Search results for "Language Development"

Unveiling the Mysteries of Dyslexia : Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia

2021

This paper reviews the observations of the Jyväskylä Longitudinal Study of Dyslexia (JLD). The JLD is a prospective family risk study in which the development of children with familial risk for dyslexia (N = 108) due to parental dyslexia and controls without dyslexia risk (N = 92) were followed from birth to adulthood. The JLD revealed that the likelihood of at-risk children performing poorly in reading and spelling tasks was fourfold compared to the controls. Auditory insensitivity of newborns observed during the first week of life using brain event-related potentials (ERPs) was shown to be the first precursor of dyslexia. ERPs measured at six months of age related to phoneme length identi…

Clinical and logopaedic results of simultaneous and sequential bilateral implants in children with severe and/or profound bilateral sensorineural hea…

2015

This article carries out a literature review of the advantages and limitations of the simultaneous bilateral cochlear implantation (SCI) compared to those of the sequential bilateral cochlear implantation (SBCI) and the unilateral cochlear implantation (UCI). The variables analysed in said comparison are: safety and surgical technique, SCI incidence, effectiveness, impact of the inter-implant interval, costs and financing, impact on brain plasticity, impact on speech and language development, main benefits, main disadvantages and concerns, and predictive factors of prognosis. Although the results are not conclusive, all variables analysed seem to point towards observable benefits of SCI in …

Brain event-related potentials (ERPs) measured at birth predict later language development in children with and without familial risk for dyslexia.

2005

We report associations between brain event-related potentials (ERPs) measured from newborns with and without familial risk for dyslexia and these same children's later language and verbal memory skills at 2.5, 3.5, and 5 years of age. ERPs to synthetic consonant-vowel syllables (/ba/, /da/, /ga/; presented equiprobably with 3,910-7,285 msec interstimulus intervals) were recorded from 26 newborns at risk for familial dyslexia and 23 control infants participating in the Jyvaskyla Longitudinal Study of Dyslexia. The correlation and regression analyses showed that the at-risk type of response pattern at birth (a slower shift in polarity from positivity to negativity in responses to /ga/ at 540-…

FOXP2 and language alterations in psychiatric pathology

2019

Background. From the first reports of the linguist Noam Chomsky it has become clear that the development of language has an important genetic component. Several reports in families have shown the relationship between language disorders and genetic polymorphisms. The FOXP2 gene has been a fundamental piece for the understanding of language development. This gene codes for a transcription factor containing a forkhead domain of DNA binding and participates in the regulation of the expression of a large number of genes involved in the embryonic development of fundamental neuronal structures needed for the development of speech and language. Objective. To present an updated view of the relations…

Verbal and academic skills in children with type 1 diabetes

2011

Infant information processing and family history of specific language impairment: converging evidence for RAP deficits from two paradigms

2007

An infant's ability to process auditory signals presented in rapid succession (i.e. rapid auditory processing abilities [RAP]) has been shown to predict differences in language outcomes in toddlers and preschool children. Early deficits in RAP abilities may serve as a behavioral marker for language‐based learning disabilities. The purpose of this study is to determine if performance on infant information processing measures designed to tap RAP and global processing skills differ as a function of family history of specific language impairment (SLI) and/or the particular demand characteristics of the paradigm used. Seventeen 6‐ to 9‐month‐old infants from families with a history of specific l…

Development in reading and reading related skills : a follow-up study from pre-school to the fourth grade

2002

Zaburzenia neurorozwojowe. Zmiany w podejściu teoretycznym i diagnostycznym

2019

Na potrzeby diagnozy i terapii powstały typologie medyczne o zasięgu ogólnoświatowym. Do najbardziej znanych i powszechnie stosowanych zalicza się ICD (ang. International Statistical Classification of Diseases and Related Health Problems) – Międzynarodową Statystyczną Klasyfikację Chorób i Problemów Zdrowotnych ICD oraz DSM (ang. Diagnostic and Statistical Manual of Mental Disorders) – Klasyfikację Zaburzeń Psychicznych DSM, których nowe edycje stanowią przedmiot zainteresowań autorek. W artykule wskazano światowe trendy i kierunki zmian, jakie się dokonują w obszarze terminologii i kategoryzowania zaburzeń rozwoju psychicznego (neurorozwojowych) i związanych z nimi rozwojowych zaburzeń jęz…

From conceptualization to constructions in Finnish as an L2 : a case study

2017

AbstractThis study traces the individual learning trajectories of an adult beginner L2 Finnish learner in expressing the extralinguistic concept of evaluation from a dynamic usage-based perspective. Our results provide support for the view of learner language as a dynamic system in which patterns wax and wane and in which a change in one component has the potential to affect the whole system. In the early stages of learning there was a strong preference to use lexical verbs first, and then adjectives. The study also shows that variability plays a role. Finally, the study confirms that the learning of L2 constructions is in some cases item based. However, another highly frequent and superfic…

Developing a metatheoretical framework for second language development : a cultural-historical theory and dynamic systems theory perspective

2017

The main aim of this article-based dissertation is to construct and articulate a dialectical metatheoretical architecture for the study of second language development termed Purposive-Historical Systems Theory (PHiST) invoking, inter alia, the axiomatic imperatives of dynamic systems theory (DST), Vygotskian cultural-historical theory (CHT), and Pepperian root metaphor theory (RMT). Specifically, it primarily purports, first, to demonstrate the tenability of a dialectical synthesis of DST and CHT; second, to philosophize on the fundamental contours of PHiST; third, to apply a novel metatheoretical perspective, as a quintessential example, to reconceptualizing the seminal construct of the Zo…