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相关概念视频

Language Development01:22

Language Development

378
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...
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Learning Disabilities01:25

Learning Disabilities

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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.
Dyslexia
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Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

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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...
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Language and Cognition01:27

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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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Auditory pathways constitute the complex neural circuits responsible for transmitting and interpreting auditory information from the peripheral auditory system to the brain. Sound waves are initially captured by the outer ear, funneled through the ear canal, and reach the tympanic membrane (eardrum). These vibrations are transmitted via the middle ear's ossicles to the inner ear's cochlea.
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程序性听觉类别的学习在发育性语言障碍中被选择性地破坏.

Hadeer Derawi1, Casey L Roark2, Yafit Gabay3

  • 1Department of Special Education and the Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Mount Carmel, 31905, Haifa, Israel. hadeer.115@gmail.com.

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概括

患有发育性语言障碍 (DLD) 的儿童表现出受损的听觉类别学习,特别是在程序学习中,但不是基于规则的学习. 这影响了他们形成稳定的语音声音表示的能力.

关键词:
审计分类的分类方式分类学习类别的学习.计算建模计算建模发育性语言障碍 发育性语言障碍多重记忆系统是多重记忆系统.程序学习缺陷 程序学习缺陷

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科学领域:

  • 认知科学 认知科学
  • 发展心理学 发展心理学
  • 语言学的语言学.

背景情况:

  • 语音感知依赖于对可变声音进行分类.
  • 程序式学习涉及到获取新的语音类别.
  • 发育性语言障碍 (DLD) 可能涉及程序学习缺陷.

研究的目的:

  • 研究DLD儿童的听觉类别学习.
  • 在DLD中区分程序式与宣言式学习.
  • 探索DLD对基本感知和认知语言支持过程的影响.

主要方法:

  • 评估DLD儿童和典型发育 (TD) 同龄人的听觉类别学习.
  • 利用了两个非语音听觉类别的学习任务.
  • 采用基于模型的定量分析来检查战略使用.

主要成果:

  • 患有DLD的儿童表现出信息整合 (程序) 类别学习受损.
  • 在DLD组中,基于规则的 (声明式) 类别学习是完整的.
  • DLD组的使用量减少,向最佳程序策略的转变速度较慢.

结论:

  • 这些发现支持语言障碍的过程性缺陷假设.
  • 在DLD中显示了程序式和宣言式学习之间的分离.
  • 突出了感知和认知任务的表现如何与DLD的现实世界语言挑战有关.