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相关概念视频

Language Development01:22

Language Development

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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.
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...
848
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
Dyslexia is a...
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Language and Cognition01:27

Language and Cognition

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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 Disorder01:19

Autism Spectrum Disorder

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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.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
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Conduct Disorder01:28

Conduct Disorder

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Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...
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Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

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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.
Diagnostic Criteria and...
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Updated: Jan 15, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
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转移到有发展性语言障碍的学龄儿童.

Lauren S Baron1, Asiya Gul1, Annika L Schafer1

  • 1Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA.

Journal of speech, language, and hearing research : JSLHR
|October 15, 2025
PubMed
概括

患有发育性语言障碍 (DLD) 的儿童在转换任务时表现出较慢的处理速度,尽管与同龄人相比,他们的准确性相比较. 与事件相关的潜能表明暗示处理中的潜在差异,需要进一步调查.

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科学领域:

  • 认知神经科学 认知神经科学
  • 发展心理学 发展心理学
  • 语言学的语言学.

背景情况:

  • 执行功能,包括转移,经常会在患有发育性语言障碍 (DLD) 的儿童中受损.
  • 在DLD中评估转移能力是具有挑战性的,因为在典型任务中语言需求.
  • 与事件相关的潜力 (ERP) 与行为措施相结合,可以帮助区分语言和转移效应.

研究的目的:

  • 研究与典型发育 (TD) 儿童相比,DLD儿童的执行功能转移能力.
  • 使用一个带有提示的设置转移范式与行为和ERP措施来评估转移.
  • 探索DLD和TD组之间的cue-P3 ERP组件处理中的差异.

主要方法:

  • 40名8至12岁的儿童 (20 DLD,20 TD) 接受了指导式设置转换范式的治疗.
  • 在单规则和混合规则区块中收集了行为数据 (准确性,反应时间) 和ERP (cue-P3幅度/延迟).
  • 在不同组和试验类型 (Switch,Stay,Single) 中进行了对比.

主要成果:

  • 与DLD儿童相比,DLD儿童的反应时间较长,但与TD儿童相比,准确性相似.
  • 在DLD组中,切换成本更高,表明处理时间延长.
  • 虽然ERP显示了不同的模式 (单个线索的P3振幅降低,DLD中交换机线索的处理延迟),但没有达到统计学意义.

结论:

  • 患有DLD的儿童比TD同龄人处理线索和响应速度更慢,尽管准确性相当.
  • 电生理学数据表明DLD中暗示处理的潜在差异,需要进一步研究.
  • 该研究强调了结合行为和ERP措施的实用性,以了解DLD中的执行功能.