What is typical language development?

In light of Musolino, Chunyo and Landau’s findings and conclusions regarding syntax comprehension in Williams syndrome (this issue), we review the criteria used to determine whether the development of language is typical or atypical and our current understanding of the causes of language delay. Given a certain set of theoretical assumptions (e.g., generative / modular), fairly poor performance can nevertheless be viewed as indicating typical development. Given other theoretical assumptions (e.g., a neuroconstructivist view of constrained development), the same data can be viewed as indicative of atypicality

Audio-visual speech perception: a developmental ERP investigation

Being able to see a talking face confers a considerable advantage for speech perception in adulthood. However, behavioural data currently suggest that children fail to make full use of these available visual speech cues until age 8 or 9. This is particularly surprising given the potential utility of multiple informational cues during language learning. We therefore explored this at the neural level. The event-related potential (ERP) technique has been used to assess the mechanisms of audio-visual speech perception in adults, with visual cues reliably modulating auditory ERP responses to speech. Previous work has shown congruence-dependent shortening of auditory N1/P2 latency and congruence-independent attenuation of amplitude in the presence of auditory and visual speech signals, compared to auditory alone. The aim of this study was to chart the development of these well-established modulatory effects over mid-to-late childhood. Experiment 1 employed an adult sample to validate a child-friendly stimulus set and paradigm by replicating previously observed effects of N1/P2 amplitude and latency modulation by visual speech cues; it also revealed greater attenuation of component amplitude given incongruent audio-visual stimuli, pointing to a new interpretation of the amplitude modulation effect. Experiment 2 used the same paradigm to map cross-sectional developmental change in these ERP responses between 6 and 11 years of age. The effect of amplitude modulation by visual cues emerged over development, while the effect of latency modulation was stable over the child sample. These data suggest that auditory ERP modulation by visual speech represents separable underlying cognitive processes, some of which show earlier maturation than others over the course of development

Neuro-myths in the classroom

Have you ever heard that we only use 10% of our brains? It is a nice thought that we could tap into hidden brain power—but could most of our brains really be doing nothing all day? No! Every bit of your brain is busy 24 hours a day. There are lots of these so-called neuro-myths floating around: ideas about the brain that sound true, but are not. There is usually a good reason why a neuro-myth got started: maybe there is an element of truth to it, or maybe people would just like it to be true. In this article we explore three widely believed neuro-myths about the growing brain, and explain why it is important for you to know what is true and what is not. We will explore whether you can change how clever you are, whether girls and boys think differently from each other, and whether some children are “left brained” and some are “right brained.

Does the maturation of early sleep patterns predict language ability at school entry? : A Born in Bradford study

Children's vocabulary ability at school entry is highly variable and predictive of later language and literacy outcomes. Sleep is potentially useful in understanding and explaining that variability, with sleep patterns being predictive of global trajectories of language acquisition. Here, we looked to replicate and extend these findings. Data from 354 children (without English as an additional language) in the Born in Bradford study were analysed, describing the mean intercepts and linear trends in parent-reported day-time and night-time sleep duration over five time points between 6 and 36 months-of-age. The mean difference between night-time and day-time sleep was predictive of receptive vocabulary at age five, with more night-time sleep relative to day-time sleep predicting better language. An exploratory analysis suggested that socioeconomic status was predictive of vocabulary outcomes, with sleep patterns partially mediating this relationship. We suggest that the consolidation of sleep patterns acts as a driver of early language development

Timing storytime to maximize children's ability to retain new vocabulary

Shared storybook reading is a key aid to vocabulary acquisition during childhood. However, word learning research has tended to use unnaturalistic (explicit) training regimes. Using a storybook paradigm, we examined whether children (particularly those with weaker vocabularies) are more likely to retain new words if they learn them closer to sleep. Parents read their children (5- to 7-year-olds; N = 237) an alien adventure story that contained 12 novel words with illustrations at one of two training times: at bedtime or 3-5 h before bedtime. Using online tasks, parents tested their children's ability to recall the new words (production) and associate them with pictures (comprehension) immediately after hearing the story and again the following morning. As hypothesized, we replicated two findings. First, children showed overnight improvements in their ability to produce and comprehend new words when tested again the next day. Second, children with better existing vocabulary knowledge showed larger overnight gains in new word comprehension. Counter to expectations, overnight gains in comprehension were larger if the story was read 3-5 h before bedtime rather than at bedtime. These ecologically valid findings are consistent with theories that characterize word learning as a prolonged process supported by mechanisms such as consolidation and retrieval practice, with existing vocabulary knowledge acting as an important source of variability in retention. The findings provide preliminary evidence that encountering new words in stories later in the day (but not too close to sleep) may help to harness vocabulary growth and may be more beneficial than leaving shared storybook reading just for bedtime

Learning to live with interfering neighbours : the influence of time of learning and level of encoding on word learning

New vocabulary is consolidated offline, particularly during sleep; however, the parameters that influence consolidation remain unclear. Two experiments investigated effects of exposure level and delay between learning and sleep on adults' consolidation of novel competitors (e.g. BANARA) to existing words (e.g. BANANA). Participants made speeded semantic decisions (i.e. a forced choice: natural versus man-made) to the existing words, with the expectation that novel word learning would inhibit responses due to lexical competition. This competition was observed, particularly when assessed after sleep, for both standard and high exposure levels (10 and 20 exposures per word; Experiment 1). Using a lower exposure level (five exposures; Experiment 2), no post-sleep enhancement of competition was observed, despite evidence of consolidation when explicit knowledge of novel word memory was tested. Thus, when encoding is relatively weak, consolidation-related lexical integration is particularly compromised. There was no evidence that going to bed soon after learning is advantageous for overnight consolidation; however, there was some preliminary suggestion that longer gaps between learning and bed-onset were associated with better explicit memory of novel words one week later, but only at higher levels of exposure. These findings suggest that while lexical integration can occur overnight, weaker lexical traces may not be able to access overnight integration processes in the sleeping brain. Furthermore, the finding that longer-term explicit memory of stronger (but not weaker) traces benefit from periods of wake following learning deserves examination in future research

The wrong side of the tracks: Starting school in a socially disadvantaged London borough

Substantial evidence exists that social circumstances can affect children’s language development. As a result many children in socially deprived areas start school with delayed language, which may persist and adversely affect their attainment. We assessed the language of children in seven reception classes in a London (UK) borough and followed the progress of children with English as their first language (E1L) and with English as an additional language (EAL) during their first 2 years at school. Significant differences were found between schools. The effect of social factors on performance was reflected in a high correlation between the mean language score for each school and the percentage of children in the school receiving the pupil premium. Many of the children with EAL had very low scores reflecting their limited exposure to English prior to starting school. Most of these children attended schools where children with E1L also had low scores increasing the demands on the schools and their teachers. Children who had low initial scores made modest but significant progress during their reception year but failed to improve further during year 1 despite having non-verbal ability appropriate for their age. These results support previous findings that social deprivation can seriously delay language development, and that many children start school with weak communication skills. They add to previous findings by showing that the level of delay may differ substantially across schools in the same borough, by reporting data on children with EAL and by showing that children struggle to improve their abilities in the first 2 years of school

Methodologies for city-scale assessment of renewable energy generation potential to inform strategic energy infrastructure investment

In support of national and international policies to address climate change, local government actors across Europe and Asia are committed to reducing greenhouse gas emissions. Many recognise the contribution that decentralised renewable electricity production can bring towards reducing emissions whilst also generating revenue. However, these actors are often subject to significant financial pressures, meaning a reliable and compelling business case is needed to justify upfront investment. This article develops a method for rapid comparison of initial project viability for multiple city sites and installation options using data from wind and solar resource prediction techniques. In doing so, detailed resource assessments grounded in academic research are made accessible and useful for city practitioners. Long term average wind speeds are predicted using a logarithmic vertical wind profile. This employs detailed three-dimensional building data to estimate aerodynamic parameters for the complex urban surface. Solar resource is modelled using a Geographical Information System-based methodology. This establishes the location and geometry of roof structures to estimate insolation, whilst accounting for shading effects from other buildings and terrain features. Project viability for potential installations is assessed in terms of the net present value over the lifespan of the technology and associated Feed-in Tariff incentive. Discounted return on investment is also calculated for all sites. The methodology is demonstrated for a case study of 6,794 sites owned by Leeds City Council, UK. Results suggest significant potential for small-scale wind and solar power generation across council assets. A number of sites present a persuasive business case for investment, and in all cases, using the generated electricity on site improves financial viability. This indicates that initial installations should be sited at assets with high electricity demands. Overall, the work establishes a 2 methodology that enables large city-level asset holders to make strategic investment decisions across their entire portfolio, which are based on financial assessment of wind and solar generation potential accurate to the individual asset scale. Such tools could facilitate strategic planning within cities and help to ensure that investment in renewable energy is focused at the most viable sites. In addition, the methodology can assist with asset management at the city scale by identifying sites with a higher market value as a result of their potential for renewable energy generation than otherwise might be estimated

Applications of cross-sectional methodologies in developmental psychology

Book synopsis: Fully revised and updated, the second edition of the International Encyclopedia of the Social and Behavioral Sciences, first published in 2001, offers a source of social and behavioral sciences reference material that is broader and deeper than any other. Available in both print and online editions, it comprises over 3,900 articles, commissioned by 71 Section Editors, and includes 90,000 bibliographic references as well as comprehensive name and subject indexes