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Готові списки джерел за темами / Language disorders in children Children Language acquisition Brain / Статті в журналах

Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Language disorders in children Children Language acquisition Brain.

Статті в журналах з теми "Language disorders in children Children Language acquisition Brain"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 1 лютого 2022

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1

Knowland, Victoria C. P., Fay Fletcher, Lisa-Marie Henderson, Sarah Walker, Courtenay F. Norbury, and M. Gareth Gaskell. "Sleep Promotes Phonological Learning in Children Across Language and Autism Spectra." Journal of Speech, Language, and Hearing Research 62, no. 12 (2019): 4235–55. http://dx.doi.org/10.1044/2019_jslhr-s-19-0098.

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Purpose Establishing stable and flexible phonological representations is a key component of language development and one which is thought to vary across children with neurodevelopmental disorders affecting language acquisition. Sleep is understood to support the learning and generalization of new phonological mappings in adults, but this remains to be examined in children. This study therefore explored the time course of phonological learning in childhood and how it varies by structural language and autism symptomatology. Method Seventy-seven 7- to 13-year-old children, 30 with high autism sym

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2

Kim, Hyun Min, Reisha M. Bone, Brigid McNeill, Samantha J. Lee, Gail Gillon, and Lianne J. Woodward. "Preschool Language Development of Children Born to Women with an Opioid Use Disorder." Children 8, no. 4 (2021): 268. http://dx.doi.org/10.3390/children8040268.

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Increasing evidence suggests that prenatal exposure to opioids may affect brain development, but limited data exist on the effects of opioid-exposure on preschool language development. Our study aimed to characterize the nature and prevalence of language problems in children prenatally exposed to opioids, and the factors that support or hinder language acquisition. A sample of 100 children born to pregnant women in methadone maintenance treatment and 110 randomly identified non-exposed children were studied from birth to age 4.5 years. At 4.5 years, 89 opioid-exposed and 103 non-exposed childr

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3

McAlonan, G. M., C. Cheung, V. Cheung, N. Wong, J. Suckling, and S. E. Chua. "Differential effects on white-matter systems in high-functioning autism and Asperger's syndrome." Psychological Medicine 39, no. 11 (2009): 1885–93. http://dx.doi.org/10.1017/s0033291709005728.

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BackgroundWhether autism spectrum maps onto a spectrum of brain abnormalities and whether Asperger's syndrome (ASP) is distinct from high-functioning autism (HFA) are debated. White-matter maldevelopment is associated with autism and disconnectivity theories of autism are compelling. However, it is unknown whether children with ASP and HFA have distinct white-matter abnormalities.MethodVoxel-based morphometry mapped white-matter volumes across the whole brain in 91 children. Thirty-six had autism spectrum disorder. A history of delay in phrase speech defined half with HFA; those without delay

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4

Habib, Michel. "The Neurological Basis of Developmental Dyslexia and Related Disorders: A Reappraisal of the Temporal Hypothesis, Twenty Years on." Brain Sciences 11, no. 6 (2021): 708. http://dx.doi.org/10.3390/brainsci11060708.

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In a now-classic article published a couple of decades ago (Brain, 2000; 123: 2373–2399), I proposed an “extended temporal processing deficit hypothesis of dyslexia”, suggesting that a deficit in temporal processing could explain not only language-related peculiarities usually noticed in dyslexic children, but also a wider range of symptoms related to impaired processing of time in general. In the present review paper, I will revisit this “historical” hypothesis both in the light of a new clinical perspective, including the central yet poorly explained notion of comorbidity, and also taking a

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5

Saez-Flores, E., S. H. Tawfik, and V. R. Mora. "Consideration of Bilingual Language Proficiency When Testing Pediatric Cancer Survivors: A Case Study." Archives of Clinical Neuropsychology 34, no. 7 (2019): 1293. http://dx.doi.org/10.1093/arclin/acz029.60.

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Abstract Objective This case study illustrates the importance of considering English-language proficiency (ELP) when testing linguistically diverse individuals with medical conditions. Case Description Julia is a 10-year-old girl born to immigrant parents. She was primarily exposed to Spanish at home. At 4 years, she was diagnosed with medulloblastoma, had a craniotomy (gross total resection), craniospinal radiation, and 1 year of chemotherapy. Although in remission, lasting effects included ataxia, fine-and gross- motor impairment, hand-dominance switch, and mild hearing loss. Moreover, Julia

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6

Ahmadiantehrani, Somayeh, and Sarah E. London. "Bidirectional manipulation of mTOR signaling disrupts socially mediated vocal learning in juvenile songbirds." Proceedings of the National Academy of Sciences 114, no. 35 (2017): 9463–68. http://dx.doi.org/10.1073/pnas.1701829114.

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Early life experiences can have long-lasting behavioral consequences because they are encoded when the brain is most malleable. The mechanistic target of rapamycin (mTOR) signaling cascade modulates experience-dependent synaptic plasticity, among other processes. mTOR has been almost exclusively examined in adult rodent learning models, but may be especially important in organizing neural circuits required for developmental acquisition of meaningful complex behaviors. It is among the most commonly implicated factors in neurodevelopmental autism spectrum disorders (ASD), characterized, in part,

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7

Ihbour, Said, Rachid Hnini, Hammou Anarghou, Ahmed Tohami Ahami, Fatiha Chigr, and Mohamed Najimi. "Diagnosis of dyslexic disorders and identification of factors associated with reading learning disabilities within the Moroccan context." Acta Neuropsychologica 17, no. 3 (2019): 261–81. http://dx.doi.org/10.5604/01.3001.0013.5599.

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Reading acquisition disorders constitute the main problem in children's learning. in Morocco, epidemiological data are very rare. Research, mainly in the English language, concerns either the sociological or the cognitive field. Few studies, among them not one in Arabic, have explored the link relating to social and cognitive factors. The purpose of our work is to study and analyze the cognitive and social variables related to different reading skills among Moroccan pupils in primary and secondary public schools. From a sample of 754 learners (388 boys and 366 girls) ranging in age from 9 to 1

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8

STEVENS, TASSOS, and ANNETTE KARMILOFF-SMITH. "Word learning in a special population: do individuals with Williams syndrome obey lexical constraints?" Journal of Child Language 24, no. 3 (1997): 737–65. http://dx.doi.org/10.1017/s0305000997003279.

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Williams syndrome (WS), a rare neurodevelopmental disorder, is of special interest to developmental psycholinguists because of its uneven linguistico-cognitive profile of abilities and deficits. One proficiency manifest in WS adolescents and adults is an unusually large vocabulary despite serious deficits in other domains. In this paper, rather than focus on vocabulary size, we explore the processes underlying vocabulary acquisition, i.e. how new words are learned. A WS group was compared to groups of normal MA-matched controls in the range 3–9 years in four different experiments testing for c

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9

Соріано, Федеріко, Джуліета Фумагалі, Дієго Шалом, Барейра Хуан Пабло, and Мартінез-Квітіньо Макарена. "Gender Differences in Semantic Fluency Patterns in Children." East European Journal of Psycholinguistics 3, no. 2 (2016): 92–102. http://dx.doi.org/10.29038/eejpl.2016.3.2.sor.

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Previous literature in cognitive psychology has provided data involving differences in language processing between men and women. It has been found that women are usually more proficient with certain semantic categories such as fruit, vegetables and furniture. Men are reported to be better at other categories semantic, e.g. tools and transport. The aim of this article is to provide an inquiry about possible differences in semantic category processing of living things (LT) and inanimate objects (IO) by Argentinian Spanish-speakers school-aged children. The group of 86 children between 8 and 12

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10

Azina, E. G., S. N. Sorokoumova, and T. V. Tumanova. "USAGE OF RHYTHM IN PSYCHOCORRECTIVE DEVELOPMENT OF YOUNGER SCHOOLCHILDREN WITH DEVELOPMENTAL DELAY IN THE CONTEXT OF INCLUSIVE EDUCATION." Vestnik of Minin University 7, no. 1 (2019): 10. http://dx.doi.org/10.26795/2307-1281-2019-7-1-10.

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Introduction: the article deals with one of psychocorrective work direction with younger schoolchildren who have developmental delay and inclusively taught at comprehensive schools. Because of psychological and pedagogical features these children are in the majority of pupils who don’t cope with traditional school curriculum requirements. For systematic and successful education any child needs potential neurobiological readiness of brain systems and subsystems that provides the development of higher mental functions necessary for schooling. The results of neuropsychological investigations demo

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11

Roy, Subhadip. "Analyzing Language Acquisition by a Child’s Brain." International Journal of English Learning & Teaching Skills 3, no. 2 (2021): 2086–96. http://dx.doi.org/10.15864/ijelts.3212.

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This paper tries to reflect on theories and experimental findings examining language learning, comprehension, and genesis by children. It peeks into child psychology probing innate linguistic intelligence: how infants find the words within the acoustic stream that serves as input to language learning. This paper also investigates how children acquire the ability to interpret the relationships between chunks of speech and their meanings and sometimes, in a rare case, even create a new language when none of the existing ones are compatible. This paper digs deep into the budding stages of a child

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12

Topbas, Seyhun. "Phonological acquisition of Turkish children: implications for phonological disorders." International Journal of Language & Communication Disorders 32, no. 4 (1997): 377–96. http://dx.doi.org/10.3109/13682829709082255.

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13

Thurm, Audrey, Catherine Lord, Li-Ching Lee, and Craig Newschaffer. "Predictors of Language Acquisition in Preschool Children with Autism Spectrum Disorders." Journal of Autism and Developmental Disorders 37, no. 9 (2006): 1721–34. http://dx.doi.org/10.1007/s10803-006-0300-1.

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14

Acarlar, Funda, and Judith R. Johnston. "Acquisition of Turkish grammatical morphology by children with developmental disorders." International Journal of Language & Communication Disorders 46, no. 6 (2011): 728–38. http://dx.doi.org/10.1111/j.1460-6984.2011.00035.x.

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15

Gauger, Laurie M., Linda J. Lombardino, and Christiana M. Leonard. "Brain Morphology in Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 40, no. 6 (1997): 1272–84. http://dx.doi.org/10.1044/jslhr.4006.1272.

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The planum temporale and pars triangularis have been found to be larger in the left hemisphere than the right in individuals with normal language skills. Brain morphology studies of individuals with developmental language disorders report reversed asymmetry or symmetry of the planum, although the bulk of this research has been completed on adults with dyslexia. Pars triangularis has not been studied in the developmental language impaired population. In this study, magnetic resonance imaging (MRI) was used for quantitative comparisons of the planum temporale (Wernicke’s area) and pars triangula

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16

Mildner, Vesna, and Diana Tomić. "Acquisition of /s/ clusters in Croatian speaking children with phonological disorders." Clinical Linguistics & Phonetics 24, no. 3 (2010): 224–38. http://dx.doi.org/10.3109/02699200903362893.

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17

Yavaş, Mehmet, and Sharynne McLeod. "Acquisition of /s/ clusters in English-speaking children with phonological disorders." Clinical Linguistics & Phonetics 24, no. 3 (2010): 177–87. http://dx.doi.org/10.3109/02699200903362935.

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18

Ben-David, Avivit, Ruth Ezrati, and Navah Stulman. "Acquisition of /s/-clusters in Hebrew-speaking children with phonological disorders." Clinical Linguistics & Phonetics 24, no. 3 (2010): 210–23. http://dx.doi.org/10.3109/02699200903367066.

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19

Gerrits, Ellen. "Acquisition of /s/-clusters in Dutch-speaking children with phonological disorders." Clinical Linguistics & Phonetics 24, no. 3 (2010): 199–209. http://dx.doi.org/10.3109/02699200903427816.

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20

Mughal, R., and D. Dimitriou. "Sleep, maladaptive behaviour and language acquisition in children with fetal alcohol spectrum disorders." Sleep Medicine 40 (December 2017): e231. http://dx.doi.org/10.1016/j.sleep.2017.11.675.

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21

Edwards, Jan, Robert A. Fox, and Catherine L. Rogers. "Final Consonant Discrimination in Children." Journal of Speech, Language, and Hearing Research 45, no. 2 (2002): 231–42. http://dx.doi.org/10.1044/1092-4388(2002/018).

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Preschool-age children with phonological disorders were compared to their typically developing age peers on their ability to discriminate CVC words that differed only in the identity of the final consonant in whole-word and gated conditions. The performance of three age groups of typically developing children and adults was also assessed on the same task. Children with phonological disorders performed more poorly than age-matched peers, and younger typically developing children performed more poorly than older children and adults, even when the entire CVC word was presented. Performance in the

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22

Norbury, Courtenay Frazier. "Factors Supporting Idiom Comprehension in Children With Communication Disorders." Journal of Speech, Language, and Hearing Research 47, no. 5 (2004): 1179–93. http://dx.doi.org/10.1044/1092-4388(2004/087).

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The current investigation explored understanding of idioms in context in 93 children with communication disorders and 39 age-matched peers. The clinical group was subdivided by (a) the presence of autistic features and (b) the presence of language impairment. Idiom definitions were gathered in isolation and in context. Related skills such as semantics and theory of mind were also measured. All children benefited significantly from context. However, 2 groups with language impairments (1 with and 1 without autistic features) did not benefit from context as much as the controls or a group of chil

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23

Yavaş, Mehmet. "Sonority and the acquisition of /s/ clusters in children with phonological disorders." Clinical Linguistics & Phonetics 24, no. 3 (2010): 169–76. http://dx.doi.org/10.3109/02699200903362901.

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24

Yavaş, Mehmet. "Acquisition of /s/-clusters in Spanish–English bilingual children with phonological disorders." Clinical Linguistics & Phonetics 24, no. 3 (2010): 188–98. http://dx.doi.org/10.3109/02699200903362919.

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Wu, Huiduo, Fengmei Lu, Bin Yu, and Qiaoyun Liu. "Phonological acquisition and development in Putonghua-speaking children with Autism Spectrum Disorders." Clinical Linguistics & Phonetics 34, no. 9 (2019): 844–60. http://dx.doi.org/10.1080/02699206.2019.1702720.

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26

LEVY, YONATA. "Autonomous linguistic systems in the language of young children." Journal of Child Language 24, no. 3 (1997): 651–71. http://dx.doi.org/10.1017/s0305000997003164.

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This paper considers cross-linguistic findings concerning the early development of formal, arbitrary, grammatical systems in normal hearing and deaf children and in children with congenital brain abnormalities. The paper reviews evidence showing an early acquisition of grammatical forms. Such learning is typically dissociated from the development of the relevant semantics. Form–function correspondences were not required for the development of morphological paradigms and for certain aspects of formal syntax. This finding held across all the populations studied.It is hypothesized that the autono

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Chobor, Karen L. "Acquired Aphasia in Children: Acquisition and Breakdown of Language in the Developing Brain." Journal of Nervous and Mental Disease 182, no. 6 (1994): 365. http://dx.doi.org/10.1097/00005053-199406000-00015.

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Casby, Michael W. "Speech-Language Pathologists' Attitudes and Involvement regarding Language and Reading." Language, Speech, and Hearing Services in Schools 19, no. 4 (1988): 352–61. http://dx.doi.org/10.1044/0161-1461.1904.352.

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A survey was conducted to explore public school speech-language pathologists' attitudes and perceptions of their knowledge, competencies, educational needs, and involvement with children regarding the relationship between oral language and reading disorders. Data indicated that public school speech-language pathologists believe they ought to be involved with children with reading disorders, yet they report that they are not involved to a great extent. Those surveyed also reported a present lack of competencies and available training to assist them in assuming a more integral role in the manage

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29

Field, Charlotte, Melissa L. Allen, and Charlie Lewis. "Attentional Learning Helps Language Acquisition Take Shape for Atypically Developing Children, Not Just Children with Autism Spectrum Disorders." Journal of Autism and Developmental Disorders 46, no. 10 (2015): 3195–206. http://dx.doi.org/10.1007/s10803-015-2401-1.

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30

Casey, Laura Baylot, and David F. Bicard. "Language Development In Children With Language Disorders: An Introduction To Skinner�s Verbal Behavior And The Techniques For Initial Language Acquisition." i-manager’s Journal on Educational Psychology 2, no. 3 (2009): 1–8. http://dx.doi.org/10.26634/jpsy.2.3.294.

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SHULMAN, CORY, and AINAT GUBERMAN. "Acquisition of verb meaning through syntactic cues: A comparison of children with autism, children with specific language impairment (SLI) and children with typical language development (TLD)." Journal of Child Language 34, no. 2 (2007): 411–23. http://dx.doi.org/10.1017/s0305000906007963.

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The ability to extract meaning through the use of syntactic cues, adapted from Naigles' (1990) paradigm, was investigated in Hebrew-speaking children with autism, those with specific language impairment (SLI) and those with typical language development (TLD), in an attempt to shed light on similarities and differences between the two diagnostic categories, both defined by primary language deficits. Thirteen children with autism and 13 with SLI were matched on chronological age, level of language functioning and gender, and 13 children with TLD were matched to the children in the two clinical g

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32

Abrahamsen, E. P., and R. Smith. "Facilitating idiom acquisition in children with communication disorders: computer vs classroom." Child Language Teaching and Therapy 16, no. 3 (2000): 227–39. http://dx.doi.org/10.1191/026565900680410198.

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Capobianco, Micaela, and Luca Cerniglia. "Early language development in preterm children without neurological damage: a longitudinal study." F1000Research 6 (December 22, 2017): 2169. http://dx.doi.org/10.12688/f1000research.13314.1.

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Children born at a very low gestational age, even those without neurosensory damages, are at risk of linguistic disorders. This longitudinal study aimed at analyzing communicative and language abilities in preterm children during their second year of life, through a standardized questionnaire, with particular attention to the communicative and language abilities that predict the first verbal skills. Our results showed that preterm children are slower than full-terms in language acquisition particularly at earlier stages of development. The differences between the two groups of children was sig

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Adlof, Suzanne M., and Tiffany P. Hogan. "Understanding Dyslexia in the Context of Developmental Language Disorders." Language, Speech, and Hearing Services in Schools 49, no. 4 (2018): 762–73. http://dx.doi.org/10.1044/2018_lshss-dyslc-18-0049.

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Purpose The purpose of this tutorial is to discuss the language basis of dyslexia in the context of developmental language disorders (DLDs). Whereas most studies have focused on the phonological skills of children with dyslexia, we bring attention to broader language skills. Method We conducted a focused literature review on the language basis of dyslexia from historical and theoretical perspectives with a special emphasis on the relation between dyslexia and DLD and on the development of broader language skills (e.g., vocabulary, syntax, and discourse) before and after the identification of d

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Lebedeva, T. V. "A new Approach to the Study of Russian Language Acquisition in Preschool Children with Normal and Abnormal Development." Psychological-Educational Studies 6, no. 3 (2014): 243–54. http://dx.doi.org/10.17759/psyedu.2014060323.

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We discuss the possibilities of using a standardized method of psychological evaluation of the Russian language development in preschool children. We provide a rationale for the relevance of timely differentiation of children with language and speech difficulties in modern educational practice. We present the results of comparative analysis of language and speech development in the two groups of children 5-6 years old: normally developing (N=92) and with language and speech disorders (N=59). We describe the diagnostic potential of this research tool for clinical sample of children with speech

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Tomele, Gundega. "Prerequisites for Written Language Acquisition and It’s Disorders Correction in Montessori Pedagogy." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 30, 2015): 222. http://dx.doi.org/10.17770/sie2013vol2.571.

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The successful acquisition of written language is an important precondition for schoolchildren academic achievement. Written language disorders are usually diagnosed during primary school, although the etiology of them is largely associated to children oral and written language development in the pre-school years. This article presents the need of primary prevention of written language disorders at the preschool level and its realization with a help of Montessori pedagogy. There is summarized theoretical knowledge in the context of language acquisition and reflected Montessori pedagogy prerequ

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Håkansson, Gisela. "Development or impairment?" Applied Psycholinguistics 31, no. 2 (2010): 293–97. http://dx.doi.org/10.1017/s0142716409990440.

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Joanne Paradis' Keynote Article on bilingualism and specific language impairment (SLI) is an impressive overview of research in language acquisition and language impairment. Studying different populations is crucial both for theorizing about language acquisition mechanisms, and for practical purposes of diagnosing and supporting children with language problems. If the child is a second language (L2) learner it is assumed that the support should differ from the kind of language therapy given to children with language disorders. The article deals with the interface of bilingual development and c

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Yavaş, Mehmet, and Marta Marecka. "Acquisition of Polish #sC clusters in typically-developing children and children with phonological disorders." International Journal of Speech-Language Pathology 16, no. 2 (2013): 132–41. http://dx.doi.org/10.3109/17549507.2013.794862.

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Sugiarti, Sugiarti, and Herni Fitriani. "Pemerolehan Bahasa Pada Anak Berkebutuhan Khusus Di SLB Martapura OKU Timur." LOYALITAS, Jurnal Pengabdian Kepada Masyarakat 3, no. 2 (2020): 185. http://dx.doi.org/10.30739/loyal.v3i2.440.

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Language acquisition or language acquisition is a process that takes place in the brain of a child when he gets his first language or mother tongue which means acquisition of language regarding his first language. Normal human brain functions and speech tools can certainly speak well. Similarly, mentally disabled children also need language to communicate or to voice their hearts to others. However, the intellectual capacity of mentally retarded children who are below the average makes them difficult to obtain language and they often experience interference in language. Language is very import

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LEVY, YONATA. "A longitudinal study of language development in two children with Williams syndrome." Journal of Child Language 31, no. 2 (2004): 287–310. http://dx.doi.org/10.1017/s0305000904006002.

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Williams syndrome (WS) is often cited as the prime example within developmental disorders of the dissociation of language from other cognitive skills, particularly from visuo-motor skills. This claim has been responsible for the challenges posed by this population to cognitive theories and to models of language acquisition. Two Hebrew-speaking children with WS were followed longitudinally for 18 months, from the first occurrences of two word combinations. Y was 3;9–5;3 and BT was 4;2–5;8 during data collection. Both children had an MLU of 1·8–2·8. The children's linguistic profiles were compar

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Locke, John L. "Gradual Emergence of Developmental Language Disorders." Journal of Speech, Language, and Hearing Research 37, no. 3 (1994): 608–16. http://dx.doi.org/10.1044/jshr.3703.608.

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This article presents a theory of normal and delayed development of language. According to the theory, linguistic capacity develops in critically timed phases that occur gradually and sequentially. Normally, the rapid accumulation of stored utterances activates analytical mechanisms that are needed for the development of linguistic grammar. Children with slowly developing brains have delays in the socially cognitive systems that store utterances, and a critical period for activation of experience-dependent grammatical mechanisms declines without optimal result. Continuing efforts to speak indu

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Nouraey, Peyman, Mohammad A. Ayatollahi, and Marzieh Moghadas. "Late Language Emergence." Sultan Qaboos University Medical Journal [SQUMJ] 21, no. 2 (2021): e182-190. http://dx.doi.org/10.18295/squmj.2021.21.02.005.

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Infants usually say their first word at the age of 12 months; subsequently, within the next 6–12 months, they develop a vocabulary of approximately 50 words, along with the ability to make two-word combinations. However, late talkers (LTs) demonstrate delayed speech in the absence of hearing impairments, cognitive developmental issues or relevant birth history. The prevalence of late language emergence (LLE) in toddlers is reported to be 10–15%. Studies of LTs are both theoretically and clinically significant. Early diagnosis and clinical intervention may result in relatively stable speech cap

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O'Hare, Anne, and Lynne Bremner. "Management of developmental speech and language disorders: Part 1." Archives of Disease in Childhood 101, no. 3 (2015): 272–77. http://dx.doi.org/10.1136/archdischild-2014-307394.

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The identification of developmental problems in a child's acquisition of speech, language and/or communication is a core activity in child surveillance. These are common difficulties with up to 15% of toddlers being ‘late talkers’ and 7% of children entering school with persisting impairments of their language development. These delays can confer disadvantages in the long term, adversely affecting language, cognition, academic attainment, behaviour and mental health. All children presenting with significant speech and language delay should be investigated with a comprehensive hearing assessmen

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Wilson, Mary Sweig. "Chomsky's Minimalist Program : A Brief Linguistic Primer." Perspectives on Augmentative and Alternative Communication 17, no. 2 (2008): 69–77. http://dx.doi.org/10.1044/aac17.2.69.

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Abstract Children around the world, no matter what their native language, follow a similar course in language acquisition from the emergence of first words to the mastery of syntax. The uniformity and rapidity of first language acquisition is possible because human infants are born with a biologically endowed innate language faculty within the brain that drives the course of language development. Although this premise was doubted 50 years ago, today biologists and linguists alike accept it. Our human language faculty orchestrates and shapes the acquisition of language. Neurotypically developin

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Anderson, Dianne P. "Functional Magnetic Resonance Imaging of Language Function in Children." Brain Impairment 3, no. 2 (2002): 132–39. http://dx.doi.org/10.1375/brim.3.2.132.

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AbstractFunctional magnetic resonance imaging (fMRI) has been recognised as a neuroimaging technique suitable for examination of higher cognitive function in children. It has been used to elucidate cognitive neural networks associated with various aspects of language function in several group and case studies of school-aged children. Language function has been lateralised and localised with fMRI in clinical samples, neurologically normal children and children with developmental language disorders. Issues of plasticity of language function during development and following injury have also been

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ARREDONDO, MARIA M., XIAO-SU HU, ERICA SEIFERT, TERESA SATTERFIELD, and IOULIA KOVELMAN. "Bilingual exposure enhances left IFG specialization for language in children." Bilingualism: Language and Cognition 22, no. 04 (2018): 783–801. http://dx.doi.org/10.1017/s1366728918000512.

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Language acquisition is characterized by progressive use of inflectional morphology marking verb tense and agreement. Linguistic milestones are also linked to left-brain lateralization for language specialization. We used neuroimaging (fNIRS) to investigate how bilingual exposure influences children's cortical organization for processing morpho-syntax. In Study 1, monolinguals and bilinguals (n = 39) completed a grammaticality judgment task that included English sentences with violations in earlier-acquired (verb agreement) and later-acquired (verb tense/agreement) structures. Groups showed si

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Bazyma, Nataliia, Oksana Koropatova, Yuliia Bondarenko, Olga Forostian, Hanna Sokolova, and Veronika Kovylina. "Characteristics of Language Behavior and Speech Activity in Children with Autistic Disorders: Theoretical Aspect." BRAIN. BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE 12, no. 1 (2021): 01–18. http://dx.doi.org/10.18662/brain/12.1/167.

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Speech development of a child with autism does not always take place at the appropriate age and does not always obey the laws of development of speech functions. According to the analysis of literature sources, the direct study of speech activity of children with autistic disorders requires a more detailed study. According to our predictions, a child with autistic disorders of older preschool age due to the peculiarities of communicative and behavioral spheres will show a low level of speech activity, which can be explained directly by the specificity of speech development along with limited l

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Fuess, Vera Lucia Ribeiro, Ricardo Ferreira Bento, and José Alexandre Médicis da Silveira. "Delay in Maturation of the Auditory Pathway and its Relationship to Language Acquisition Disorders." Ear, Nose & Throat Journal 81, no. 10 (2002): 706–12. http://dx.doi.org/10.1177/014556130208101011.

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We studied 81 children, mostly boys, who experienced language acquisition delay but whose audiometric thresh olds were normal. We assessed the evolution of children with delayed maturation of auditory pathways by brainstem evoked response audiometry (BERA). We also used a questionnaire administered during diagnostic procedures to determine if there was a probable etiology in each patient. In addition, we further studied language evolution in 29 patients by means of a second questionnaire that was administered approximately 2 years later. Finally, we studied the evolution of the I–V interwave i

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Kirchner, Diane M. "Using Verbal Scaffolding To Facilitate Conversational Participation and Language Acquisition in Children With Pervasive Developmental Disorders." Journal of Childhool Communication Disorders 14, no. 1 (1988): 81–98. http://dx.doi.org/10.1177/152574018801400106.

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Miteva Tanaskoska, Hristina. "SECOND LANGUAGE ACQUISITION AND THE CRITICAL PERIOD." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 6 (2019): 1769–71. http://dx.doi.org/10.35120/kij31061769m.

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Is there a critical period for second language acquisition? When should one begin learning a second language? These are questions that have always been present and they stiil have not become any less controversial or complex. There is not any specific age that could be determined or proclaimed to be the most appropriate. A lot of things must be taken into consideration with spesific emphasis on the goals of the learner. Whether reaching a native -like accent and proficency is the ultimate aim or obtaining a certain level that will enable an everyday communication? Since a great number of exper

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