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Related Concept Videos

Language Development01:22

Language Development

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 and Cognition01:27

Language and Cognition

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.
Learning Disabilities01:25

Learning Disabilities

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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Components of Language01:24

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Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs. “eh”). Phonemes combine to...
Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

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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Autism Spectrum Disorder01:19

Autism Spectrum Disorder

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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Related Experiment Video

Updated: May 14, 2026

A Semantic Priming Event-related Potential (ERP) Task to Study Lexico-semantic and Visuo-semantic Processing in Autism Spectrum Disorder
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Influence of Semantic Richness on Word Form Learning in Children With Developmental Language Disorder.

McKenzie Scoppa1, Sara Benham2, Allison Gladfelter3

  • 1Callier Center for Communication Disorders, School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson.

Journal of Speech, Language, and Hearing Research : JSLHR
|May 13, 2026
PubMed
Summary

Children with developmental language disorder (DLD) struggle with new word learning. Rich story context, while helpful for typically developing peers, can disrupt phonological organization in children with DLD.

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10:11

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

Published on: December 14, 2012

Area of Science:

  • Speech and Language Pathology
  • Developmental Psychology
  • Linguistics

Background:

  • Children with developmental language disorder (DLD) exhibit challenges in learning new word forms, marked by imprecise and inconsistent productions.
  • Understanding how different types of semantic input influence word learning in DLD is crucial for targeted interventions.

Purpose of the Study:

  • To investigate the impact of sparse visual referents versus semantically rich stories on the phonetic accuracy and variability of novel word production in children with DLD and typically developing (TD) peers.
  • To examine how incremental exposure to semantic information affects word form learning in preschool children.

Main Methods:

  • Thirty-six preschoolers (18 DLD, 18 TD) participated in word learning sessions involving novel words presented with no cues, sparse visual cues, or rich story cues.
  • Phonetic accuracy, phonological variability, articulatory variability, and semantic referent learning were assessed across three sessions, focusing on consolidation phases.

Main Results:

  • Children with DLD showed lower phonetic accuracy and higher phonological variability compared to TD peers; variability decreased over sessions.
  • While both groups exhibited increased variability with rich story cues, only children with DLD experienced decreased phonetic accuracy in this condition.
  • Speech motor variability, comprehension, and naming of semantic referents were comparable between DLD and TD groups.

Conclusions:

  • Children with DLD have difficulties organizing phonological sequences, a deficit that is sensitive to the type of semantic input.
  • Rich, elaborated semantic input, such as stories, can disrupt phonological organization in children with DLD more than simple naming or visual cues.