| مشخصات مقاله | |
| ترجمه عنوان مقاله | سازماندهی کاربردی برای تولید کلام در کودکان دارای اختلال رشد زبانی |
| عنوان انگلیسی مقاله | Functional organisation for verb generation in children with developmental language disorder |
| انتشار | مقاله سال 2021 |
| تعداد صفحات مقاله انگلیسی | 16 صفحه |
| هزینه | دانلود مقاله انگلیسی رایگان میباشد. |
| پایگاه داده | نشریه الزویر |
| نوع نگارش مقاله |
مقاله پژوهشی (Research Article) |
| مقاله بیس | این مقاله بیس نمیباشد |
| نمایه (index) | MedLine – DOAJ – Scopus – Master Journals List – JCR |
| نوع مقاله | ISI |
| فرمت مقاله انگلیسی | |
| ایمپکت فاکتور(IF) |
6.556 درسال 2020 |
| شاخص H_index | 364 درسال 2020 |
| شاخص SJR | 3.25 در سال2020 |
| شناسه ISSN | 1053-8119 |
| شاخص Quartile (چارک) | Q1درسال 2020 |
| فرضیه | ندارد |
| مدل مفهومی | ندارد |
| پرسشنامه | ندارد |
| متغیر | دارد |
| رفرنس | دارد |
| رشته های مرتبط | روانشناسی |
| گرایش های مرتبط | روانشناسی رشد، روانشناسی بالینی کودکان و نوجوانان |
| نوع ارائه مقاله |
ژورنال |
| مجله | NeuroImage – تصویر برداری عصبی |
| دانشگاه | University of London, Egham Hill, UK |
| کلمات کلیدی | |
| کلمات کلیدی انگلیسی | |
| شناسه دیجیتال – doi |
https://doi.org/10.1016/j.neuroimage.2020.117599 |
| کد محصول | E15544 |
| وضعیت ترجمه مقاله | ترجمه آماده این مقاله موجود نمیباشد. میتوانید از طریق دکمه پایین سفارش دهید. |
| دانلود رایگان مقاله | دانلود رایگان مقاله انگلیسی |
| سفارش ترجمه این مقاله | سفارش ترجمه این مقاله |
| فهرست مطالب مقاله: |
| Abstract Methods Functional task Imaging data analysis Results Planned analyses Exploratory analyses Unplanned analyses Discussion Data availability Appendix. Supplementary materials References |
| بخشی از متن مقاله: |
| Abstract Developmental language disorder (DLD) is characterised by difficulties in learning one’s native language for no apparent reason. These language difficulties occur in 7% of children and are known to limit future academic and social achievement. Our understanding of the brain abnormalities associated with DLD is limited. Here, we used a simple four-minute verb generation task (children saw a picture of an object and were instructed to say an action that goes with that object) to test children between the ages of 10–15 years (DLD N = 50, typically developing N = 67). We also tested 26 children with poor language ability who did not meet our criteria for DLD. Contrary to our registered predictions, we found that children with DLD did not have (i) reduced activity in language relevant regions such as the left inferior frontal cortex; (ii) dysfunctional striatal activity during overt production; or (iii) a reduction in left-lateralised activity in frontal cortex. Indeed, performance of this simple language task evoked activity in children with DLD in the same regions and to a similar level as in typically developing children. Consistent with previous reports, we found sub-threshold group differences in the left inferior frontal gyrus and caudate nuclei, but only when analysis was limited to a subsample of the DLD group (N = 14) who had the poorest performance on the task. Additionally, we used a two-factor model to capture variation in all children studied (N = 143) on a range of neuropsychological tests and found that these language and verbal memory factors correlated with activity in different brain regions. Our findings indicate a lack of support for some neurological models of atypical language learning, such as the procedural deficit hypothesis or the atypical lateralization hypothesis, at least when using simple language tasks that children can perform. These results also emphasise the importance of controlling for and monitoring task erformance.Children with developmental language disorder (DLD) struggle to learn their native language for no apparent reason. It is a common butunder-recognised condition (Bishop, 2014). The prevalence of DLD is estimated to be 7% at school entry (Norbury et al., 2016). As with other better-known neurodevelopmental disorders, such as autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD), there are no sharp dividing lines between typical development and disorder, and the definition encompasses a range of language problems (Bishop et al., 2016). |