Language Disorders #2

Noam chompsky and BF skinner.

People mostly unconsciously know what is correct or what is not correct.

• unconsious
• tell us why

• observe
• deduce

No, because we produce ungrammatical sentences frequently.

inconceivable and misses the point.

the number is infinite.

There is a finite system of principles that enables humans to construct and infinite number of sentences.

Linguistic Base ----> Initial state of linguistic knowledge -----> Final state of linguistic knowledges

• Children acquire language along the same time course regardless of enviornmental contition.
• Regardless of the language the process of language acquisition follows similar patterns. (children at first do not produce the subject of the sentence. Ex: go, want juice)

• Language input is : partial, full of mistakes, not presentd systematically. 
• Children are not taught was is ungrammatical
• children dont make the mistakes we would expect
• there are some mistakes children never make.
• Children never consider linear rules
• Children only use hierarchial rules.

• all human beings have the ability to acquire language and only human beings have the ability to acquire languge.
• Thus, language is part of the bilogical endowment and there is a critical periosd for it to happen.

The development of creole languages supports inborn ability to acquire language

• *pidgin (basic words)
• *creole, Morphemes, elaboarated syntax (kids convert pidgin to crole

• Blueprint underlying an human language
• Languages do not differ from each other infinitely only along certain dimensions.

25%

• unitl 2 yrs
• No-only humans

3/4

6

Any area of cortex can support an assortment of cortical representations.

• Gyri
• sulci
• fissures

Arcuate Fasiculus

Larger on the left side (it is asymmetrical)

symmetrical PT

Symmetrical.

• subcortical
• procedural deficit

• Abnormal gyral 
• Broca's Area

Reducplication

• Basal Ganglia: Less gray matter in the caudate nuclei, more gray matter in the putamen
• Caudate Nucleus: Speciffically for language, it has learning and memory functions
• Putamen: Reinforcement and incidental learning, rule based learning.

Converging evidence

• Abnormal asymmetry in perisylvian areas, subcortical anomalies, atypical gyral morphology.
• Abnormal gyral morphology has been noted near broca's area.
• Reduplication is needed. Nothing has been perfectly consistent

heterogeneous.

• Electroencephalography
• scalp electrodes
• record surface voltage
• ERP event related potentials (wave forms)-spike

• Greater ERPs when processing difficult semantics.
• ERPS not higher on the left (as would be expected) when processing prepositions, determiners, pronouns

• Have high temporal resolution (see what is happening
• Show maturational changes
• Don not require overt responses

• ERP recordings at birth were used to predict later language skills through 5 years of age
• ERP patterns predictive of dyslexia

• Shared brain abnormalities
• Discrete categories
• The quest to discover one particular neural marker for any given impairment is misguided.

• Better understanding of the basis of a child's language impairement:
• -More specifically targeted therapy
• - Avoidance of therapy that is ineffective
• -A better ability to prognosticate regarding outcome
• -Identification of markers (earlier commencement of therapy and greater likelihood of an improved outcome)

resolve anxiety and encourage parents to pursue appropriate therapy.

we think in visual and auditory images of abstract propositions.

• Focus attention
• Listen to sequence of sounds
• Remember sequence of sounds
• Compare the sound sequence and potential meanings to prior knowledge

• Phonological sequence
• Likely meaning
• Event that co-occurred
• Surrounding spoken words
• Word order
• the role the word might have played (noun, verb, etc)

Yes

The mental processes that allow an individual to simultaneously store and process verbal information.

• Set of assumptions about some concept or system
• The diagrams, illustrations or physical models are not the acutal things
• Describes a type of object or system
• Explains various properties that object or system
• a representation that provides at lease some approximation to the real situation.

• Unitary. 
• 7 independent primary abilities
• 120 different abilitites

• considered it to be made up of more than one component.
• Presented because it was obsereved that people could remember (3 chunks of
• information (pictures) and then 3 words= 3 chunks of visual and 3 chunks of
• auditory) Could remember 3 of each better than if they were give 6 simply in
• auditory. Showin that you process visual and auditory differently.

• NO
• Made up of a series of memories that in optimum conditions work together to serve a wide range of different functions
• Capability to store and then to retrieve information.

• Everything coming in is a puzzle
• Coordinates selective attention (implications for joint attention)
• Supervisory system
• Controls infromation to the phonological loop, visual sketchpad and episodic buffer.

long term memory

• Stores phonological information
• Auditory verbal information:
• -entered automatically into the phonological store
• Visually presented language: 
• - Transformed into phonological code by silent articulation.

• PHonological loop: two separate locations within the left hemisphere of the brain
• Visuospatial sketchpad: distributed across at least four locations in the right hemisphere
• Central executive: depends on a range of locations within the frontal lobes of the brain.

• Bottom-up processing
• --Attention
• --perception

• Top Down processing
• --knowledge
• --creates expectations
• --expectations shape what we pay attention to 
• --EX- stories.

• High degree of overlap between attention deficits and language impairment
• May need longer periods of sustained attention stimulation and repeated stimulation
• It is not just any kind of attention we are talking about, it is self directed attention

• nonword repetition
• 3+ syllables for

short term storage for an utterance until speech takes place

• Shorter, less complex sentences
• Difficulty with grammatical morphology
• difficulty with comprehension

• using dual tasks
• Competing language processing task (CLPT)
• --Pumpkins are purple (yes/no) (final word)
• Children with LI had 40% recall
• Typically developing children had 60%

Yes

Slower processing.

• Prototypical (models)
• Not precise
• Reflect different theoretical orientations
• Reflect specific language disorders

cognitive-linguistic development (and difficulty)

Memory

Perception

Age

• Executive function: have to process to be selective or attend to things
• PHonological memory: Everything you remember goes through short term memory first. Effects how much you can remember
• Working memory capacity: can improve through practice
• Inhibition of attention: the slower your processing, the more inhibited your attention is. Multitasking is made difficult.

• Reaction time is slower across tasks
• There is no general factor that slows all cognitive operations
• Slower with just speed of lexical access and integration
• Group research has masked the heterogeneity

• Alerting: achieving an alert state
• Orienting: Selecting information
• Executive control: resolving conflicting input
• Develomental effects

• Unconscious: pre-attentive, baseline neural state, happens all the time
• Conscious: selected attention

• Coloful nitrogen
• colorful bodies

• Chromatin
• Chromosomes

6 ft.

DNA that is wound around a protein

• 23 Chromosomes pairs (1 from mother, 1 from father)
• 46 in total in each cell of body 
• Numbered little to big

• For growth (cells don't grow so they multiply to help us grow)
• For repair ( the large the cell the less efficient it is)

• Telomere is at end of chormosome, centromere is in the center.
• They are in the process of reduplication and it is the only time you can see them.

• The DNA
• Section of DNA
• Genes contain information on how to create protein ( how to make you as a person)

• Start with chromosome # (1-23)
• Begin numbering from cenromere of chromosome
• Numbered according to arm (p or q)

• 2nd chromosome
• short arm
• 34 away from centromere

Gene is italicized

• Proteins
• Coding sequences

• Exons
• RNA recodes (rewrites the code, cleans it, removes the introns and gives code to messenger RNA
• MRNA transfers the code out of the nucleus to the ribosomes
• The ribosomes produce proteins.

• A) structural (they help form a structure)
• B) Go back to the nucleus to help control the transcription of other genes, called transcritipion factors.

• Regulate transcription
• Control the amount of protein produced by the gene
• FOXP2 is a transcription factor (protein) that is associated with speech and language

1000

• genotype
• phenotype

Alleles

• Dominant
• Recessive
• Additive

Creating a sperm or egg.

• Two sex cells meet and combine
• 4 chromosomes are duplicated and crossover occurs
• the cell then divides into two with 2 pairs of chromoses a piece. Then division happens again to get 4 daughter cells.

• No effect
• Change in the exon (code) this is missense
• Change when the transcription is supposed to stop this is a nonsnese mutation
• Additions
• Deletions
• Elimination of one or several genes

• Chromosome
• Loss of a chromosome (monosomy)
• Addition of a chromose (trisomy)
• Inverstion
• Translocation(pieces of chromosome break off and reattach. )

• It should run in families
• One person=unique trait (phenotype), others in their family = morel likely to have that trait.
• People outside of the family = less likely to have that trait (as a group)

• 4 times higher chance for you
• Familial aggregation

The person who has the trait that is interesting

• Yes-
• Studies showing that SLI tends to run in families are suggestive of genetic influence, but they are not watertight, because family members share environments as well as genes.

Genetic and enviornmental effects.

MZ

• How genes interact with other genes
• -Synergistic-
• -Antagonistic.

• Polygenic effect (quantitative)- multiple genes creating effect
• Phenotype= addative+dominance+Environment + Interaction
• They do not follow Mendelian patterns
• Their phenotypes typically vary along a normal distribution

The more it follows the normal curve.

• Human Skin Color
• SLI resembles complex genetic disorders, such as asthma and diabetes, which run in families but for which patterns of inheritance do not correspond to any known dominant or recessive pattern.

Regression-based statistics.

• How big of a difference there is in phenotypic correlation between twin who are MZ and DZ
• MZ= r-.70
• DZ= r-.30
• The difference is .40

index of the propotion of the phenotype variance across individuals that is attributable to genetic factors.

doubling the difference. so in the example 80% of the phenotype effect is attributable to genetices

there suggests genetic influence.

• YES- A LOT
• Higher heritability when you don't use a discrepancy model

It appears that the genetic influence is unique before age 3. After that, there is less of a unique genetic contribution.

• the genotypes of large numbers of individuals
• positional cloning
• candidate gene approach

a genetic influence on SLI, but none of these methods actually looked at any individuals genes.

• Recombination across generations
• Alleles that are close together stay together and those that are far apart, stay far apart
• Looking for the same genes across generations
• Identify  what proteins are created by those genes
• An established approach in SLI

• Requires and understanding of the nature of the phenotype and the genes and their protein products.
• If you know that a problem is caused by a lack of a certain substance (dopamine) then you will look for a gene that creates that substance.
• An emerging approach in SLI

• Family KE
• 37 members
• 15 with LI
• Strong linkage signal in the 7q31 region
• Transcription gene protein called FoxP2
• Base-pair substitution resulting in a missense.

• Transcriptional repressor gene
• Expressed in the multiple organs, including the brian
• Structural imaging found abnormalities in the 
• -caudate nucleus (memory)
• -putamen (memory)
• Cerebrellum (attention)
• -Temporal cortex (language)
• -Inferior frontal gyrus (language production)-Broca's
• -Motor cortex (speech)

Underactivation: In broca's area, right inferior frontal gyri and putamen

Overactivation: In posterior parietal, occipital, and post-central regions not normally associated with language.

• Leads to deficits in procedural learning (memory)
• Mutation does not let the FOXP2 protein go back through the nuclear membrane, where it is supposed to reconnect and regulate transcription.
• FOXP2 regulates activities of other genes

• No
• Not found in large twin LI study
• Not a very common cause of LI
• 5 unrelated individuals or families have been found to have LI and FOXP2 abnomalities

• Dyslexia is familial
• 37% of first-degree family members
• 5 times higher rate than the expected rate

• Risk for autism to siblings of probands with autism is between 2% and 6%
• In twin studies MZ= 60%-90%

No consensus regarding any particular gene, but some are promising

YES!!! Early intervention is best.

56%

4.7 million to 11.2 million

Simultaneous Bilinguals: Two languages from birth or before 2 years of age.

Sequential Bilinguals: Mastered one language and learned second language after 2 years of age.

• Early Sequential Bilingualism:
• Home language first (but not mastered)
• Second language with formal schooling

Early sequential bilinguals.

• Timing
• Context (How immersed)
• AMount of exposure
• Birth order (younger is exposed more)
• School procedures (monolingual, bilingual, ELL services)
• Social interaction/ Neighborhood
• Parent desires.

• not mastered
• not mastered
• differentiate between a difference and a disorder.

• It is argued that there is no support for English-only initiatives and that the English-only movement can have negative consequences on psychosocial development
• intergroup relation
• academic achievement
• psychometric and health-service delivery systems for many american citizens and residents who are not proficient in english

NOOOOO

6

builds on it.

making decisions regarding whether their children need two languages.

the focus should be upon helping them learn the two languages. It is not appropriate to recommend that the input be reduced to a single language.

If a child with SLI were to learn two languages, the generalized slowing hypothesis would predict that this child would show delays not only compared to monolingual unaffected age peers in each but also compared to monolingual age peers with SLI

Even if a child with SLI was learning two languages, this would not necessarily change their proficiency with respect to those aspects of language that are considered to be clinical markers for monligual children with SLI (meaning general processing does not fit?)

Yes

• Applied to simultaneous bilinguals
• Bilinguals master the linguistic rule systems of both languages
• They can keep those systems seperate.

• Bilingual input from birth= acquistion of both languages
• development follows the same patterns and time frame for both languages
• Separate development is assumed

• sequential bilingualism is more interrelated
• L1 guides development of L2
• Learn L2 through filter of L1
• High frequency forms are used correctly- more errors on low frequency forms
• High degree of similarity between two languages= earlier mastery

Competition between cues across phonology, semantics, morphosyntax and pragmatics.

clearly different forms are less likely to be vulnerable to change and differences that are more subtle may be more difficult to tease appart

• Word learning for bilinguals is similar to monolinguals if both languages are counted. 
• Children may not encode the same items in each of their two languages.

• bilinguals have the same MLU in both languages as monolinuals
• morphology in both languages develops as expected.
• Cros linguistic influence can occur with grammer (not ungrammatical, just unusual)

• similar across multiple languages with some differences noted 
• spanish : less consequences more emotion
• AA: Less plans, topic associating and topic centered.

• Difficulty with perspective talking
• temporal
• causal
• cohesion (pronouns wrong)

• Semantics are similar to monolingual LI patters
• Difficulty processing and learning new words.

No, but there is a form of English (stnadard american english) that has been promoted to be the representative standard dialect. This is false!! Any english is good english.

• Defined by a particular social and economic group of power.
• 55
• ALL ARE GOOD ENGLISH

• Geographic region
• racial / ethnic group membership
• age
• social class

bi or multi dialectal.

• Assessment
• treatment
• research