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Phonological awareness and literacy development in children with expressive phonological impairments ...
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Phonological awareness and literacy development in children with expressive phonological impairments ...
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When words fail us: insights into language processing from developmental and acquired disorders
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Abstract:
Acquired disorders of language represent loss of previously acquired skills, usually with relatively specific impairments. In children with developmental disorders of language, we may also see selective impairment in some skills; but in this case, the acquisition of language or literacy is affected from the outset. Because systems for processing spoken and written language change as they develop, we should beware of drawing too close a parallel between developmental and acquired disorders. Nevertheless, comparisons between the two may yield new insights. A key feature of connectionist models simulating acquired disorders is the interaction of components of language processing with each other and with other cognitive domains. This kind of model might help make sense of patterns of comorbidity in developmental disorders. Meanwhile, the study of developmental disorders emphasizes learning and change in underlying representations, allowing us to study how heterogeneity in cognitive profile may relate not just to neurobiology but also to experience. Children with persistent language difficulties pose challenges both to our efforts at intervention and to theories of learning of written and spoken language. Future attention to learning in individuals with developmental and acquired disorders could be of both theoretical and applied value.
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Keyword:
Introduction
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3866430 https://doi.org/10.1098/rstb.2012.0403 http://www.ncbi.nlm.nih.gov/pubmed/24324244
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48 |
Problems with tense marking in children with specific language impairment: not how but when
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49 |
Genetic and Environmental Overlap Between Chinese and English Reading-Related Skills in Chinese Children
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51 |
Fine motor deficits in reading disability and language impairment: same or different?
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Cerebral asymmetry and language development: cause, correlate or consequence?
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The Genetic and Environmental Foundation of the Simple View of Reading in Chinese
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Does cerebral lateralization develop? A study using functional transcranial Doppler ultrasound assessing lateralization for language production and visuospatial memory
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Does cerebral lateralization develop? A study using functional transcranial Doppler ultrasound assessing lateralization for language production and visuospatial memory
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Does cerebral lateralization develop? A study using functional transcranial Doppler ultrasound assessing lateralization for language production and visuospatial memory
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Maturation of rapid auditory temporal processing and subsequent nonword repetition performance in children
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