4.5K
Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

909
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...
909
Information Processing Approach01:30

Information Processing Approach

71
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...
71

You might also read

Related Articles

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

Sort by
Same author

Parent Report of Bilingual Children's English Proficiency and Exposure Predicts English Vocabulary and Morphosyntax.

American journal of speech-language pathology·2025
Same author

First-language influence on second language speech perception depends on task demands.

Language and speech·2021
See all related articles

Related Experiment Video

Updated: Jul 16, 2025

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
10:11

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

18.5K

Linking Language to Action: Enhancing Preschoolers' Communicative Abilities Within Language Stimulation.

Max R Freeman1

  • 1Department of Communication Sciences and Disorders, St. John's University, Jamaica, NY.

Language, Speech, and Hearing Services in Schools
|September 15, 2023
PubMed
Summary
This summary is machine-generated.

Clay-based language stimulation significantly improved preschoolers' vocabulary, syntax, and pragmatic skills compared to traditional toy-based methods. This multisensory approach enhances early communication and school readiness.

More Related Videos

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

34.1K
A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
08:42

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

Published on: July 31, 2017

8.3K

Related Experiment Videos

Last Updated: Jul 16, 2025

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
10:11

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

18.5K
Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

34.1K
A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
08:42

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

Published on: July 31, 2017

8.3K

Area of Science:

  • Child Development
  • Linguistics
  • Educational Psychology

Background:

  • Early childhood vocabulary and syntactic skills are crucial predictors of academic success, including reading comprehension.
  • Enhancing early communication through multisensory, playful, and conversational methods is vital for school readiness.
  • Preschoolers exhibit significant variability in language skills upon school entry, necessitating effective early intervention strategies.

Purpose of the Study:

  • To investigate if a language-to-action link, established through multisensory clay-based language stimulation, improves preschoolers' vocabulary, syntactic, and pragmatic abilities.
  • To compare the efficacy of clay-based language stimulation with traditional toy-based language stimulation in enhancing communicative skills.
  • To determine the impact of open-ended materials versus prefabricated toys on early language development.

Main Methods:

  • A pre- to posttest design was employed with 43 typically developing preschoolers (ages 3-5 years).
  • Participants were randomly assigned to either clay-based (n=24) or traditional toy-based (n=19) language stimulation for 8 weeks.
  • Language skills, including receptive/expressive vocabulary, mean length of utterance (MLU), and conversational initiations, were assessed.

Main Results:

  • Participants in the clay condition showed significant improvements in receptive and expressive vocabulary, mean length of utterance (MLU), and conversational initiations.
  • No significant language skill growth was observed in the traditional play-based (toy) stimulation group.
  • The clay-based approach facilitated enhanced language input and output through hands-on, step-by-step object crafting.

Conclusions:

  • Creating a language-to-action link with open-ended materials like clay enhances preschoolers' communicative abilities more effectively than prefabricated toys.
  • Clay-based stimulation shows preliminary promise for improving receptive/expressive vocabulary, syntax (MLU), and pragmatics (conversational initiations).
  • This approach offers a novel method for boosting early language development and school readiness.