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Neural Plasticity 2019Predicting language performances after preterm birth is challenging. It is described in the literature that early exposure to the extrauterine environment can be either... (Review)
Review
Predicting language performances after preterm birth is challenging. It is described in the literature that early exposure to the extrauterine environment can be either detrimental or advantageous for neurodevelopment. However, the emphasis mostly lies on the fact that preterm birth may have an unfavorable effect on numerous aspects of development such as cognition, language, and behavior. Various studies reported atypical language development in preterm born children in the preschool years but also in school-aged children and adolescents. This review gives an overview of the course of language development and examines how prematurity can lead to atypical linguistic performances. In this paper, we mainly focus on environmental and neurophysiological factors influencing preterm infant neuroplasticity with potential short- and long-term effects on language development. Further research, however, should focus on examining the possible benefits that early exposure might entail.
Topics: Child Development; Child, Preschool; Female; Humans; Infant; Infant, Newborn; Infant, Premature; Language; Language Development; Male; Neuronal Plasticity
PubMed: 30930944
DOI: 10.1155/2019/6873270 -
Annual Review of Psychology Jan 2018Perception involves making sense of a dynamic, multimodal environment. In the absence of mechanisms capable of exploiting the statistical patterns in the natural world,... (Review)
Review
Perception involves making sense of a dynamic, multimodal environment. In the absence of mechanisms capable of exploiting the statistical patterns in the natural world, infants would face an insurmountable computational problem. Infant statistical learning mechanisms facilitate the detection of structure. These abilities allow the infant to compute across elements in their environmental input, extracting patterns for further processing and subsequent learning. In this selective review, we summarize findings that show that statistical learning is both a broad and flexible mechanism (supporting learning from different modalities across many different content areas) and input specific (shifting computations depending on the type of input and goal of learning). We suggest that statistical learning not only provides a framework for studying language development and object knowledge in constrained laboratory settings, but also allows researchers to tackle real-world problems, such as multilingualism, the role of ever-changing learning environments, and differential developmental trajectories.
Topics: Child Development; Humans; Infant; Language; Language Development; Probability Learning; Speech Perception
PubMed: 28793812
DOI: 10.1146/annurev-psych-122216-011805 -
Annual Review of Psychology Jan 2018Human language, a signature of our species, derives its power from its links to human cognition. For centuries, scholars have been captivated by this link between... (Review)
Review
Human language, a signature of our species, derives its power from its links to human cognition. For centuries, scholars have been captivated by this link between language and cognition. In this article, we shift this focus. Adopting a developmental lens, we review recent evidence that sheds light on the origin and developmental unfolding of the link between language and cognition in the first year of life. This evidence, which reveals the joint contributions of infants' innate capacities and their sensitivity to experience, highlights how a precocious link between language and cognition advances infants beyond their initial perceptual and conceptual capacities. The evidence also identifies the conceptual advantages this link brings to human infants. By tracing the emergence of a language-cognition link in infancy, this article reveals a dynamic developmental cascade in infants' first year, with each developmental advance providing a foundation for subsequent advances.
Topics: Child Development; Cognition; Humans; Infant; Language; Language Development
PubMed: 28877000
DOI: 10.1146/annurev-psych-122216-011701 -
Trends in Cognitive Sciences Sep 2021We examine the beginning of the acquisition of the relative order of function and content words, a fundamental but cross-linguistically highly variable aspect of... (Review)
Review
We examine the beginning of the acquisition of the relative order of function and content words, a fundamental but cross-linguistically highly variable aspect of grammar. A review of the existing empirical literature shows that infants as young as 8 months of age can distinguish between functors and content words, and have a rudimentary knowledge of the order of these two universal lexical categories in their native language. Furthermore, human adults and non-human animals such as rodents process the same linguistic information differently from infants, emphasizing the developmental relevance of bootstrapping function/content word order from surface cues available in the input. We discuss the implications of these findings for a synergistic view of language acquisition, considering how grammar acquisition interacts with word learning.
Topics: Humans; Infant; Language; Language Development; Learning; Linguistics; Verbal Learning
PubMed: 34052109
DOI: 10.1016/j.tics.2021.04.011 -
Trends in Cognitive Sciences Sep 2016In this paper we highlight why there is a need to examine subcortical learning systems in children with language impairment and dyslexia, rather than focusing solely on... (Review)
Review
In this paper we highlight why there is a need to examine subcortical learning systems in children with language impairment and dyslexia, rather than focusing solely on cortical areas relevant for language. First, behavioural studies find that children with these neurodevelopmental disorders perform less well than peers on procedural learning tasks that depend on corticostriatal learning circuits. Second, fMRI studies in neurotypical adults implicate corticostriatal and hippocampal systems in language learning. Finally, structural and functional abnormalities are seen in the striatum in children with language disorders. Studying corticostriatal networks in developmental language disorders could offer us insights into their neurobiological basis and elucidate possible modes of compensation for intervention.
Topics: Brain; Dyslexia; Humans; Language; Language Development; Language Development Disorders; Learning
PubMed: 27422443
DOI: 10.1016/j.tics.2016.06.012 -
Perspectives on Psychological Science :... Mar 2021Statistical-learning (SL) theory offers an experience-based account of typical and atypical spoken and written language acquisition. Recent work has provided initial... (Review)
Review
Statistical-learning (SL) theory offers an experience-based account of typical and atypical spoken and written language acquisition. Recent work has provided initial support for this view, tying individual differences in SL abilities to linguistic skills, including language impairments. In the current article, we provide a critical review of studies testing SL abilities in participants with and without developmental dyslexia and specific language impairment and discuss the directions that this field of research has taken so far. We identify substantial vagueness in the demarcation lines between different theoretical constructs (e.g., "statistical learning," "implicit learning," and "procedural learning") as well as in the mappings between experimental tasks and these theoretical constructs. Moreover, we argue that current studies are not designed to contrast different theoretical approaches but rather test singular confirmatory predictions without including control tasks showing normal performance. We end by providing concrete suggestions for how to advance research on SL deficits in language impairments.
Topics: Biomedical Research; Humans; Language Development; Language Development Disorders; Learning; Linguistics
PubMed: 33136519
DOI: 10.1177/1745691620953082 -
Journal of Speech, Language, and... Mar 2022The current study examined language control and code-switching in bilingual children with developmental language disorder (DLD) compared to bilingual peers with typical...
PURPOSE
The current study examined language control and code-switching in bilingual children with developmental language disorder (DLD) compared to bilingual peers with typical language development (TLD). In addition, proficiency in each language and cognitive control skills were examined as predictors of children's tendency to engage in cross-speaker and intrasentential code-switching.
METHOD
The participants were 62 Spanish/English bilingual children, ages 4;0-6;11 (years;months), including 15 children with DLD and 47 children with TLD. In a scripted confederate dialogue task to measure language control, children took turns describing picture scenes with video partners who were monolingual speakers of English or Spanish. The Dimensional Change Card Sort indexed cognitive control, the Bilingual English Spanish Assessment assisted in identifying DLD, and parent ratings from the Inventory to Assess Language Knowledge indexed proficiency in Spanish and English.
RESULTS
Children with DLD were more likely to engage in from Spanish to English (i.e., responding in English when addressed in Spanish) than children with TLD, even when controlling for proficiency in each language. (i.e., integrating both languages within an utterance) did not differ between groups. Cognitive control was more associated with cross-speaker than with intrasentential code-switching.
CONCLUSIONS
These findings highlight the need to consider cross-speaker and intrasentential code-switching separately when seeking distinguishing features of code-switching in bilingual children with DLD. The use of increased cross-speaker code-switching by children with DLD especially with Spanish speakers highlights the need for increased support of home language use.
Topics: Child; Humans; Language; Language Development; Language Development Disorders; Language Tests; Multilingualism
PubMed: 35143728
DOI: 10.1044/2021_JSLHR-21-00332 -
Journal of Communication Disorders 2015The goal of this review is to summarize the evidence that prenatal and/or early postnatal exposure to certain chemicals, both manmade (insulating materials, flame... (Review)
Review
UNLABELLED
The goal of this review is to summarize the evidence that prenatal and/or early postnatal exposure to certain chemicals, both manmade (insulating materials, flame retardants, pesticides) and naturally occurring (e.g., lead, mercury), may be associated with delays or impairments in language development. We focus primarily on a subset of more extensively studied chemicals-polychlorinated biphenyls (PCBs), lead, and methyl mercury-for which a reasonable body of literature on neurodevelopmental outcomes is available. We also briefly summarize the smaller body of evidence for other chemicals including polybrominated diphenyl ether flame retardants (PBDEs) and organophosphate pesticides. Very few studies have used specific assessments of language development and function. Therefore, we included discussion of aspects of cognitive development such as overall intellectual functioning and verbal abilities that rely on language, as well as aspects of cognition such as verbal and auditory working memory that are critical underpinnings of language development. A high percentage of prospective birth cohort studies of PCBs, lead, and mercury have reported exposure-related reductions in overall IQ and/or verbal IQ that persist into middle or late childhood. Given these findings, it is important that clinicians and researchers in communication sciences and disorders are aware of the potential for environmental chemicals to impact language development.
LEARNING OUTCOMES
The goal of this review is to summarize the evidence that prenatal and/or early postnatal exposure to certain chemicals may be associated with delays or impairments in language development. Readers will gain an understanding of the literature suggesting that early exposure to polychlorinated biphenyls (PCBs), lead, and mercury may be associated with decrements in cognitive domains that depend on language or are critical for language development. We also briefly summarize the smaller body of evidence regarding polybrominated diphenyl ether flame retardants (PBDEs) and organophosphate pesticides. Very few studies of exposure to these chemicals have used specific assessments of language development; thus, further investigation is needed before changes in clinical practice can be suggested.
Topics: Age Factors; Child; Child Language; Child, Preschool; Environmental Exposure; Humans; Language Development; Language Development Disorders; Lead Poisoning; Mercury Poisoning; Polychlorinated Biphenyls
PubMed: 26255253
DOI: 10.1016/j.jcomdis.2015.07.002 -
Journal of Communication Disorders 2021Studies have shown that many children with early language difficulties also have delays in social-emotional competencies as well as social-emotional and behavioral...
INTRODUCTION
Studies have shown that many children with early language difficulties also have delays in social-emotional competencies as well as social-emotional and behavioral problems. It is unclear if these conditions are causally related, if they share a common underlying etiology, or if there are bidirectional effects. Studies investigating these associations have mostly involved children who are already using words to communicate, but it is important to know whether delays in preverbal communication and language development have any effects on these associations. The aim of the present study was to examine associations between preverbal communication and early verbal skills in infancy and subsequent social-emotional competencies and ensuing social-emotional and behavioral problems in early toddlerhood. The role of background factors known to influence early language development was also examined.
METHODS
The sample consisted of 395 children (51.6% boys) from the Finnish Steps Study cohort. Language was assessed at age 13 months (+ 1 month) with the MacArthur Communicative Development Inventory for Infants (CDI-I), and the social-emotional domain was assessed at age < 17 months with the Brief Infant-Toddler Social and Emotional Assessment (BITSEA).
RESULTS
Infants with lower preverbal gestural communication and receptive language skills had a higher risk of delays in social-emotional competencies in toddlerhood than children with better communication skills, but not of elevated social-emotional and behavioral problems.
CONCLUSIONS
The results indicate that lower early communication skills can predict delays in the development of social-emotional competencies, which has been found to be a risk factor for later development of social-emotional and behavioral problems. It is important to monitor early communication skills to provide guidance to parents in supporting early pragmatic communication and language development in infancy, if needed.
Topics: Communication; Emotions; Female; Humans; Infant; Language Development; Male; Parents; Problem Behavior
PubMed: 34182379
DOI: 10.1016/j.jcomdis.2021.106138 -
Jornal de Pediatria 2016The goal of this article is to provide an account of language development in the brain using the new information about brain function gleaned from cognitive... (Review)
Review
OBJECTIVES
The goal of this article is to provide an account of language development in the brain using the new information about brain function gleaned from cognitive neuroscience. This account goes beyond describing the association between language and specific brain areas to advocate the possibility of predicting language outcomes using brain-imaging data. The goal is to address the current evidence about language development in the brain and prediction of language outcomes.
SOURCES
Recent studies will be discussed in the light of the evidence generated for predicting language outcomes and using new methods of analysis of brain data.
SUMMARY OF THE DATA
The present account of brain behavior will address: (1) the development of a hardwired brain circuit for spoken language; (2) the neural adaptation that follows reading instruction and fosters the "grafting" of visual processing areas of the brain onto the hardwired circuit of spoken language; and (3) the prediction of language development and the possibility of translational neuroscience.
CONCLUSIONS
Brain imaging has allowed for the identification of neural indices (neuromarkers) that reflect typical and atypical language development; the possibility of predicting risk for language disorders has emerged. A mandate to develop a bridge between neuroscience and health and cognition-related outcomes may pave the way for translational neuroscience.
Topics: Biomarkers; Brain; Cognition; Cognitive Neuroscience; Functional Neuroimaging; Humans; Language Development; Magnetic Resonance Imaging; Predictive Value of Tests; Reading
PubMed: 26993852
DOI: 10.1016/j.jped.2016.01.005