Children with Developmental Language Disorder
A Proposal for the Future Project
This essay contends that forecasts could occur more frequently in descriptions of developmental language impairment and sentence comprehension issues (called as Developmental Language Disoreder/ DLD). Early normal and atypical language learning and processing was measured in relation to actions and europhysiological evidence. Because of this, Poor syntactic awareness is likely to impede syntax-based predictive processing in children with DLD, resulting in difficulties in understanding spoken sentences. Furthermore, there could be a reinforcement loop through which deficient syntactic knowledge impedes children's capacity to foresee future percepts, and this, in essence, renders children unable to develop their syntactic awareness dependent on prediction error signals.
Borovsky, A., Elman, J. L., & Fernald, A. (2012). Knowing a lot for one’s age: Vocabulary skill and not age is associated with anticipatory incremental sentence interpretation in children and adults. Journal of Experimental Child Psychology, 112(4), 417–436. https://doi.org/10.1016/j.jecp.2012.01.005
den Ouden, H. E. M., Kok, P., & de Lange, F. P. (2012). How prediction errors shape perception, attention, and motivation. Frontiers in Psychology, 3. https://doi.org/10.3389/fpsyg.2012. 00548
Campbell Collaboration (2006). Systematic Reviews in social sciences. A presentation on February 7, 2006.
Centre for Reviews and Dissemination (2006). Review methods and resources. Retrieved February 21, 2006 from http://www.york.ac.uk/inst/crd/faq1.htm.
Ferreira, F., & Chantavarin, S. (2018). Integration and prediction in language processing: A synthesis of old and new. Current Directions in Psychological Science, 27(6), 443–448. https://doi. org/10.1177/0963721418794491
Friederici, A. D. (2006). The neural basis of language development and its impairment. Neuron, 52(6), 941–952. https://doi.org/ 10.1016/j.neuron.2006.12.002
Friston, K. (2005). A theory of cortical responses. Philosophical Transactions of the Royal Society B: Biological Sciences, 360(1456), 815–836. https://doi.org/10.1098/rstb.2005.1622
Gillam, R. B., Montgomery, J. W., Evans, J. L., & Gillam, S. L. (2019). Cognitive predictors of sentence comprehension in children with and without developmental language disorder: Implications for assessment and treatment. International Journal of Speech-Language Pathology, 21(3), 240–251. https://doi.org/ 10.1080/17549507.2018.1559883
Hayiou-Thomas, M. E., Bishop, D. V. M., & Plunkett, K. (2004). Simulating SLI: General cognitive processing stressors can produce a specific linguistic profile. Journal of Speech, Language, and Hearing Research, 47(6), 1347–1362. https://doi.org/10.1044/ 1092-4388(2004/101)
Hsu, H. J., & Bishop, D. V. M. (2010). Grammatical difficulties in children with specific language impairment: Is learning deficient? Human Development, 53(5), 264–277. https://doi.org/ 10.1159/000321289
Hsu, H. J., & Bishop, D. V. M. (2014). Sequence-specific procedural learning deficits in children with specific language impairment. Developmental Science, 17(3), 352–365. https://doi.org/10.1111/ desc.12125
Hsu, H. J., Tomblin, J. B., & Christiansen, M. H. (2014). Impaired statistical learning of non-adjacent dependencies in adolescents with specific language impairment. Frontiers in Psychology, 5, 175. https://doi.org/10.3389/fpsyg.2014.00175
Huettig, F., & Mani, N. (2016). Is prediction necessary to understand language? Probably not. Language, Cognition and Neuroscience, 31(1), 19–31. https://doi.org/10.1080/23273798.2015.
Köster, M., Kayhan, E., Langeloh, M., & Hoehl, S. (2020). Making sense of the world: Infant learning from a predictive processing perspective. Perspectives of the ASHA Special Interest Groups, 15(3), 562–571. https://doi.org/10.1177/
Lammertink, I., Boersma, P., Wijnen, F., & Rispens, J. (2017). Statistical learning in specific language impairment: A meta-analysis. Journal of Speech, Language, and Hearing Research, 60(12), 3474–3486. https://doi.org/10.1044/2017_JSLHR-L-16-0439
Leonard, L. B. (2014). Children with specific language impairment (2nd ed.). MIT Press. https://doi.org/10.7551/mitpress/9152. 001.0001
Mani, N., & Huettig, F. (2012). Prediction during language processing is a piece of cake—But only for skilled producers. Journal of Experimental Psychology: Human Perception and Performance, 38(4), 843–847. https://doi.org/10.1037/a0029284
Norbury, C. F., Bishop, D. V. M., & Briscoe, J. (2002). Does im- paired grammatical comprehension provide evidence for an innate grammar module? Applied Psycholinguistics, 23(2), 247–268. https://doi.org/10.1017/S0142716402002059
Norbury, C. F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., Vamvakas, G., & Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study. The Jour- nal of Child Psychology and Psychiatry, 57(11), 1247–1257. https://doi.org/10.1111/jcpp.12573
Plante, E., Ogilvie, T., Vance, R., Aguilar, J. M., Dailey, N. S., Meyers, C., Lieser, A. M., & Burton, R. (2014). Variability in the language input to children enhances learning in a treatment context. American Journal of Speech-Language Pathology, 23(4), 530–545. https://doi.org/10.1044/2014_AJSLP-13-0038
Rabagliati, H., Gambi, C., & Pickering, M. J. (2016). Learning to predict or predicting to learn? Language, Cognition and Neuro- science, 31(1), 94–105. https://doi.org/10.1080/23273798.2015.
Skipp, A., Windfuhr, K. L., & Conti-Ramsden, G. (2002). Children’s grammatical categories of verb and noun: A comparative look at children with specific language impairment (SLI) and nor- mal language (NL). International Journal of Language & Com- munication Disorders, 37(3), 253–271. https://doi.org/10.1080/
Stark, R., & Montgomery, J. (1995). Sentence processing in language-impaired children under conditions of filtering and time compression. Applied Psycholinguistics, 16(2), 137–154. https:// doi.org/10.1017/S0142716400007050
Tomasello, M. (2005). Constructing a language: A usage-based theory of language acquisition. Harvard University Press
Wulfeck, B., & Bates, E. (1995). Grammatical sensitivity in children with language impairment (Technical Report CND-9512). Center for Research in Language, University of California at San Diego.
Copyright (c) 2021 Mansour Ndiaye, Gingeric Camaco
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright is a property right, which exists to protect the expression of ideas and the use of works by authors and publishers of various types of works, including literary (e.g. books, newspapers, magazines and journals), artistic works (including photographs, paintings, sculptures, diagrams), musical works, sound recordings, films and broadcasts.
Copyright is one of several intellectual property (IP) rights that exist, including, amongst others, trademarks, patents and designs. Intellectual property is a fundamental right, as set out in the Charter of Fundamental Rights of the EU (Article 17(2)).
Like with other types of property, copyright can be sold, purchased, licensed, transferred, or violated. However, owning a copyright protected work, such as a book for example, has to be distinguished from ownership of the copyright: buying the book does not mean that you then own the copyright in the book.
In this journal, the author(s) has/have got the copyright. The author(s) may share their works by reffering to this journal. If the author(s) do/ does not reffer to this journal then the author(s) is/are viewed as plagiator.