This paper presents the case of a 17-year-old right-handed Belgian boy with developmental FAS and comorbid developmental apraxia of speech (DAS). Extensive neuropsychological and neurolinguistic investigations demonstrated a normal IQ but impaired planning (visuo-constructional dyspraxia). A Tc-99m-ECD SPECT revealed a significant hypoperfusion in the prefrontal and medial frontal regions, as well as in the lateral temporal regions. Hypoperfusion in the right cerebellum almost reached significance. It is hypothesized that these clinical findings support the view that FAS (...) and DAS are related phenomena following impairment of the cerebro-cerebellar network. (shrink)

PurposeTo evaluate the prevalence and treatment patterns of speech and language disorders in Germany.MethodsA retrospective analysis of data collected from 32% of the German population, insured by the statutory German health insurance. We used The International Statistical Classification of Diseases and Related Health Problems, 10th revision, German Modification codes for stuttering, cluttering, and developmental disorders of speech and language to identify prevalent and newly diagnosed cases each year. Prescription and speech therapy reimbursement data were used to (...) evaluate treatment patterns.ResultsIn 2017, 27,977 patients of all ages were diagnosed with stuttering. Stuttering prevalence peaks at age 5 years. Cluttering was diagnosed in 1,800 patients of all ages. Developmental disorders of speech and language were identified in 555,774 AOK-insurants. Treatment data indicate a substantial proportion newly diagnosed stuttering individuals receive treatment, with slightly fewer than 20 sessions per year, on average. We confirmed a previous study showing increased rates of atopic disorders and neurological and psychiatric comorbidities in individuals with stuttering, cluttering, and developmental disorders of speech and language.ConclusionThis is the first nationwide study using health insurance data to analyze the prevalence and newly diagnosed cases of a speech and language disorder. Prevalence and gender ratio data were consistent with the international literature. The crude prevalence of developmental disorders of speech and language increased from 2015 to 2018, whereas the crude prevalence for stuttering remained stable. For cluttering, the numbers were too low to draw reliable conclusions. Proportional treatment allocation for stuttering peaked at 6 years of age, which is the school entrance year, and is later than the prevalence peak of stuttering. (shrink)

A broad sketch for a model of speech production is outlined which describes developmental aspects of its cognitive-linguistic and sensorimotor components. A description of the emergence of phonological knowledge is a central point in our model sketch. It will be shown that the phonological form level emerges during speech acquisition and becomes an important representation at the interface between cognitive-linguistic and sensorimotor processes. Motor planning as well as motor programming are defined as separate processes in our model (...) sketch and it will be shown that both processes revert to the phonological information. Two computational simulation experiments based on quantitative implementations are undertaken to show proof of principle of key ideas of the model sketch: the emergence of phonological information over developmental stages, the adaptation process for generating new motor programs, and the importance of various forms of phonological representation in that process. Based on the ideas developed within our sketch of a production model and its quantitative spell-out within the simulation models, motor planning can be defined here as the process of identifying a succession of executable chunks from a currently activated phoneme sequence and of coding them as raw gesture scores. Motor programming can be defined as the process of building up the complete set of motor commands by specifying all gestures in detail. This full specification of gesture scores is achieved in our model by adapting motor information from phonologically similar syllables or by assembling motor programs from sub-syllabic units. (shrink)

Lateral temporal measures of the auditory evoked potential including the T-complex, as well as an earlier negative peak index maturation of auditory/speech processing. Previous studies have shown that these measures distinguish neural processing in children with typical language development from those with disorders and monolingual from bilingual children. In this study, bilingual children with Turkish as L1 and German as L2 were compared with monolingual German-speaking children with developmental language disorder and monolingual German-speaking children with TD in order (...) to disentangle effects of limited language input vs. reduced perceptual abilities in the processing of speech and non-speech stimuli. Sensory processing reflected by the T-complex was compared in response to a German vowel and a sine-wave tone in the three groups of children, ages 5 through 6 years. Stimuli were presented while children watched a muted video. Auditory evoked potentials were time-locked to the vowels and tones. AEPs to the frequent stimuli within an oddball paradigm were analyzed at the left and right temporal electrode sites.The results revealed language status, stimulus, and language test measures all influenced the T-complex amplitudes. Particularly, the peak amplitude of Ta was modulated by language status and stimulus type. Bilingual children had significantly more negative Ta responses than the monolingual children with TD for both vowels and tones while DLD children differed from TD children only for the vowel stimulus. The amplitude of the T-complex was overall more negative at the left than at the right site. The Na peak latency was longer for the bilingual group than that observed for the two monolingual groups. The Tb latency was shorter for DLD and bilingual groups than that for TD children in the vowel condition, but no such latency difference between DLD and bilingual children was found. We suggest that the attenuated T-complex for bilingual children indicates continued plasticity of the auditory cortex to allow for learning of novel, second-language speech sounds. (shrink)

More than a decade of experimental research confirms that external linguistic information provided in the form of word labels can induce a "mutually exclusive" bias against double naming and lead children to infer the name of novel objects and parts. Linguistic labels have also been shown to encourage more sophisticated reasoning, particularly with respect to superordinate and atypical object categorization. By contrast, however, the inverse possibility that the linguistic labeling of basic-level objects may also developmentally support the kind of "phonological (...) reorganization" observed within infant speech categorization has yet to be theoretically isolated and experimentally explored. Yet the dynamic of relying on labels to inform object categorization clearly presupposes that potential word labels themselves have already been classified into language-specific phonemic categories. However, a two-staged strategy of first relying on basic-level object categories to refine speech categorization, and then exploiting such learned speech categories to fine tune object categorization would reveal a cyclically opportunistic learner. A uniform assumption of a one to one pairing between words and objects allows bootstrapping not only from language to object classification, but also from basic object categorization to phonemic speech classification. (shrink)

We investigated the perception of developmental changes in timing patterns that happen in the course of second language (L2) acquisition, provided that the native and the target languages of the learner are rhythmically similar (German and English). It was found that speech rhythm in L2 English produced by German learners becomes increasingly stress-timed as acquisition progresses. This development is captured by the tempo-normalized rhythm measures of durational variability. Advanced learners also deliver speech at a faster rate. However, (...) when native speakers have to classify the timing patterns characteristic of L2 English of German learners at different proficiency levels, they attend to speech rate cues and ignore the differences in speech rhythm. (shrink)

Studying the typical development of reading is key to understanding the precise deficits that underlie reading disabilities. An important correlate of efficient reading is the speed of naming arrays of simple stimuli such as letters and pictures. In this cross-sectional study, we examined developmental changes in visual processing that occurs during letter and object naming from childhood to early adulthood in terms of behavioral task efficiency, associated articulation and eye movement parameters, and the coordination between them, as measured by (...) eye-voice span in both the spatial and temporal domains. We used naming speed tasks, in which participants were required to name sets of letters or simple objects as quickly and as accurately as possible. Single stimulus manipulations were made to these tasks to make the stimuli either more visually and/or phonologically similar to one another in order to examine how these manipulations affected task performance and the coordination between speech and eye movements. Across development there was an increased efficiency in speech and eye movement performance and their coordination in both the spatial and temporal domains. Furthermore, manipulations to the phonological and visual similarity of specific letter and object stimuli revealed that orthographic processing played a greater role than phonological processing in performance, with the contribution of phonological processing diminishing across development. This comprehensive typical developmental trajectory provides a benchmark for clinical populations to elucidate the nature of the cognitive dysfunction underlying reading difficulties. (shrink)

In this study, we apply MOSAIC (model of syntax acquisition in children) to the simulation of the developmental patterning of children's optional infinitive (OI) errors in 4 languages: English, Dutch, German, and Spanish. MOSAIC, which has already simulated this phenomenon in Dutch and English, now implements a learning mechanism that better reflects the theoretical assumptions underlying it, as well as a chunking mechanism that results in frequent phrases being treated as 1 unit. Using 1, identical model that learns from (...) child‐directed speech, we obtain a close quantitative fit to the data from all 4 languages despite there being considerable cross‐linguistic and developmental variation in the OI phenomenon. MOSAIC successfully simulates the difference between Spanish (a pro‐drop language in which OI errors are virtually absent) and obligatory subject languages that do display the OI phenomenon. It also highlights differences in the OI phenomenon across German and Dutch, 2 closely related languages whose grammar is virtually identical with respect to the relation between finiteness and verb placement. Taken together, these results suggest that (a) cross‐linguistic differences in the rates at which children produce OIs are graded, quantitative differences that closely reflect the statistical properties of the input they are exposed to and (b) theories of syntax acquisition need to consider more closely the role of input characteristics as determinants of quantitative differences in the cross‐linguistic patterning of phenomena in language acquisition. (shrink)

We examine the embodiment of one foundational aspect of human cognition, language, through its bodily association with the gestures that accompany its expression in speech. Gesture is a universal feature of human communication. Gestures are produced by all speakers in every culture . They are tightly timed with speech . Gestures convey important communicative information to the listener, but even blind speakers gesture while talking to blind listeners , so the mutual co-occurrence of speech and gesture reflects (...) a deep association between the two modes that transcends the intentions of the speaker to communicate. Indeed, we believe that this linkage of the vocal expression of language and the arm movements produced with it are a manifestation of the embodiment of thought: that human mental activities arise through bodily interactions with the world and remain linked with them throughout the lifespan. In particular, we propose that speech and gesture have their developmental origins in early hand-mouth linkages, such that as oral activities become gradually used for meaningful speech, these linkages are maintained and strengthened. Both hand and mouth are tightly coupled in the mutual cognitive activity of language. In short, it is the initial sensorimotor linkages of these systems that form the bases for their later cognitive interdependence. (shrink)

The acquisition and evolution of speech production, discourse and communication can be negatively impacted by brain malformations. We describe, for the first time, a case of developmental dynamic dysphasia (DDD) in a right-handed adolescent boy (subject D) with cortical malformations involving language-eloquent regions (inferior frontal gyrus) in both the left and the right hemispheres. Language evaluation revealed a markedly reduced verbal output affecting phonemic and semantic fluency, phrase and sentence generation and verbal communication in everyday life. Auditory comprehension, (...) repetition, naming, reading and spelling were relatively preserved, but executive function was impaired. Multimodal neuroimaging showed a malformed cerebral cortex with atypical configuration and placement of white matter tracts bilaterally and abnormal callosal fibers. Dichotic listening showed right hemisphere dominance for language and functional magnetic resonance imaging (fMRI) additionally revealed dissociated hemispheric language representation with right frontal activation for phonology and bilateral dominance for semantic processing. Moreover, subject D also had congenital mirror movements (CMM), defined as involuntary movements of one side of the body that mirror intentional movements of the other side. Transcranial magnetic stimulation and fMRI during voluntary unimanual (left and right) hand movements showed bilateral motor cortex recruitment and tractography revealed a lack of decussation of bilateral corticospinal tracts. Genetic testing aimed to detect mutations that disrupt the development of commissural tracts correlating with CMM (e.g., Germline DCC mutations) was negative. Overall, our findings suggest that DDD in subject D resulted from the underdevelopment of the left inferior frontal gyrus with limited capacity for plastic reorganization by its homologous counterpart in the right hemisphere. Corpus callosum anomalies probably contributed to hinder interhemispheric connectivity necessary to compensate language and communication deficits after left frontal involvement. (shrink)

Several theories propose that one of the core functions of inner speech (IS) is to support subjects in the completion of cognitively effortful tasks, especially those involving executive functions (EF). In this paper we focus on two populations who notoriously encounter difficulties in performing EF tasks, namely, people diagnosed with schizophrenia who experience auditory verbal hallucinations (Sz-AVH) and people within the Autism Spectrum Conditions (ASC). We focus on these two populations because they represent two different ways in which IS (...) can fail to help in EF tasks, which can be illustrative for other mental conditions. First, we review the main components of EF (Section 1). Then we explain the functions that IS is taken to perform in the domain of EF (Section 2) and review the evidence concerning problems about EF in the two populations of our study: Sz-AVH (Section 3) and ASC (Section 4). After this we further detail our account about what a properly functioning IS can do for both populations and how different IS profiles may impact EF performance: in the case of Sz-AVH, the uncontrolled and intrusive character of IS negatively affects EF performance, whereas in ASC, EF is not sufficiently supported by IS, given the tendency in this population to present a diminished use of IS (Section 5). We finally briefly discuss Attention Deficit/Hyperactivity Disorder (ADHD) and Developmental Language Disorders (DLD). (shrink)

Developmental dyslexia is considered to be most effectively addressed with preventive phonics-based interventions, including grapheme-phoneme coupling and blending exercises. These intervention types require intact speech perception abilities, given their large focus on exercises with auditorily presented phonemes. Yet some children with dyslexia experience problems in this domain due to a poorer sensitivity to rise times, i.e., rhythmic acoustic cues present in the speech envelope. As a result, the often subtle speech perception problems could potentially constrain an (...) optimal response to phonics-based interventions in at-risk children. The current study therefore aimed to extend existing research by examining the presence of potential speech perception deficits in pre-readers at cognitive risk for dyslexia when compared to typically developing peers and to explore the added value of a preventive auditory intervention for at-risk pre-readers, targeting rise time sensitivity, on speech perception and other reading-related skills. To obtain the first research objective, we longitudinally compared speech-in-noise perception between 28 5-year-old pre-readers with and 30 peers without a cognitive risk for dyslexia during the second half of the third year of kindergarten. The second research objective was addressed by exploring growth in speech perception and other reading-related skills in an independent sample of 62 at-risk 5-year-old pre-readers who all combined a 12-week preventive phonics-based intervention with an auditory story listening intervention. In half of the sample, story recordings contained artificially enhanced rise times, while in the other half, stories remained unprocessed. Results revealed a slower speech-in-noise perception growth in the at-risk compared to the non-at-risk group, due to an emerged deficit at the end of kindergarten. Concerning the auditory intervention effects, both intervention groups showed equal growth in speech-in-noise perception and other reading-related skills, suggesting no boost of envelope-enhanced story listening on top of the effect of combining GraphoGame-Flemish with listening to unprocessed stories. These findings thus provide evidence for a link between speech perception problems and dyslexia, yet do not support the potential of the auditory intervention in its current form. (shrink)

We examined whether children's ability to integrate speech and gesture follows the pattern of a broader developmental shift between 3- and 5-year-old children regarding the ability to process two pieces of information simultaneously. In Experiment 1, 3-year-olds, 5-year-olds, and adults were presented with either an iconic gesture or a spoken sentence or a combination of the two on a computer screen, and they were instructed to select a photograph that best matched the message. The 3-year-olds did not integrate (...) information in speech and gesture, but 5-year-olds and adults did. In Experiment 2, 3-year-old children were presented with the same speech and gesture as in Experiment 1 that were produced live by an experimenter. When presented live, 3-year-olds could integrate speech and gesture. We concluded that development of the integration ability is a part of the broader developmental shift; however, live-presentation facilitates the nascent integration ability in 3-year-olds. (shrink)

Although developmental dyslexia is frequently diagnosed in Poland, little knowledge of effective treatment for this disorder is available in Polish society. Remedial teachers for many years have applied traditional methods aimed at correction and compensation for affected cognitive functions and academic skills. Otherwise, although western therapies are regularly advertised in the media, their effectiveness has rarely been subject to scientific investigation. Since the assumptions underlying some approaches are not consistent with current understanding of cognitive function, they may attract negative (...) expert appraisal. Unfortunately, it seems that fashion in dyslexia therapy is resistant to rare expressions of criticism from the scientific community. The purpose of this article is to promote awareness about effective treatment for specific reading disorders. Teachers’ greater understanding in this area should help Polish dyslexic children and their parents, who may be confused by offers of misguided therapy and sharp business practise. It is hoped that this article will clarify the situation. In this review of modern English journal articles, focus is on remedial teaching of reading, and more specifically, support for dyslexic students experiencing difficulties in decoding. Here we are concerned only with therapy in alphabetic languages in which individual speech sounds correspond to letters. Analysis of articles from the last six years leads to the conclusion that the most effective therapy for the reading disorder is training in phonological awareness and consolidation of letter-sound knowledge. However, these skills should be practised in the context of reading. (shrink)

While the idea that thinking is a form of silent self-talk goes back at least to Plato, it is not immediately clear how to state this thesis precisely. The aim of the paper is to spell out the notion that we think in language by recourse to recent work on inner speech. To that end, inner speech and overt speech are briefly compared. I then propose that inner speaking be defined as a mental episode that substantially engages (...) the speech production system; the underlying model of speech production is sketched. Next, the cognitive role of inner speaking is explored, especially its role in thinking and reasoning. The question of whether it is a way of making thoughts accessible (to whomever) or whether it is a means of thinking itself is raised. I argue that there are two reasons for assuming that, occasionally, we think in language. More specifically, I will claim that some instances of thinking are instances of inner speaking as they exploit certain properties of natural language, and that some instances of inner speaking are instances of thinking as they play a decisive role in paradigmatic cases of thinking that result from internalizing and re-using certain social-linguistic practices. Finally, the Language-of-Thought hypothesis as an alternative account is critically discussed. (shrink)

Many individuals with developmental language disorder (DLD) and individuals who are deaf or hard of hearing (D/HH) have social–emotional problems, such as social difficulties, and show signs of aggression, depression, and anxiety. These problems can be partly associated with their executive functions (EFs) and theory of mind (ToM). The difficulties of both groups in EF and ToM may in turn be related to self-directed speech (i.e., overt or covert speech that is directed at the self). Self-directed (...) class='Hi'>speech is thought to allow for the construction of non-sensory representations (i.e., representations that do not coincide with direct observation). Such non-sensory representations allow individuals to overcome the limits set upon them by the senses. This ability is constrained by the development of word meaning structure (i.e., the way words are understood). We argue that the greater ability to construct non-sensory representations may result in more enhanced forms of EF and ToM. We conclude that difficulties in EF, ToM, and social–emotional functioning in those with hearing and language problems may be accounted for in terms of word meaning impairments. We propose that word meaning structure and self-directed speech should be considered in assigning EF and ToM treatments to individuals with DLD and those who are D/HH. (shrink)

Psychologists and philosophers agree that personal narratives are a central component of one’s identity. The concept of narrative self has been proposed to capture this aspect of selfhood. In recent times, it has been a matter of debate how the narrative self relates to the embodied and experiential dimension of the self. In this debate, the role attributed to inner speech is that of constructing and maintaining personal narratives. Indeed, evidence suggests that inner speech episodes are involved in (...) self-reflection and autobiographical reasoning. That is, previous works have focused mostly, if not solely, on the role of inner speech for narrative self-understanding. However, inner speech is also involved in enacting personal narratives. In such cases, the content of the inner speech episodes is not in the service of the construction of narratives, rather it implies the identification with the character of the personal narratives. I introduce two instances of the use of inner speech for narrative self-enactment: positive self-talk and stereotype threat. I conclude by considering the implications of the examples introduced for the debate regarding the relation between the narrative and the embodied dimensions of selfhood. (shrink)

Developmental aspects of the frame/content perspective are explored in relation to (1) transitions in early language acquisition, (2) possible differential neurological control for babbling and early and later speech, and (3) development of word production templates in precocious early speakers. Proportionally high frequency of bilabial stops in early stable words versus babble offers advantages for afferent monitoring and supporting “frame dominance.”.

Some children may face some developmental problems in one ormore areas of their developmental milestones. One of them is speech delay. Todate, a screening tool for speech delay early detection among children is stilllacking, especially in Malaysia. Parents do not know where to refer and whichorganisation can help them especially for first-time parents. The objective ofthis paper is twofold. First, this paper analyses existing screening system orapplication for speech delay in children. Second, this paper proposes (...) a mobileapplication designed for Malaysian parents to help them detect speech delayin their children. A qualitative expert review was used to design and build theapplication. The screening application proposed is for early detection and tourge parents to seek for early intervention through appropriate assessments. Inconclusion, early detection in speech delay is critically important to increasethe chances for improving speech and communication skills. Thus, a speechdelay screening tool is needed for parents to seek proper treatment for theirchildren. (shrink)

We trained a computational model (the Chunk-Based Learner; CBL) on a longitudinal corpus of child–caregiver interactions in English to test whether one proposed statistical learning mechanism—backward transitional probability—is able to predict children's speech productions with stable accuracy throughout the first few years of development. We predicted that the model less accurately reconstructs children's speech productions as they grow older because children gradually begin to generate speech using abstracted forms rather than specific “chunks” from their speech environment. (...) To test this idea, we trained the model on both recently encountered and cumulative speech input from a longitudinal child language corpus. We then assessed whether the model could accurately reconstruct children's speech. Controlling for utterance length and the presence of duplicate chunks, we found no evidence that the CBL becomes less accurate in its ability to reconstruct children's speech with age. (shrink)

In many communities around the world, speech to infants and small children has increased mean pitch, increased pitch range, increased vowel duration, and vowel hyper-articulation when compared to speech directed to adults. Some of these IDS and CDS features are also attested in foreigner-directed speech, which has been studied for a smaller range of languages, generally major national languages, spoken by millions of people. We examined vowel acoustics in CDS, conversational ADS, and monologues directed to a foreigner (...) in the Towet dialect of the Papuan language Nungon, spoken by 300 people in a remote region in northeastern Papua New Guinea. Previous work established that Nungon CDS entails optional use of consonant alteration, special nursery vocabulary, and special morphosyntax. This study shows that Nungon CDS to children aged 2;2–3;10 lacks vowel hyper-articulation, but still displays other common prosodic traits of CDS styles around the world: increased mean pitch and pitch range. A developmental effect was also attested, in that speech to 2-year-olds contained vowels that were significantly longer than those in speech to 3-year-olds, which in turn had vowels of similar duration to those in Nungon ADS. We also found that Nungon FDS vowel triangles, measured from monologues primarily directed to a non-native speaker, were significantly larger than those of either CDS or conversational ADS, indicating vowel hyper-articulation. The Nungon pattern may align with the patterns of vowels in Norwegian IDS, CDS, and FDS, where hyper-articulation is found in FDS, but not CDS or IDS. The languages of the New Guinea area constitute 20% of the world's languages, but neither an acoustic comparison of vowels in CDS and ADS, nor an acoustic study of FDS, has previously been completed for any language of New Guinea. The function of an FDS style in a small, closed community like those of much of New Guinea may differ from that in larger societies, since there are very few non-native speakers of Nungon. Thus, this study uses monologues recorded with a foreign researcher as interlocutor to study Nungon FDS. (shrink)

The “erasing race” effect is the reduction of the salience of “race” as an alliance cue when recalling coalition membership, once more accurate information about coalition structure is presented. We conducted a random-effects model meta-analysis of this effect using five United States studies (containing nine independent effect sizes). The effect was found (ρ = 0.137, K = 9, 95% CI = 0.085 to 0.188). However, no decline effect or moderation effects were found (a “decline effect” in this context would be (...) a decrease in the effect size over time). Furthermore, we found little evidence of publication bias. Synthetically correcting the effect size for bias stemming from the use of an older method for calculating error base rates reduced the magnitude of the effect, but the it remained significant. Taken together, these findings indicate that the “erasing race” effect generalizes quite well across experimental contexts and would, therefore, appear to be quite robust. We reinterpret the theoretical basis for these effects in line with Brunswikian evolutionary-developmental theory and present a series of predictions to guide future research in this area. (shrink)

This study provides new longitudinal evidence on two major types of gesture–speech combination that play different roles in children’s early language. We analysed the spontaneous production of 10 Italian children observed monthly from 10–12 to 23–25 months of age. We evaluated the extent to which the developmental trends observed in children’s early gesture–word and word–word productions can predict subsequent verbal abilities. The results indicate that “complementary” and “supplementary” gesture–speech combinations predict subsequent language development in a different manner: (...) While the onset of “supplementary” combinations predicts the onset of two-word combinations, the use of “complementary” combinations at 12 and 18 months predicts the vocabulary and the ability to produce more words utterances at 2 years of age. Moreover, the results suggest that both “complementary” and “supplementary” crossmodal combinations are good predictive indexes of early verbal skills during the second year of age. (shrink)

This study provides new longitudinal evidence on two major types of gesture–speech combination that play different roles in children’s early language. We analysed the spontaneous production of 10 Italian children observed monthly from 10–12 to 23–25 months of age. We evaluated the extent to which the developmental trends observed in children’s early gesture–word and word–word productions can predict subsequent verbal abilities. The results indicate that “complementary” and “supplementary” gesture–speech combinations predict subsequent language development in a different manner: (...) While the onset of “supplementary” combinations predicts the onset of two-word combinations, the use of “complementary” combinations at 12 and 18 months predicts the vocabulary and the ability to produce more words utterances at 2 years of age. Moreover, the results suggest that both “complementary” and “supplementary” crossmodal combinations are good predictive indexes of early verbal skills during the second year of age. (shrink)

The Continuous Parameter Estimation Model is applied to develop individual genomic-level heritabilities for the latent hierarchical structure and developmental dynamics of Life History (LH) strategy LH strategies relate to the allocations of bioenergetic resources into different domains of fitness. LH has moderate to high population-level heritability in humans, both at the level of the high-order Super-K Factor and the lower-order factors, the K-Factor, Covitality Factor, and General Factor of Personality (GFP). Several important questions remain unexplored. We developed measures of (...) genome-level heritabilities employing an American sample of 316 monozygotic (MZ) and 274 dizygotic (DZ) twin dyads and a Swedish sample of 863 MZ and 475 DZ twin dyads. This novel heritability index measures individual genetic transmissibility, therefore opening new avenues for analyzing complex interactions among heritable traits inaccessible to standard structural equations methods. For these samples: (1) moderate to high heritability of factor loadings of Super-K on its lower-order factors is demonstrated, evidencing biological preparedness, genetic accommodation, and the gene-culture coevolution of biased epigenetic rules of development; (2) moderate to high heritability of the magnitudes of the effect of the higher-order factors upon their loadings on their constituent factors, evidencing genetic constraints upon phenotypic plasticity; and (3) that heritability of the LH factors, of factor loadings, and of the magnitudes of the correlations among factors are weaker among those with slower LH speeds, demonstrating that inter-individual variation in transmissibility is a function of individual socioecological selection pressures. (shrink)

Passivity experiences in schizophrenia are thought to be due to a failure in a neurocognitive action self-monitoring system . Drawing on the assumption that inner speech is a form of action, a recent model of auditory verbal hallucinations has proposed that AVHs can be explained by a failure in the NASS. In this article, we offer an alternative application of the NASS to AVHs, with separate mechanisms creating the emotion of self-as-agent and other-as-agent. We defend the assumption that inner (...) speech can be considered as a form of action, and show how a number of previous criticisms of applying the NASS to AVHs can be refuted. This is achieved in part through taking a Vygotskian developmental perspective on inner speech. It is suggested that more research into the nature and development of inner speech is needed to further our understanding of AVHs. (shrink)

A cognitive-developmental theory of synaesthesias - those subjective states fusing separate perceptual modalities - is supported by research indicating their neocortical basis and first appearance as part of the semantic learning of words, letters, numbers, and time in the early grade school years. It contrasts with models of a primitive, anomalous holdover from an earlier neural hyperconnectivity, widely assumed in recent neuroscience approaches. Classical synaesthesias, occurring most vividly in high 'fantasy proneness' children, as well as the more normative and (...) less stereotyped 'synaesthetic meanings' of mid childhood, would later be internalized as the imagistic side of Vygotsky's 'inner speech' - then introspectable as the typically diffuse felt sense of semantic significance. A synaesthetically structured felt meaning becomes the matrix for the development of metaphoric understanding in later childhood. The further exteriorized development of the full range of synaesthesias in adults high in imaginative absorption and creativity becomes central to the arts, culture, and meditative states of consciousness. This approach overlaps with that of Ramachandran on synaesthesia as a window to the evolution of language and metaphor, but separates the human capacity for cross- modal translation, as the root of all symbol formation, from the full range of synaesthesias that would be its later mid childhood differentiation and adds in the wider adult potential for higher developments of this normally implicit synaesthetic consciousness. (shrink)

: If a child’s development is made possible by interaction with his environment, involving an integration of affective and intellectual processes, dyslexia implies multiple cognitive deficits that cause learning difficulties and over time can affect a child’s sense of self. Inattentive behavior due to incomprehension of classroom tasks can cause compounding of gaps in learning that will lead to a lack of foundational skills. Vygotskij underlines how the zone of proximal development determines the difference between the child’s actual level of (...) development and the level of performance that he achieves under the guidance of a teacher, through imitation; the teacher must focus his efforts on identifying what the child is only able to do in collaboration today but will be able to do independently tomorrow. The main means of interaction between the teacher and the dyslexic child is the language that, materialized and objectified in external speech, then distilled into thought as internal speech can arm dyslexic children with foundational skills. Keywords: L.S. Vygotskij; Dyslexia; Language; Learning; Zone of Proximal Development Un approccio alla dislessia evolutiva da una prospettiva Vygotskijana Riassunto: Se lo sviluppo del bambino è reso possibile dall’interazione con il suo ambiente, attraverso l’integrazione di processi affettivi e intellettuali, la dislessia implica molteplici deficit cognitivi con conseguenti difficoltà di apprendimento, che col tempo possono condizionare la percezione che il bambino ha di sé. Il comportamento disattento in classe, dovuto all’incomprensione dei compiti assegnati, può generare un accumulo tale di lacune nell’apprendimento da condurre al mancato sviluppo di abilità fondamentali. Vygotskij sottolinea come la zona di sviluppo prossimale denoti la differenza tra il livello di sviluppo effettivamente raggiunto dal bambino e le prestazioni ottenute sotto la guida di un insegnante, per mezzo dell’imitazione del maestro. Compito dell’insegnante è concentrare gli sforzi al fine di individuare quanto il bambino è in grado di realizzare oggi in collaborazione, che domani sarà in grado di effettuare autonomamente. Il principale mezzo di interazione tra l’insegnante e il bambino dislessico è il linguaggio che, materializzato e oggettivato nel linguaggio esterno, successivamente condensato nel pensiero come linguaggio interno, può consentire ai bambini dislessici lo sviluppo di abilità fondamentali. Parole chiave: L.S. Vygotskij; Dislessia; Linguaggio; Apprendimento; Zona di sviluppo prossimale. (shrink)

Inner speech emerges in early childhood, in parallel with the maturation of the dorsal language stream. To date, the developmental relations between these two processes have not been examined. We review evidence that the dorsal language stream has a role in supporting the psychological phenomenon of inner speech, before considering paediatric studies of the dorsal stream’s anatomical development and evidence for its emerging functional roles. We examine possible causal accounts of the relations between these two developmental (...) processes, and consider their implications for phylogenetic theories about the evolution of inner speech and the accounts of the ontogenetic relations between language and cognition. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:When Is Writing Already Quotation?A Developmental Perspective on a Postmodern QuestionRebecca Wells-Jopling (bio)IntroductionPostmodern literary-critical thinking introduced into many disciplines in the 1950s and 1960s the quite peculiar, yet intellectually engaging, idea that what is written is always already-quoted. This idea is a logical derivation from the concurrent idea that writing is "prior to history"1 ; thus, what was written and what is written were simply always there, and (...) someone wrote it long before the reader held the written document in hand. The semiotician Roland Barthes claimed that "Every text, being itself the intertext of another text, belongs to the intertextual, which must not be confused with a text's origins: to search for the 'sources of' and 'influence upon' a work is to satisfy the myth of filiation. The quotations from which a text is constructed are anonymous, irrecoverable, and yet already read: they are quotations without quotation marks."2 In a similar vein, the cognitive psychologist David Olson argues that writing may be conceived not as transcription of speech, nor as a completely different mode of expression from speech, but rather as a type of reflexive language that points to itself as language.3 Writing is thus "quotation" that calls for "a distinctive mode of interpretation."4 The purpose of this article is to offer some reasons why conceiving of what is written as always already-quoted is likely not accurate as an ontological claim, but it may hold in particular circumstances and at a particular moment in human development. The phrase "already-quoted" will refer to this postmodern notion that entire texts, and components thereof, routinely call attention to their own opacity. Sometimes this opacity is achieved through the writer's use of actual quotation marks, but sometimes the opacity is only in the reader's experience of detecting a phrase or other unit in the text that summons up rather directly a perspective or another text in a way that blocks the transparent referential power that the words might otherwise have. [End Page 59]Quotation and the Questioning of AuthorityFirst, a bit of history. Pierre de la Ramée (also known as Peter Ramus) was a French philosopher and logician whose 1543 tract Dialecticae Partitiones in Latin was the first philosophical work to appear in French (in 1555 under the title Dialectique), and, more pertinently for this discussion of quotation, was one of the first writers to use proto-quotation marks in his writings.5 The earlier Latin text "is printed entirely in roman type, except the preface, which is entirely in italics. But in his French Dialectique all citations of foreign texts are distinguished by typography: italics are used for poetry, inverted commas enclose prose."6 His motivation, according to Compagnon,7 was the desire to bypass the kind of univocal authority suggested by a text in which voices cannot be distinguished from one another, and to point out the status of quoted passages as "reasoned examples or illustrations."8 If this was in fact de la Ramée's motivation, one wonders if he would have preferred that his entire text be put in yet a different typographical face in order to suggest that his own words in the text are not authoritative, but, contrary to Barthes's belief, not anonymous, utterly recoverable, and admittedly perspectival in nature.This detour through publishing history highlights an important difficulty in viewing what is written as always already-quoted: someone has to choose the quotations and arrange them (and, in de la Ramée's case, have the courage to counter the academy and point them out as citations). Is this act of choosing quotations also a quotation of a former chooser of quotations? In de la Ramée's case, obviously not, since he was the first to use different typefaces for different authoritative voices. This is one of the reasons why we cannot conceive of an entire written text as always already derivative. And if not derivative, then, by definition, not quoted. Assembling quotations and gluing them together with argumentation or poetry, as the case may be, is a creative act. This is so even if the words... (shrink)

Infants' own activities create and actively select their learning experiences. Here we review recent models of embodied information seeking and curiosity-driven learning and show that these mechanisms have deep implications for development and evolution. We discuss how these mechanisms yield self-organized epigenesis with emergent ordered behavioral and cognitive developmental stages. We describe a robotic experiment that explored the hypothesis that progress in learning, in and for itself, generates intrinsic rewards: The robot learners probabilistically selected experiences according to their potential (...) for reducing uncertainty. In these experiments, curiosity-driven learning led the robot learner to successively discover object affordances and vocal interaction with its peers. We explain how a learning curriculum adapted to the current constraints of the learning system automatically formed, constraining learning and shaping the developmental trajectory. The observed trajectories in the robot experiment share many properties with those in infant development, including a mixture of regularities and diversities in the developmental patterns. Finally, we argue that such emergent developmental structures can guide and constrain evolution, in particular with regard to the origins of language. (shrink)

For the past two decades, speech-act theory has been one of the basic tools for studying pragmatics from both a theoretical and an experimental perspective. In this paper, I want to discuss certain aspects of the theory with respect to data from early communication in children. My aim will be to show that some of the central assumptions of the speech-act model of utterance comprehension need to be rethought. In the second part of the paper, I will outline (...) a different pragmatic approach to verbal understanding and present a preliminary application of this approach to the developmental data. (shrink)

In their first weeks of life preterm infants are deprived of developmentally appropriate stimuli, including their mother’s voice. The current study explores the immediate association of two preterm infant behaviours (open eyes or smiling) with the quality of a mother’s infant-directed speech and singing. Participants are 20 mothers who are asked to speak and sing to their medically stable infants placed in incubators. Eighty-four vocal samples are extracted when they occur in the presence of an infant’s behavioural display and (...) compared with random selections during periods of absence of target behavioural display. The results show that infant-directed maternal voice presents more marked emotional qualities when infants display a behavioural change than when infants are passive and expressionless. Specifically, higher values of mean pitch and maximum sound pressure level, as well as greater variability of these parameters are associated with a behavioural display. (shrink)

A current issue in psycholinguistic research is whether the language difficulties exhibited by children with developmental language disorder [DLD, previously labeled specific language impairment ] are due to deficits in their abilities to pick up patterns in the sensory environment, an ability known as statistical learning, and the extent to which explicit learning mechanisms can be used to compensate for those deficits. Studies designed to test the compensatory role of explicit learning mechanisms in children with DLD are, however, scarce, (...) and the few conducted so far have led to inconsistent results. This work aimed to provide new insights into the role that explicit learning mechanisms might play on implicit learning deficits in children with DLD by resorting to a new approach. This approach involved not only the collection of event-related potentials, while preschool children with DLD [relative to typical language developmental controls] were exposed to a continuous auditory stream made of the repetition of three-syllable nonsense words but, importantly, the collection of ERPs when the same children performed analogous versions of the same auditory SL task first under incidental and afterward under intentional conditions. In each of these tasks, the level of predictability of the three-syllable nonsense words embedded in the speech streams was also manipulated to mimic natural languages closely. At the end of both tasks’ exposure phase, children performed a two-alternative forced-choice task from which behavioral evidence of SL was obtained. Results from the 2-AFC tasks failed to show reliable signs of SL in both groups of children. The ERPs data showed, however, significant modulations in the N100 and N400 components, taken as neural signatures of word segmentation in the brain, even though a detailed analysis of the neural responses revealed that only children from the TLD group seem to have taken advantage of the previous knowledge to enhance SL functioning. These results suggest that children with DLD showed deficits both in implicit and explicit learning mechanisms, casting doubts on the efficiency of the interventions relying on explicit instructions to help children with DLD to overcome their language difficulties. (shrink)

The present study aimed to investigate the effects of type of noise, age and gender on children’s speech intelligibility and sentence comprehension. The experiment was conducted with 171 children between 11 and 13 years old in ecologically-valid conditions (collective presentation in real, reverberating classrooms). Two standardized tests were used to assess speech intelligibility (SI) and sentence comprehension (SC). The two tasks were presented in three listening conditions: quiet; traffic noise; and classroom noise (non-intelligible noise with the same spectrum (...) and temporal envelope of speech, plus typical classroom sound events). Both task performance accuracy and listening effort were considered in the analyses, the latter tracked by recording the response time using a single-task paradigm. Classroom noise was found to have the worst effect on both tasks (worsening task performance accuracy and slowing response times), due to its spectro-temporal characteristics. A developmental effect was seen in the range of ages (11-13 years), which depended on the task and listening condition. Gender effects were also seen in both tasks, girls being more accurate and quicker to respond in most listening conditions. A significant interaction emerged between type of noise, age and task, indicating that classroom noise had a greater impact on response times for SI than for SC. Overall, these results indicate that, for 11- to 13-year-old children, performance in SI and SC tasks is influenced by aspects relating to both the sound environment and the listener (age, gender). The presence of significant interactions between these factors and the type of task suggests that the acoustic conditions that guarantee optimal SI might not be equally adequate for SC. Our findings have implications for the development of standard requirements for the acoustic design of classrooms. (shrink)

The present study investigates the way infants express their emotions in relation to parental feelings between maternal and paternal questions and direct requests. We therefore compared interpersonal engagement accompanying parental questions and direct requests between infant–mother and infant–father interactions. We video-recorded spontaneous communication between 11 infant–mother and 11 infant–father dyads—from the 2nd to the 6th month—in their home. The main results of this study are summarized as follows: (a) there aresimilaritiesin the way preverbal infants use their affections in spontaneous interactions (...) with their mothers and fathers to express signs of sensitivity in sharing knowledge through questions and direct requests; and (b) the developmental trajectories of face-to-face emotional coordination in the course of parental questions descend in a similar way for both parents across the age range of this study. Regarding the developmental trajectories of emotional non-coordination, there is evidence of a linear trend in terms of age difference between the parents’ gender with fathers showing the steeper slope. The results are discussed in relation to the theory of intersubjectivity. (shrink)

Jürgen Habermas seeks to defend the Enlightenment and with it an "emphatical", "uncurtailed" conception of reason against the post-modern critique of reason on the one hand, and against so-called scientism (which would include critical rationalism and the greater part of analytical philosophy) on the other. His objection to the former is that it is self-contradictory and politically defeatist; his objection to the latter is that, thanks to a standard of rationality derived from the natural sciences or from Weber's concept of (...) purposive rationality, it leaves normative questions to irrational decisions. Habermas wants to offer an alternative, trying to develop a theory of communicative action that can clarify the normative foundations of a critical theory of society as well as provide a fruitful theoretical framework for empirical social research. This study is a comprehensive and detailed analysis and sustained critique of Habermas' philosophical system since his pragmatist turn in the seventies. It clearly and precisely depicts Habermas' long chain of arguments leading from an analysis of speech acts to a discourse theory of law and the democratic constitutional state. Along the way the study examines, among other things, Habermas' theory of communicative action, transcendental and universal pragmatics and the argument from "performative contradictions", discourse ethics, the consensus theory of truth, Habermas' ideas on developmental psychology, communicative pathologies and social evolution, his theory of social order, the analysis of the tensions between system and lifeworld, his theory of modernity, and his theory of deliberative democracy. For all Habermas students this study will prove indispensable. (shrink)