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Related Concept Videos

Language Development01:22

Language Development

329
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...
329
Language and Cognition01:27

Language and Cognition

340
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.
340

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Related Experiment Video

Updated: Jun 17, 2025

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Statistical Learning Among Preschoolers With and Without Developmental Language Disorder: Examining Effects of

Leah L Kapa1, Heidi M Mettler1

  • 1Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson.

Journal of Speech, Language, and Hearing Research : JSLHR
|August 7, 2024
PubMed
Summary

Preschoolers with developmental language disorder (DLD) show statistical learning deficits compared to typical peers, with differences more pronounced in 5-year-olds and with more complex grammar. Early statistical learning is crucial for language development.

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Area of Science:

  • Cognitive Science
  • Developmental Psychology
  • Linguistics

Background:

  • Statistical learning is a key mechanism for language acquisition.
  • Developmental Language Disorder (DLD) affects language development in children.
  • Understanding statistical learning in DLD is crucial for targeted interventions.

Purpose of the Study:

  • To compare statistical learning abilities in preschoolers with and without DLD.
  • To assess the impact of grammar complexity on statistical learning in children with DLD.
  • To investigate age-related differences in statistical learning between DLD and typically developing (TD) groups.

Main Methods:

  • Four- and 5-year-old children with and without DLD learned two artificial grammars (aX and abX).
  • Participants generalized learned patterns to novel sequences, testing grammatical rule adherence.
  • Performance was evaluated based on accuracy in identifying grammatical vs. ungrammatical sequences.

Main Results:

  • Four-year-olds with and without DLD performed similarly on both grammars, with scores near chance.
  • Five-year-olds with DLD showed significantly lower accuracy on the simpler aX grammar compared to TD peers.
  • TD 5-year-olds exceeded chance on all grammar tests, while DLD 5-year-olds did not, indicating age and grammar complexity effects.

Conclusions:

  • Preschoolers with DLD exhibit statistical learning deficits relative to TD peers.
  • These deficits are influenced by the child's age and the complexity of the grammatical structure.
  • Findings highlight the importance of statistical learning for language development and suggest potential targets for intervention in DLD.