Functional organisation for verb generation in children with developmental language disorder. / Krishnan, Saloni; Asaridou, Salomi; Cler, Gabriel; Smith, Harriet; Willis, Hannah; Healy, Máiréad ; Thompson, Paul; Bishop, Dorothy; Watkins, Kate.

In: NeuroImage, 17.11.2020.

Research output: Contribution to journalArticle

Forthcoming

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Functional organisation for verb generation in children with developmental language disorder. / Krishnan, Saloni; Asaridou, Salomi; Cler, Gabriel; Smith, Harriet; Willis, Hannah; Healy, Máiréad ; Thompson, Paul; Bishop, Dorothy; Watkins, Kate.

In: NeuroImage, 17.11.2020.

Research output: Contribution to journalArticle

Harvard

Krishnan, S, Asaridou, S, Cler, G, Smith, H, Willis, H, Healy, M, Thompson, P, Bishop, D & Watkins, K 2020, 'Functional organisation for verb generation in children with developmental language disorder', NeuroImage.

APA

Krishnan, S., Asaridou, S., Cler, G., Smith, H., Willis, H., Healy, M., Thompson, P., Bishop, D., & Watkins, K. (Accepted/In press). Functional organisation for verb generation in children with developmental language disorder. NeuroImage.

Vancouver

Krishnan S, Asaridou S, Cler G, Smith H, Willis H, Healy M et al. Functional organisation for verb generation in children with developmental language disorder. NeuroImage. 2020 Nov 17.

Author

Krishnan, Saloni ; Asaridou, Salomi ; Cler, Gabriel ; Smith, Harriet ; Willis, Hannah ; Healy, Máiréad ; Thompson, Paul ; Bishop, Dorothy ; Watkins, Kate. / Functional organisation for verb generation in children with developmental language disorder. In: NeuroImage. 2020.

BibTeX

@article{0b6f403c721c4f6e8cbabc22b336f893,
title = "Functional organisation for verb generation in children with developmental language disorder",
abstract = "Developmental language disorder (DLD) is characterised by difficulties in learning one{\textquoteright}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 performance. ",
author = "Saloni Krishnan and Salomi Asaridou and Gabriel Cler and Harriet Smith and Hannah Willis and M{\'a}ir{\'e}ad Healy and Paul Thompson and Dorothy Bishop and Kate Watkins",
year = "2020",
month = nov,
day = "17",
language = "English",
journal = "NeuroImage",
issn = "1053-8119",
publisher = "Academic Press Inc.",

}

RIS

TY - JOUR

T1 - Functional organisation for verb generation in children with developmental language disorder

AU - Krishnan, Saloni

AU - Asaridou, Salomi

AU - Cler, Gabriel

AU - Smith, Harriet

AU - Willis, Hannah

AU - Healy, Máiréad

AU - Thompson, Paul

AU - Bishop, Dorothy

AU - Watkins, Kate

PY - 2020/11/17

Y1 - 2020/11/17

N2 - 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 performance.

AB - 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 performance.

M3 - Article

JO - NeuroImage

JF - NeuroImage

SN - 1053-8119

ER -