Individuals with developmental dyslexia (DD) may experience, besides reading problems, other speech-related processing deficits. Here, we examined the influence of visual articulatory information (lip-read speech) at various levels of background noise on auditory word recognition in children and adults with DD. We found that children with a…

School-aged and adolescent children continue to demonstrate improvements in how they integrate and comprehend real-time, auditory language over this developmental time period, which can have important implications for academic and social success. To better understand developmental changes in the neural processes engaged during language…

Children achieve their first language milestones initially in gesture and prosody before they do so in speech. However, little is known about the potential precursor role of those features later in development when children start using more complex linguistic skills. In this study, we explore how children's ability to reflect on their degree of…

This study addresses the question of how age of acquisition (AoA) affects grammatical processing, specifically with respect to inflectional morphology, in bilinguals. We examined experimental data of more than 100 participants from the Russian/German community in Berlin, all of whom acquired Russian from birth and German at different ages. Using…

Questions, just like plain declarative sentences, can give rise to multiple interpretations. As discussed by Spector & Egré (2015), among others, questions embedded under know are ambiguous between "weakly exhaustive" (WE), "intermediate exhaustive" (IE), and "strongly exhaustive" (SE) interpretations (for…

The present article is aimed to investigate whether there are any differences between youngsters and adults in their working and long-term memory functioning. The theory of Depth of Processing (Craik and Lockhart in "J Verbal Learning Verbal Behav" 11:671-684, 1972) discusses the varying degrees of strengths of memory traces as the…

How are languages learned, and to what extent are learning mechanisms similar in infant native-language (L1) and adult second-language (L2) acquisition? In terms of vocabulary acquisition, we know from the infant literature that the ability to discriminate similar-sounding words at a particular age does not guarantee successful word-meaning…

The visual word form system (VWFS), located in the occipito-temporal cortex, is involved in orthographic processing of visually presented words (Cohen et al., 2002). Recent fMRI studies in children and adults have demonstrated a gradient of increasing word-selectivity along the posterior-to-anterior axis of this system (Vinckier et al., 2007), yet…

Word segmentation, detecting word boundaries in continuous speech, is a fundamental aspect of language learning that can occur solely by the computation of statistical and speech cues. Fifty-four children underwent functional magnetic resonance imaging (fMRI) while listening to three streams of concatenated syllables that contained either high…

The sequential nature of action ensures that an individual can anticipate the conclusion of an observed action via the use of semantic rules. The semantic processing of language and action has been linked to the N400 component of the event-related potential (ERP). The authors developed an ERP paradigm in which infants and adults observed simple…

The development of mental imagery in relation to the comprehension of concrete proverbs (e.g., "one rotten apple spoils the barrel") was examined in children, adolescents, and adults who were ages 11 to 29 years old (n = 210). The findings indicated that age-related changes occurred in mental imagery and in proverb comprehension during the years…

Augments Michael Studdert-Kennedy's state-of-the-art report on speech perception research (EJ 227 656) with comments on categorical perception of speech and nonspeech stimuli, speech perception in context, the role of prosody, and development/impairments of speech perception. Includes a summary of a discussion on speech perception research. (RL)

This book contains a collection of current research in the development of speech perception and perceptual learning. The collection integrates research involving infants, young children, and adults, and explores systematically how adult perceptual abilities develop from early infant capabilities, focusing particularly on the nature of transitional…

Children (ages 6-7 and ages 8-9) and adults participated in real-word and nonword lexical decision tasks and an auditory-vocal reaction time task. Response times on all tasks decreased with age. However, age-related differences on the real-word lexical decision task disappeared when differences in auditory-vocal reaction times were taken into…

Eighty unimpaired adults took the iconic-symbolic (I-S) subtest of the Muma Assessment Program under traditional protocols and revised instructions like those used in classic studies of classification ability. Only 18 functioned at the symbolic level as defined by the protocols; revised instructions more frequently evoked the expected symbolic…