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"Language acquisition Physiological aspects."
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Music, language, and the brain
In the first comprehensive study of the relationship between music and language from the standpoint of cognitive neuroscience, Aniruddh D. Patel challenges the widespread belief that music and language are processed independently. This volume argues that music and language share deep and critical connections, and that comparative research provides a powerful way to study the cognitive and neural mechanisms underlying these uniquely human abilities.
eBook
Declarative and Procedural Determinants of Second Languages
This volume is the outcome of the author's observations and puzzlement over seventeen years of teaching English and French as second languages, followed by 30 years of research into the neurolinguistic aspects of bilingualism. It examines, within the framework of a neurolinguistic theory of bilingualism (Paradis, 2004), the crucial and pervasive contributions made by declarative and procedural memory to the appropriation, representation and processing of a second language. This requires careful consideration of a number of concepts associated with issues pertaining to second language research: consciousness, interface, modularity, automaticity, proficiency, accuracy, fluency, intake, ultimate attainment, switching, implicit linguistic competence and explicit metalinguistic knowledge. It is informed by data from a variety of domains, including language pathology, neuroimaging, and, from each side of the fence, practical classroom experience. This book introduces four further proposals within the framework of a neurolinguistic theory of bilingualism: (1) There are two sets of cerebral representations, those that are capable of reaching consciousness and those that are not; implicit grammar is inherently not capable of reaching consciousness. (2) The increased activation observed in neuroimaging studies during the use of a second language is not devoted to the processing of implicit linguistic competence. (3) Intake is doubly implicit. (4) Given the premise that metalinguistic knowledge cannot be converted into implicit competence, there can be no possible interface between the two.
eBook
Executive Function in Deaf Children: Auditory Access and Language Access
Purpose: Deaf children are frequently reported to be at risk for difficulties in executive function (EF); however, the literature is divided over whether these difficulties are the result of deafness itself or of delays/deficits in language that often co-occur with deafness. The purpose of this study is to discriminate these hypotheses by assessing EF in populations where the 2 accounts make contrasting predictions. Method: We use a between-groups design involving 116 children, ages 5-12 years, across 3 groups--(a) participants with normal hearing (n = 45), (b) deaf native signers who had access to American Sign Language from birth (n = 45), and (c) oral cochlear implant users who did not have full access to language prior to cochlear implantation (n = 26). Measures include both parent report and performance-based assessments of EF. Results: Parent report results suggest that early access to language has a stronger impact on EF than early access to sound. Performance-based results trended in a similar direction, but no between-group differences were significant. Conclusions: These results indicate that healthy EF skills do not require audition and therefore that difficulties in this domain do not result primarily from a lack of auditory experience. Instead, results are consistent with the hypothesis that language proficiency, whether in sign or speech, is crucial for the development of healthy EF. Further research is needed to test whether sign language proficiency also confers benefits to deaf children from hearing families.
Journal Article
How auditory development affects language acquisition: Influences of socioeconomic status and gestational age at birth
Technological advances in recent decades have intensified the need for strong language and literacy skills, such that deficits in these skills can significantly reduce occupational opportunities and social richness. Nonetheless, the causes of language and literacy deficits remain scarcely understood, so treatment consists mostly of drill on the very skills affected individuals struggle to perform. The purpose of this study was to test two related hypotheses. Hypothesis 1 was that delays in the development of the central auditory pathways greatly constrain acquisition of language skills dependent upon auditory development; these skills primarily involve those that are late emerging, namely phonological sensitivity. A corollary is that language skills that begin emergence early in life are less affected by delays in auditory development; this largely encompasses lexicosyntactic knowledge. Hypothesis 2 was that some conditions heretofore recognized as impacting language acquisition (poverty and premature birth, for the purpose of this study) take their toll at least in part by constraining the timely development of the central auditory pathways. To test these hypotheses, 104 children (5–6 years old) spanning continua of socioeconomic status and gestational age at birth were tested on (1) three measures of suprathreshold auditory functions associated with development of the central auditory pathways, (2) two measures of lexicosyntactic knowledge, and (3) two measures of phonological sensitivity. Results largely supported both hypotheses: Strong relationships were found between suprathreshold auditory functions and language measures, especially phonological sensitivity, and both socioeconomic status and gestational age appeared to exert their influence on language acquisition completely or partly through an effect on auditory function. These results should serve to refocus the search for causes of language and literacy deficits from purely environmental shortcomings to biological determinants, with newly inspired directions for interventional approaches.
Journal Article
Variability in the Language Input to Children Enhances Learning in a Treatment Context
Artificial language learning studies have demonstrated that learners exposed to many different nonword combinations representing a grammatical form demonstrate rapid learning of that form without explicit instruction. However, learners presented with few exemplars, even when they are repeated frequently, fail to learn the underlying grammar. This study translated this experimental finding in a therapeutic context.
Eighteen preschool children with language impairment received conversational recast treatment for morpheme errors. Over a 6-week period, half heard 12 unique verbs twice each during recasts (low-variability condition), and half heard 24 unique verbs (high-variability condition). Children's use of trained and untrained morphemes on generalization probes as well as spontaneous use of trained morphemes was tracked throughout treatment.
The high-variability condition only produced significant change in children's use of trained morphemes, but not untrained morphemes. Data from individual children confirmed that more children in the high- than the low-variability condition showed a strong treatment effect. Children in the high-variability condition also produced significantly more unique utterances containing their trained morpheme than children in the low-variability condition.
The results support the use of highly variable input in a therapeutic context to facilitate grammatical morpheme learning.
Journal Article
Development and validation of scales for speaking self-efficacy: Constructs, sources, and relations
Speaking is not a compulsory language skill assessed in the English subject of the National College Entrance Examination in China. This explains why, in elementary and secondary schools, less focus has been placed on the development of English-speaking abilities among Chinese students, resulting in their unbalanced mastery of language skills. Although self-efficacy is a crucial factor influencing students’ language performance, our understanding of speaking self-efficacy is insufficient in terms of its construct, its sources, and the relationships between the two. We, therefore, constructed psychometrically sound instruments to measure speaking self-efficacy, including the EFL Speaking Self-Efficacy Scale (EFL-SSES) and the EFL Sources of Speaking Self-Efficacy Scale (EFL-SSSES), in accordance with Bandura’s 1986 self-efficacy theory. Additionally, we performed path analysis to figure out the relationship between the construct and the sources of speaking self-efficacy. The results revealed the key role of physiological and emotional states and marginal importance of vicarious experience for speaking self-efficacy, advancing our grasp of self-efficacy theory in the speaking domain. Our research sheds valuable light on how to assist researchers and educators in identifying and enhancing students’ speaking self-efficacy via a variety of sources.
Journal Article
Language Control and Code-Switching in Bilingual Children With Developmental Language Disorder
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 \"cross-speaker code-switching\" 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. \"Intrasentential code-switching\" (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.
Journal Article
Early Gesture and Vocabulary Development in Infant Siblings of Children with Autism Spectrum Disorder
This study examined longitudinal growth in gestures and words in infants at heightened (HR) versus low risk (LR) for ASD. The MacArthur-Bates Communicative Development Inventory was administered monthly from 8 to 14 months and at 18 and 24 months to caregivers of 14 HR infants diagnosed with ASD (HR-ASD), 27 HR infants with language delay (HR-LD), 51 HR infants with no diagnosis (HR-ND), and 28 LR infants. Few differences were obtained between LR and HR-ND infants, but HR-LD and HR-ASD groups differed in initial skill levels and growth patterns. While HR-LD infants grew at rates comparable to LR and HR-ND infants, growth was attenuated in the HR-ASD group, with trajectories progressively diverging from all other groups.
Journal Article