Arts, Elke Orobio de Castro, Bram Luteijn, Ellen Elsendoorn, Ben Vissers, Constance T. W. M.
Published in
Frontiers in Psychiatry
Adolescents with Developmental Language Disorders (DLD) have more difficulties in social emotional functioning than their typically developing peers (TD), such as shyness and anxiety in social situations, fewer peer relations, greater risk of victimization, social isolation and depression. In addition, they are more likely to report higher levels o...
Calder, Samuel D Brennan-Jones, Christopher G Robinson, Monique Whitehouse, Andrew Hill, Elizabeth
Published in
Journal of paediatrics and child health
This study sought to determine the prevalence of Developmental Language Disorder (DLD) in Australian school-aged children and associated potential risk factors for DLD at 10 years. This study used a cross-sectional design to estimate the prevalence of DLD in Generation 2 of the prospective Raine Study. Participants included 1626 children aged 10 ye...
Eikerling, Maren Rebecca Bloder, Theresa Sophie Lorusso, Maria Luisa
Published in
Frontiers in Psychology
In bi- and monolingual children, nonword repetition tasks (NWRTs) differentiate between typically developing (TD) and children with Developmental Language Disorder (DLD). Language specificity is a crucial factor in nonword construction especially for multilingual children. While language-specific nonwords seem less artificial than non-specific nonw...
Astle, Duncan E Holmes, Joni Kievit, Rogier Gathercole, Susan E
Published in
Journal of child psychology and psychiatry, and allied disciplines
Practitioners frequently use diagnostic criteria to identify children with neurodevelopmental disorders and to guide intervention decisions. These criteria also provide the organising framework for much of the research focussing on these disorders. Study design, recruitment, analysis and theory are largely built on the assumption that diagnostic cr...
Kalliontzi, Eleni Ralli, Asimina M Palikara, Olympia Roussos, Petros
Published in
Research in developmental disabilities
Children with Developmental Language Disorder (DLD) have been found to demonstrate low performance in Executive Functions (EFs). However, the evidence-based data is so far scarce, especially for 4-5-year-old children. Most of the existing research involves English-speaking populations, while very few studies have been carried out with non-English-s...
Helo, Andrea Guerra, Ernesto Coloma, Carmen Julia Aravena-Bravo, Paulina Rämä, Pia
Published in
Frontiers in Psychology
Our visual environment is highly predictable in terms of where and in which locations objects can be found. Based on visual experience, children extract rules about visual scene configurations, allowing them to generate scene knowledge. Similarly, children extract the linguistic rules from relatively predictable linguistic contexts. It has been pro...
Thordardottir, Elin Reid, Heather
Objectifs. La haute valeur diagnostique des tests de répétitions de non-mots (RNM) pour identifier le trouble développemental du langage (TDL) a été largement démontrée pour les enfants monolingues et bilingues d’âge préscolaire et scolaire. Cette étude étend l’analyse de la RNM à des enfants plus âgés.Méthodologie. Un test existant de RNM en langu...
Dam, Quynh Diem
Bilingualism continues to increase with more than 350 different languages spoken in the United States, and more than 21% of people over the age of five (approximately 66 million people) speaking a language other than English at home (U.S. Census Bureau, 2020). Many bilingual children in the US speak a minority first language (L1) and English as the...
Juvené, Élodie Thomas, Nathalie Aeby, Alec Urbain, Charline
Un ensemble d’études menées au cours de ces 15 dernières années montrent des performances d’apprentissage procédural altérées dans le trouble développemental du langage (TDL). Bien que des résultats contradictoires soient parfois rapportés, l’hypothèse du déficit procédural dans le TDL est prometteuse car elle offre une meilleure compréhension des ...
Dauvister, Estelle Maillart, Christelle
Les enfants ayant un trouble développemental du langage (TDL) présentent un vocabulaire réduit tant en quantité et qu’en qualité ainsi que des difficultés d’apprentissage de mots dont les causes restent méconnues. Cette recherche cible plus particulièrement le rôle des règles de catégorisation pour l’apprentissage lexical. A cette fin, une tâche de...
