1 |
Mismatch response to polysyllabic nonwords: a neurophysiological signature of language learning capacity
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Children who read words accurately despite language impairment: who are they and how do they do it?
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Autism and diagnostic substitution: evidence from a study of adults with a history of developmental language disorder
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Do children with autism 'switch off' to speech sounds? An investigation using event-related potentials
|
|
|
|
BASE
|
|
Show details
|
|
5 |
The broader language phenotype of autism: a comparison with specific language impairment
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Hemispheric specialization for processing auditory nonspeech stimuli
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Developmental cognitive genetics: how psychology can inform genetics and vice versa
|
|
|
|
Abstract:
Developmental neuropsychology is concerned with uncovering the underlying basis of developmental disorders such as specific language impairment (SLI), developmental dyslexia, and autistic disorder. Twin and family studies indicate that genetic influences play an important part in the aetiology of all of these disorders, yet progress in identifying genes has been slow. One way forward is to cut loose from conventional clinical criteria for diagnosing disorders and to focus instead on measures of underlying cognitive mechanisms. Psychology can inform genetics by clarifying what the key dimensions are for heritable phenotypes. However, it is not a one-way street. By using genetically informative designs, one can gain insights about causal relationships between different cognitive deficits. For instance, it has been suggested that low-level auditory deficits cause phonological problems in SLI. However, a twin study showed that, although both types of deficit occur in SLI, they have quite different origins, with environmental factors more important for auditory deficit, and genes more important for deficient phonological short-term memory. Another study found that morphosyntactic deficits in SLI are also highly heritable, but have different genetic origins from impairments of phonological short-term memory. A genetic perspective shows that a search for the underlying cause of developmental disorders may be misguided, because they are complex and heterogeneous and are associated with multiple risk factors that only cause serious disability when they occur in combination.
|
|
Keyword:
developmental neuropsychology; Experimental psychology; genetics; specific language impairment
|
|
URL: http://www.tandf.co.uk/journals/PQJE https://doi.org/10.1080/17470210500489372
|
|
BASE
|
|
Hide details
|
|
9 |
Auditory event-related potentials differ in dyslexics even when auditory psychophysical performance is normal
|
|
|
|
BASE
|
|
Show details
|
|
10 |
A case of exceptional reading accuracy in a child with Down syndrome: underlying skills and the relation to reading comprehension
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Executive functions in children with communication impairments, in relation to autistic symptomatology. 2: response inhibition
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Executive functions in children with communication impairments, in relation to autistic symptomatology. 1: generativity
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Genetic influences on language impairment and phonological short-term memory
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Are phonological processing deficits part of the broad autism phenotype?
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Exploring the borderlands of autistic disorder and specific language impairment: a study using standardised diagnostic instruments
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Motor immaturity and specific speech and language impairment: evidence for a common genetic basis
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Phonological processing, language, and literacy: a comparison of children with mild-to-moderate sensorineural hearing loss and those with specific language impairment
|
|
|
|
BASE
|
|
Show details
|
|
18 |
How does the brain learn language? Insights from the study of children with and without language impairment
|
|
|
|
BASE
|
|
Show details
|
|
|
|