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Related Concept Videos

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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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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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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A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
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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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Parental Input and Its Relationship With Language Outcomes in Children With (Suspected) Developmental Language

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Parental responsiveness and child engagement in interaction are key for language development in children with developmental language disorder (DLD). The quantity of input alone does not impact language outcomes.

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Area of Science:

  • Child Development
  • Linguistics
  • Speech-Language Pathology

Background:

  • Parental input significantly influences typical language development.
  • Limited understanding exists regarding the specific input for children with developmental language disorder (DLD) or those at risk.
  • Children with DLD may respond differently to parental input compared to typically developing peers.

Purpose of the Study:

  • To systematically review how parental input is assessed in the context of DLD.
  • To identify which aspects of parental input have been studied in relation to DLD.
  • To determine the association between parental input and language outcomes in children aged 0-6 years with DLD.

Main Methods:

  • A systematic literature review of 67 articles was performed, adhering to PRISMA guidelines.
  • Parental input was categorized using Rowe and Snow's (2020) framework: interactive, linguistic, and conceptual aspects.
  • Data were primarily collected through audio/video recordings of naturalistic parent-child interactions.

Main Results:

  • Interactive aspects of parental input, particularly responsiveness and turn-taking, were positively associated with language outcomes in children with DLD.
  • The linguistic and conceptual dimensions of input were also studied, though less frequently than interactive aspects.
  • The quantity of language input did not show a significant association with language outcomes, warranting further investigation.

Conclusions:

  • Responsive parental behaviors and active child involvement in interaction are crucial for children with DLD.
  • The review identifies gaps in current research, emphasizing the need for future studies on parental input effects in DLD.
  • Findings underscore the importance of interaction quality over input quantity for language development in this population.