Abstract
Language development requires both basic cognitive mechanisms for learning language and a rich social context from which learning takes off. Disruptions in learning mechanisms, processing abilities, and/or social interactions increase the risks associated with social exclusion or developmental delays. Given the complexity of language processes, a multilevel approach is proposed where both cognitive mechanisms, genetic and environmental factors need to be probed together with their possible interactions. Here we review and discuss such interplay between environment and genetic predispositions in understanding language disorders, with a particular focus on a possible endophenotype, the ability for statistical sequential learning.
| Original language | English |
|---|---|
| Pages (from-to) | 132-146 |
| Number of pages | 15 |
| Journal | Research in Developmental Disabilities |
| Volume | 82 |
| Early online date | 17 Oct 2018 |
| DOIs | |
| Publication status | Published - Nov 2018 |
| Externally published | Yes |
Bibliographical note
Publisher Copyright:© 2018
Keywords
- Atypical development
- Child-directed speech
- Endophenotype
- Epigenetics
- Gene × environment
- Implicit learning
- Language acquisition
- Language development
- Language disorders
- Parent–child interaction
- Procedural learning
- Sequential learning
- Statistical learning
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Clinical Psychology
