A theory of neurolinguistic development
1Massachusetts General Hospital and Harvard Medical School, USA. J.L.Locke@Sheffield.ac.uk
Brain and Language
|June 15, 1997
Summary
Language develops in four phases, each with unique functions and neural systems. Delays in early phases can impair grammar development and shift functions to other brain areas.
Area of Science:
- Developmental psychology
- Neuroscience
- Linguistics
Background:
- Linguistic development is influenced by early perceptual experiences and exhibits distinct developmental phases.
- Neural systems underlying language capabilities evolve with developmental stages.
Purpose of the Study:
- To propose a developmental theory of language acquisition and its neural underpinnings.
- To elucidate the sequential phases of language development and their associated ontogenetic functions.
- To investigate the role of a specific analytical mechanism for linguistic grammar.
Main Methods:
- Theoretical framework based on developmental psychology and neuroscience.
- Analysis of linguistic development phases and their interdependent sequence.
- Examination of neural system specialization and function, including an analytical grammar mechanism.
- Case study of children with delayed language acquisition impacting the analytical mechanism.
Main Results:
- Language acquisition progresses through four distinct, sequential phases, each fulfilling a unique ontogenetic function.
- A specialized analytical mechanism for grammar is activated only in the third phase of development.
- Delays in early language phases prevent sufficient lexical storage, hindering the activation of the grammar mechanism.
- Inactivation of the analytical mechanism leads to functional shifts to homologous areas in the nondominant hemisphere, increasing interhemispheric symmetry.
Conclusions:
- The proposed theory offers novel insights into the roles of genetics and early experience in language development.
- Developmental language disorders may result from atypical neurolinguistic resource assembly, impacting both spoken and written language acquisition.
- The theory provides a new interpretation of neuroanatomic findings in developmental language disorders.
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