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Casten LG, Koomar T, Elsadany M, McKone C, Tysseling B, Sasidharan M, Tomblin JB, Michaelson JJ. Lingo: an automated, web-based deep phenotyping platform for language ability. MEDRXIV : THE PREPRINT SERVER FOR HEALTH SCIENCES 2024:2024.03.29.24305034. [PMID: 38585791 PMCID: PMC10996758 DOI: 10.1101/2024.03.29.24305034] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/09/2024]
Abstract
Background Language and the ability to communicate effectively are key factors in mental health and well-being. Despite this critical importance, research on language is limited by the lack of a scalable phenotyping toolkit. Methods Here, we describe and showcase Lingo - a flexible online battery of language and nonverbal reasoning skills based on seven widely used tasks (COWAT, picture narration, vocal rhythm entrainment, rapid automatized naming, following directions, sentence repetition, and nonverbal reasoning). The current version of Lingo takes approximately 30 minutes to complete, is entirely open source, and allows for a wide variety of performance metrics to be extracted. We asked > 1,300 individuals from multiple samples to complete Lingo, then investigated the validity and utility of the resulting data. Results We conducted an exploratory factor analysis across 14 features derived from the seven assessments, identifying five factors. Four of the five factors showed acceptable test-retest reliability (Pearson's R > 0.7). Factor 2 showed the highest reliability (Pearson's R = 0.95) and loaded primarily on sentence repetition task performance. We validated Lingo with objective measures of language ability by comparing performance to gold-standard assessments: CELF-5 and the VABS-3. Factor 2 was significantly associated with the CELF-5 "core language ability" scale (Pearson's R = 0.77, p-value < 0.05) and the VABS-3 "communication" scale (Pearson's R = 0.74, p-value < 0.05). Factor 2 was positively associated with phenotypic and genetic measures of socieconomic status. Interestingly, we found the parents of children with language impairments had lower Factor 2 scores (p-value < 0.01). Finally, we found Lingo factor scores were significantly predictive of numerous psychiatric and neurodevelopmental conditions. Conclusions Together, these analyses support Lingo as a powerful platform for scalable deep phenotyping of language and other cognitive abilities. Additionally, exploratory analyses provide supporting evidence for the heritability of language ability and the complex relationship between mental health and language.
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Affiliation(s)
- Lucas G. Casten
- Interdisciplinary Graduate Program in Genetics, University of Iowa, Iowa City, IA
- Department of Psychiatry, University of Iowa, Iowa City, IA
| | - Tanner Koomar
- Department of Psychiatry, University of Iowa, Iowa City, IA
| | - Muhammad Elsadany
- Interdisciplinary Graduate Program in Genetics, University of Iowa, Iowa City, IA
- Department of Psychiatry, University of Iowa, Iowa City, IA
| | - Caleb McKone
- Department of Psychiatry, University of Iowa, Iowa City, IA
| | - Ben Tysseling
- Department of Psychiatry, University of Iowa, Iowa City, IA
| | | | - J. Bruce Tomblin
- Department of Communication Sciences and Disorders, University of Iowa, Iowa City, IA
| | - Jacob J. Michaelson
- Department of Psychiatry, University of Iowa, Iowa City, IA
- Department of Communication Sciences and Disorders, University of Iowa, Iowa City, IA
- Iowa Neuroscience Institute, University of Iowa, Iowa City, IA
- Hawkeye Intellectual and Developmental Disabilities Research Center (Hawk-IDDRC), University of Iowa, Iowa City, IA
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Nayak S, Coleman PL, Ladányi E, Nitin R, Gustavson DE, Fisher SE, Magne CL, Gordon RL. The Musical Abilities, Pleiotropy, Language, and Environment (MAPLE) Framework for Understanding Musicality-Language Links Across the Lifespan. NEUROBIOLOGY OF LANGUAGE (CAMBRIDGE, MASS.) 2022; 3:615-664. [PMID: 36742012 PMCID: PMC9893227 DOI: 10.1162/nol_a_00079] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Accepted: 08/08/2022] [Indexed: 04/18/2023]
Abstract
Using individual differences approaches, a growing body of literature finds positive associations between musicality and language-related abilities, complementing prior findings of links between musical training and language skills. Despite these associations, musicality has been often overlooked in mainstream models of individual differences in language acquisition and development. To better understand the biological basis of these individual differences, we propose the Musical Abilities, Pleiotropy, Language, and Environment (MAPLE) framework. This novel integrative framework posits that musical and language-related abilities likely share some common genetic architecture (i.e., genetic pleiotropy) in addition to some degree of overlapping neural endophenotypes, and genetic influences on musically and linguistically enriched environments. Drawing upon recent advances in genomic methodologies for unraveling pleiotropy, we outline testable predictions for future research on language development and how its underlying neurobiological substrates may be supported by genetic pleiotropy with musicality. In support of the MAPLE framework, we review and discuss findings from over seventy behavioral and neural studies, highlighting that musicality is robustly associated with individual differences in a range of speech-language skills required for communication and development. These include speech perception-in-noise, prosodic perception, morphosyntactic skills, phonological skills, reading skills, and aspects of second/foreign language learning. Overall, the current work provides a clear agenda and framework for studying musicality-language links using individual differences approaches, with an emphasis on leveraging advances in the genomics of complex musicality and language traits.
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Affiliation(s)
- Srishti Nayak
- Department of Otolaryngology – Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Department of Psychology, Middle Tennessee State University, Murfreesboro, TN, USA
- Vanderbilt Genetics Institute, Vanderbilt University Medical Center, Nashville, TN, USA
- Vanderbilt University School of Medicine, Vanderbilt University, TN, USA
| | - Peyton L. Coleman
- Department of Otolaryngology – Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Enikő Ladányi
- Department of Otolaryngology – Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Department of Linguistics, Potsdam University, Potsdam, Germany
| | - Rachana Nitin
- Department of Otolaryngology – Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
| | - Daniel E. Gustavson
- Vanderbilt Genetics Institute, Vanderbilt University Medical Center, Nashville, TN, USA
- Department of Medicine, Vanderbilt University Medical Center, Nashville, TN, USA
- Institute for Behavioral Genetics, University of Colorado Boulder, Boulder, CO, USA
| | - Simon E. Fisher
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
| | - Cyrille L. Magne
- Department of Psychology, Middle Tennessee State University, Murfreesboro, TN, USA
- PhD Program in Literacy Studies, Middle Tennessee State University, Murfreesboro, TN, USA
| | - Reyna L. Gordon
- Department of Otolaryngology – Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
- Vanderbilt Genetics Institute, Vanderbilt University Medical Center, Nashville, TN, USA
- Curb Center for Art, Enterprise, and Public Policy, Vanderbilt University, Nashville, TN, USA
- Vanderbilt Kennedy Center, Vanderbilt University Medical Center, TN, USA
- Vanderbilt University School of Medicine, Vanderbilt University, TN, USA
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Chilosi AM, Brovedani P, Cipriani P, Casalini C. Sex differences in early language delay and in developmental language disorder. J Neurosci Res 2021; 101:654-667. [PMID: 34822733 DOI: 10.1002/jnr.24976] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Revised: 09/17/2021] [Accepted: 09/21/2021] [Indexed: 11/11/2022]
Abstract
Developmental language disorder (DLD) is a neurodevelopmental condition, occurring in about 3% to 7% of preschoolers, that can impair communication and negatively impact educational and social attainments, in spite of adequate neurological, cognitive, emotional, social development, and educational opportunities for language learning. Significant risk factors for DLD are male sex, familial history of early language delay, low parental education, and various perinatal factors. A strong sex effect with a higher prevalence of language delay and DLD in males than in females has been consistently reported. Neurobiological and environmental risk factors, interacting with each other, are probably responsible for the phenotypic expression of DLD. The aim of this brief review is to further the knowledge of the role of sex in early language delay and DLD by analyzing the evidence from four significant sources: epidemiological studies, studies on twins, family aggregation studies, and studies on sex chromosome trisomies. Data pertaining only to sex differences (biological and physiological characteristics of females and males) will be analyzed. Studies on family aggregations and twins confirm the role of genetic factors and of sex in determining language abilities and disabilities, but genes alone do not determine outcomes. Sex chromosome trisomies represent a unique example of the relationship between a genetic alteration and a language disorder. Clarification of how sex acts in determining DLD could provide new information on early risk factors and, thus, contribute to improve diagnosis and clinical management.
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Affiliation(s)
- Anna Maria Chilosi
- IRCCS Stella Maris Foundation, Department of Developmental Neuroscience, Pisa, Italy
| | - Paola Brovedani
- IRCCS Stella Maris Foundation, Department of Developmental Neuroscience, Pisa, Italy
| | - Paola Cipriani
- IRCCS Stella Maris Foundation, Department of Developmental Neuroscience, Pisa, Italy
| | - Claudia Casalini
- IRCCS Stella Maris Foundation, Department of Developmental Neuroscience, Pisa, Italy
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Martinelli A, Rice ML, Talcott JB, Diaz R, Smith S, Raza MH, Snowling MJ, Hulme C, Stein J, Hayiou-Thomas ME, Hawi Z, Kent L, Pitt SJ, Newbury DF, Paracchini S. A rare missense variant in the ATP2C2 gene is associated with language impairment and related measures. Hum Mol Genet 2021; 30:1160-1171. [PMID: 33864365 PMCID: PMC8188402 DOI: 10.1093/hmg/ddab111] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2021] [Revised: 04/09/2021] [Accepted: 04/12/2021] [Indexed: 01/02/2023] Open
Abstract
At least 5% of children present unexpected difficulties in expressing and understanding spoken language. This condition is highly heritable and often co-occurs with other neurodevelopmental disorders such as dyslexia and ADHD. Through an exome sequencing analysis, we identified a rare missense variant (chr16:84405221, GRCh38.p12) in the ATP2C2 gene. ATP2C2 was implicated in language disorders by linkage and association studies, and exactly the same variant was reported previously in a different exome sequencing study for language impairment (LI). We followed up this finding by genotyping the mutation in cohorts selected for LI and comorbid disorders. We found that the variant had a higher frequency in LI cases (1.8%, N = 360) compared with cohorts selected for dyslexia (0.8%, N = 520) and ADHD (0.7%, N = 150), which presented frequencies comparable to reference databases (0.9%, N = 24 046 gnomAD controls). Additionally, we observed that carriers of the rare variant identified from a general population cohort (N = 42, ALSPAC cohort) presented, as a group, lower scores on a range of reading and language-related measures compared to controls (N = 1825; minimum P = 0.002 for non-word reading). ATP2C2 encodes for an ATPase (SPCA2) that transports calcium and manganese ions into the Golgi lumen. Our functional characterization suggested that the rare variant influences the ATPase activity of SPCA2. Thus, our results further support the role of ATP2C2 locus in language-related phenotypes and pinpoint the possible effects of a specific rare variant at molecular level.
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Affiliation(s)
| | - Mabel L Rice
- Child Language Doctoral Program, University of Kansas, Lawrence, KS, USA
| | - Joel B Talcott
- Aston Brain Centre, School of Life and Health Sciences, Aston University, Birmingham, UK
| | - Rebeca Diaz
- School of Medicine, University of St Andrews, St Andrews, UK
| | - Shelley Smith
- Department of Neurological Sciences, University of Nebraska Medical Center, Lincoln, NE, USA
| | | | - Margaret J Snowling
- Department of Experimental Psychology and St John's College, University of Oxford, Oxford, UK
| | - Charles Hulme
- Department of Education, University of Oxford, Oxford, UK
| | - John Stein
- Department of Physiology, University of Oxford, Oxford, UK
| | | | - Ziarih Hawi
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Clayton, VIC, Australia
| | - Lindsey Kent
- School of Medicine, University of St Andrews, St Andrews, UK
| | - Samantha J Pitt
- School of Medicine, University of St Andrews, St Andrews, UK
| | - Dianne F Newbury
- Department of Biological and Medical Sciences, Oxford Brookes University, Oxford, UK
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Ralli AM, Chrysochoou E, Roussos P, Diakogiorgi K, Dimitropoulou P, Filippatou D. Executive Function, Working Memory, and Verbal Fluency in Relation to Non-Verbal Intelligence in Greek-Speaking School-Age Children with Developmental Language Disorder. Brain Sci 2021; 11:brainsci11050604. [PMID: 34066872 PMCID: PMC8151609 DOI: 10.3390/brainsci11050604] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Revised: 04/26/2021] [Accepted: 04/27/2021] [Indexed: 12/02/2022] Open
Abstract
Developmental Language Disorder (DLD) is often associated with impairments in working memory (WM), executive functions (EF), and verbal fluency. Moreover, increasing evidence shows poorer performance of children with DLD on non-verbal intelligence tests relative to their typically developing (TD) peers. Yet, the degree and generality of relevant difficulties remain unclear. The present study aimed at investigating WM capacity, key EFs and verbal fluency in relation to non-verbal intelligence in Greek-speaking school-age children with DLD, compared to TD peers (8–9 years). To our knowledge, the present study is the first to attempt a systematic relevant assessment with Greek-speaking school-age children, complementing previous studies mostly involving English-speaking participants. The results showed that children with DLD scored lower than TD peers on the non-verbal intelligence measure. Groups did not differ in the inhibition measures obtained (tapping resistance to either distractor or proactive interference), but children with DLD were outperformed by TD peers in the WM capacity, updating, monitoring (mixing cost), and verbal fluency (phonological and semantic) measures. The effects showed limited (in the case of backward digit recall) or no dependence on non-verbal intelligence. Findings are discussed in terms of their theoretical and practical implications as well as in relation to future lines of research.
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Affiliation(s)
- Asimina M. Ralli
- Department of Psychology, National and Kapodistrian University of Athens, 15784 Athens, Greece; (P.R.); (D.F.)
- Correspondence: ; Tel.: +30-210-7277945
| | - Elisavet Chrysochoou
- School of Psychology, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece;
| | - Petros Roussos
- Department of Psychology, National and Kapodistrian University of Athens, 15784 Athens, Greece; (P.R.); (D.F.)
| | | | | | - Diamanto Filippatou
- Department of Psychology, National and Kapodistrian University of Athens, 15784 Athens, Greece; (P.R.); (D.F.)
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Toseeb U, Gibson JL, Newbury DF, Orlik W, Durkin K, Pickles A, Conti-Ramsden G. Play and prosociality are associated with fewer externalizing problems in children with developmental language disorder: The role of early language and communication environment. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2020; 55:583-602. [PMID: 32497383 DOI: 10.1111/1460-6984.12541] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2019] [Revised: 04/20/2020] [Accepted: 04/25/2020] [Indexed: 05/11/2023]
Abstract
BACKGROUND Children with developmental language disorder (DLD) are at higher risk of poorer mental health compared with children without DLD. There are, however, considerable individual differences that need to be interpreted, including the identification of protective factors. AIMS Pathways from the early language and communication environment (ELCE, 1-2 years) to internalizing (peer and emotional problems) and externalizing (conduct problems and hyperactivity) problems in middle childhood (11 years) were mapped using structural equation modelling. Specifically, the role of indirect pathways via social skills (friendships, play and prosociality) in childhood (7-9 years) was investigated. METHODS & PROCEDURES Secondary analysis of existing data from the Avon Longitudinal Study of Parents and Children (ALSPAC) was undertaken. The study sample consisted of 6531 children (394 with DLD). OUTCOMES & RESULTS The pathways from the ELCE to internalizing and externalizing problems were similar for children with and without DLD. For both groups, a positive ELCE was associated with more competent social play and higher levels of prosociality in childhood, which in turn were associated with fewer externalizing problems in middle childhood. Furthermore, better friendships and higher levels of prosociality in childhood were both associated with fewer internalizing problems in middle childhood. CONCLUSIONS & IMPLICATIONS A child's ELCE is potentially important not only for the development of language but also for social development. Furthermore, in the absence of adequate language ability, play and prosocial behaviours may allow children with DLD to deploy, practise and learn key social skills, thus protecting against externalizing problems. We suggest that consideration be given to play- and prosociality-based educational and therapeutic services for children with DLD. What this paper adds What is already known on this subject On the whole, children with DLD tend to have poorer mental health compared with their unaffected peers. There are, however, considerable differences and poor outcomes are not inevitable. What this study adds to the existing knowledge We demonstrate that children's ECLE is important for the development of social play behaviours and prosociality. Whilst children with DLD tend to have less competent social play and lower levels of prosociality compared with their unaffected peers, those with more competent social play and higher levels of prosociality are likely to have fewer externalizing problems later in childhood. We speculate that in the absence of adequate structural language ability, play and prosocial behaviours allow children with DLD to deploy, practise and learn key relationship skills, alongside behavioural and emotional regulation skills, thus protecting against externalizing problems. What are the potential or actual clinical implications of this work? Understanding the relationships among play, prosociality and externalizing problems may pave the way for play- and prosociality-based interventions in children with DLD. This may be particularly appealing for practitioners as such interventions capitalize on one of the most intuitive means of learning in childhood: play with friends. The likelihood of acceptability and engagement with such interventions may be higher in children than for traditional adult-led, paper-and-pencil activities.
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Affiliation(s)
- Umar Toseeb
- Department of Education, University of York, York, UK
| | - Jenny L Gibson
- Faculty of Education, University of Cambridge, Cambridge, UK
| | - Dianne F Newbury
- Department of Biological and Medical Sciences, Oxford Brookes University, Oxford, UK
| | - Witold Orlik
- Department of Education, University of York, York, UK
| | - Kevin Durkin
- Department of Psychology, University of Strathclyde, Strathclyde, UK
| | - Andrew Pickles
- Department of Biostatistics, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, UK
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Park J, Miller CA, Sanjeevan T, van Hell JG, Weiss DJ, Mainela-Arnold E. Bilingualism and Attention in Typically Developing Children and Children With Developmental Language Disorder. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2019; 62:4105-4118. [PMID: 31652405 DOI: 10.1044/2019_jslhr-l-18-0341] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose The aim of the current study was to investigate whether dual language experience modulates the efficiency of the 3 attentional networks (alerting, orienting, and executive control) in typically developing (TD) children and in children with developmental language disorder (DLD). Method We examined the attentional networks in monolingual and bilingual school-aged children (ages 8-12 years) with and without DLD. TD children (35 monolinguals, 23 bilinguals) and children with DLD (17 monolinguals, 9 bilinguals) completed the Attention Network Test (Fan et al., 2002; Fan, McCandliss, Fossella, Flombaum, & Posner, 2005). Results Children with DLD exhibited poorer executive control than TD children, but executive control was not modified by bilingual experience. The bilingual group with DLD and both TD groups exhibited an orienting effect, but the monolingual group with DLD did not. No group differences were found for alerting. Conclusions Children with DLD have weak executive control skills. These skills are minimally influenced by dual language experience, at least in this age range. A potential bilingual advantage in orienting may be present in the DLD group.
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Affiliation(s)
- Jisook Park
- Department of Speech-Language Pathology, University of Toronto, Ontario, Canada
| | - Carol A Miller
- Department of Communication Sciences and Disorders, Pennsylvania State University, University Park
| | - Teenu Sanjeevan
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada
| | - Janet G van Hell
- Department of Psychology, Pennsylvania State University, University Park
| | - Daniel J Weiss
- Department of Psychology, Pennsylvania State University, University Park
| | - Elina Mainela-Arnold
- Department of Speech-Language Pathology, University of Toronto, Ontario, Canada
- Department of Psychology and Speech-Language Pathology, University of Turku, Finland
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St Clair MC, Forrest CL, Yew SGK, Gibson JL. Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2019; 62:2750-2771. [PMID: 31306586 DOI: 10.1044/2018_jslhr-l-18-0061] [Citation(s) in RCA: 32] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
Purpose This study evaluated the pathways between developmental language disorder (DLD), psychosocial risk factors, and the development of emotional difficulties from ages 3 to 11 years within the Millennium Cohort Study. Method A total of 14,494 singletons (49.4% female) from the Millennium Cohort Study were evaluated within this study. Risk of DLD (rDLD) was defined as age 5 parent-reported language problems and/or -1.5 SDs on a Naming Vocabulary subtest at the age of 5 years. Children without rDLD formed the general population comparison group. Psychosocial risk factors included 9-month temperamental traits, parental psychological distress, and maternal attachment as well as age 3 emotional regulation abilities, parent-child relationship, and peer problems. The parent report Strengths and Difficulties Questionnaire Emotional Difficulty subscale at 3, 5, 7, and 11 years of age was the outcome variable. The trajectory of emotional difficulties was evaluated within a variable-centered approach and a person-centered approach, using growth mixture modeling. Results Children with rDLD (n = 884) had increased levels of emotional problems when compared to the general population group (n = 13,344). Psychosocial risk factors were increased in children with rDLD, fully mediated the increased emotional difficulties at 3 years, and partially mediated the increased emotional difficulties at 11 years. Children with rDLD were more likely to be included in emotional trajectory subgroups with an increasing pattern of emotional problems. rDLD was an additional risk factor for lower levels of emotional self-regulation and increased peer problems when controlling for the emotional difficulties trajectory subgroup. Conclusion This article indicates that the increased emotional difficulties found in children with rDLD are likely a function of early language difficulties influencing other domains of development, specifically social interactions (parent and peer) and emotional self-regulation abilities. Clinically, this reiterates the importance of early identification and treatment of children with language delays or clinical level language disorders. Supplemental Material https://doi.org/10.23641/asha.8323598.
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Affiliation(s)
- Michelle C St Clair
- Department of Psychology, University of Bath, United Kingdom of Great Britain and Northern Ireland
| | - Claire L Forrest
- Department of Psychology, University of Bath, United Kingdom of Great Britain and Northern Ireland
- Psychology and Human Development Department, Institute of Education, University College London, United Kingdom of Great Britain and Northern Ireland
| | | | - Jenny L Gibson
- Faculty of Education, University of Cambridge, United Kingdom of Great Britain and Northern Ireland
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Cantiani C, Ortiz-Mantilla S, Riva V, Piazza C, Bettoni R, Musacchia G, Molteni M, Marino C, Benasich AA. Reduced left-lateralized pattern of event-related EEG oscillations in infants at familial risk for language and learning impairment. NEUROIMAGE-CLINICAL 2019; 22:101778. [PMID: 30901712 PMCID: PMC6428938 DOI: 10.1016/j.nicl.2019.101778] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/03/2018] [Revised: 03/07/2019] [Accepted: 03/10/2019] [Indexed: 02/02/2023]
Abstract
The ability to rapidly discriminate successive auditory stimuli within tens-of-milliseconds is crucial for speech and language development, particularly in the first year of life. This skill, called Rapid Auditory Processing (RAP), is altered in infants at familial risk for language and learning impairment (LLI) and is a robust predictor of later language outcomes. In the present study, we investigate the neural substrates of RAP, i.e., the underlying neural oscillatory patterns, in a group of Italian 6-month-old infants at risk for LLI (FH+, n = 24), compared to control infants with no known family history of LLI (FH−, n = 32). Brain responses to rapid changes in fundamental frequency and duration were recorded via high-density electroencephalogram during a non-speech double oddball paradigm. Sources of event-related potential generators were localized to right and left auditory regions in both FH+ and FH− groups. Time-frequency analyses showed variations in both theta (Ɵ) and gamma (ɣ) ranges across groups. Our results showed that overall RAP stimuli elicited a more left-lateralized pattern of oscillations in FH− infants, whereas FH+ infants demonstrated a more right-lateralized pattern, in both the theta and gamma frequency bands. Interestingly, FH+ infants showed reduced early left gamma power (starting at 50 ms after stimulus onset) during deviant discrimination. Perturbed oscillatory dynamics may well constitute a candidate neural mechanism to explain group differences in RAP. Additional group differences in source location suggest that anatomical variations may underlie differences in oscillatory activity. Regarding the predictive value of early oscillatory measures, we found that the amplitude of the source response and the magnitude of oscillatory power and phase synchrony were predictive of expressive vocabulary at 20 months of age. These results further our understanding of the interplay among neural mechanisms that support typical and atypical rapid auditory processing in infancy. Neural sources of RAP in infancy were identified at right/left auditory regions. FH− infants demonstrated a mature left-lateralized pattern of neural oscillations. FH+ infants demonstrated a more right-lateralized pattern of neural oscillations. FH+ infants showed reduced left gamma power during rapid auditory discrimination. Source and oscillatory measures are both associated with later language skills.
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Affiliation(s)
- Chiara Cantiani
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, Bosisio Parini, Lecco, Italy.
| | | | - Valentina Riva
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, Bosisio Parini, Lecco, Italy
| | - Caterina Piazza
- Bioengineering Lab, Scientific Institute IRCCS E. Medea, Bosisio Parini, Lecco, Italy
| | - Roberta Bettoni
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, Bosisio Parini, Lecco, Italy; Department of Psychology, University of Milano-Bicocca, Milano, Italy
| | - Gabriella Musacchia
- Department of Audiology, University of the Pacific, USA; Department of Otolaryngology - Head and Neck Surgery, Stanford University, USA
| | - Massimo Molteni
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, Bosisio Parini, Lecco, Italy
| | - Cecilia Marino
- Centre for Addiction and Mental Health (CAMH), University of Toronto, Toronto, Canada
| | - April A Benasich
- Center for Molecular and Behavioral Neuroscience, Rutgers University-Newark, USA
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Tomas E, Vissers C. Behind the Scenes of Developmental Language Disorder: Time to Call Neuropsychology Back on Stage. Front Hum Neurosci 2019; 12:517. [PMID: 30687040 PMCID: PMC6333853 DOI: 10.3389/fnhum.2018.00517] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2018] [Accepted: 12/07/2018] [Indexed: 01/24/2023] Open
Abstract
Although the Developmental Language Disorder (DLD), also known as Specific Language Impairment in children has been the focus of unceasing scientific attention for decades, the nature and mechanisms of this disorder remain unclear. Most importantly, we still cannot reliably identify children requiring urgent intervention among other ‘late talkers’ at an early age and understand the high prevalence of comorbidity with psychiatric phenomena such as Autism Spectrum Disorder. One of the main reasons for this is the traditional ‘diagnosis-by-exclusion,’ resulting in heterogeneity of the DLD population. This paper proposes an alternative approach to the diagnosis, treatment and research of DLD, claiming that it is these children’s multiple deficits in neuropsychological development, which impede the spontaneous acquisition of their first language. Specifically, this review of the state-of-the-art in DLD research demonstrates deep and systematic interconnections between the speech and other higher cognitive functions developing in early childhood, including perception, attention and executive functions. In the proposed framework, speech is, therefore, considered as one of neuropsychological abilities, and the delay in its development is explained by other neuropsychological deficits, resulting in highly individual clinical profiles. By considering DLD as a complex neuropsychological syndrome, whose successful treatment depends on a holistic approach to diagnosis and intervention, we may significantly increase the efficacy of speech therapy, and also better understand the flexibility of the developing brain, its compensatory mechanisms and hence the comorbidity of DLD with psychiatric symptoms. Implications for using this paradigm in future scientific research are discussed.
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Affiliation(s)
- Ekaterina Tomas
- National Research University Higher School of Economics, Moscow, Russia
| | - Constance Vissers
- Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, Netherlands.,Royal Dutch Kentalis, Sint-Michielsgestel, Netherlands
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Lewis BA, Freebairn L, Tag J, Benchek P, Morris NJ, Iyengar SK, Taylor HG, Stein CM. Heritability and longitudinal outcomes of spelling skills in individuals with histories of early speech and language disorders. LEARNING AND INDIVIDUAL DIFFERENCES 2018; 65:1-11. [PMID: 30555216 DOI: 10.1016/j.lindif.2018.05.001] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
Abstract
This study examined the spelling skills in middle childhood and adolescence in individuals with histories of early childhood speech sound disorders (SSD) with and without language impairment (LI). Youth without such histories were also included (No SSD/LI group). The heritability of spelling skills at each age level was estimated. Children with SSD were classified as SSD-only, SSD with LI but without childhood apraxia of speech (SSD + LI/ No CAS), and CAS and LI (CAS + LI). The SSD-only group did not differ in spelling from the No SSD/LI group, suggesting that SSD-only did not increase risk for poor spelling. The SSD + LI/No CAS and CAS + LI groups had poorer spelling skills than the SSD-only and No SSD/LI groups. Spelling was associated with phonological awareness in the middle childhood and adolescent samples and with rapid automatized naming in the adolescent sample. Heritability of spelling skills was stronger in adolescence than in middle childhood. Differences in the correlates of spelling and in heritability at the two ages suggest developmental changes in the factors contributing to spelling.
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Affiliation(s)
- Barbara A Lewis
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH, United States
| | - Lisa Freebairn
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH, United States
| | - Jessica Tag
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH, United States
| | - Penelope Benchek
- Department of Population and Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH, United States
| | - Nathan J Morris
- Department of Population and Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH, United States
| | - Sudha K Iyengar
- Department of Population and Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH, United States
| | - H Gerry Taylor
- Biobehavioral Health Center, Nationwide Children's Hospital Research Institute, and Department of Pediatrics, The Ohio State University, Columbus, OH, United States
| | - Catherine M Stein
- Department of Population and Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH, United States
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De Barbieri Z, Fernández MA, Newbury DF, Villanueva P. Family aggregation of language impairment in an isolated Chilean population from Robinson Crusoe Island. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2018; 53:643-655. [PMID: 29575355 DOI: 10.1111/1460-6984.12377] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/17/2017] [Revised: 01/18/2018] [Accepted: 01/20/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND It has been reported that the inhabitants of the Chilean Robinson Crusoe Island have an increased frequency of specific language impairment (SLI) or developmental language disorder (DLD). AIMS To explore the familial aggregation of DLD in this community. METHODS & PROCEDURES We assessed the frequency of DLD amongst colonial children between the ages of 3 and 8;11 years (50 individuals from 45 nuclear families). Familial aggregation rates of language disorder were calculated by assessing all available first-degree relatives (n = 107, 77 parents, 25 siblings, five half-siblings) of the probands. OUTCOMES & RESULTS We found that 71% of the child population performed significantly below expected in measures of phonological production or expressive and receptive morphology. The majority of these children presented with severe expressive and/or receptive language difficulties. One-quarter of language-disordered probands primarily had phonological difficulties. Family members of affected probands experienced a higher risk of language disorder than those of typically developing probands. This increased risk was apparent regardless of non-verbal IQ. CONCLUSIONS & IMPLICATIONS The study substantiates the existence of a familial form of speech and language disorder on Robinson Crusoe Island. Furthermore, we find that the familiarity is stable regardless of non-verbal IQ, supporting the recent movement to reduce the importance of non-verbal IQ criterion in DLD diagnoses.
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Affiliation(s)
- Zulema De Barbieri
- Department of Speech language and Hearing Sciences, Faculty of Medicine, Universidad de Chile, Santiago, Chile
| | - María Angélica Fernández
- Department of Speech language and Hearing Sciences, Faculty of Medicine, Universidad de Chile, Santiago, Chile
| | - Dianne F Newbury
- Department of Biological and Medical Sciences, Faculty of Health and Life Sciences, Oxford Brookes University, Oxford, UK
| | - Pía Villanueva
- Department of Speech language and Hearing Sciences, Faculty of Medicine, Universidad de Chile, Santiago, Chile
- Institute of Biomedical Sciences, Human Genetics Division, Faculty of Medicine, Universidad de Chile, Santiago, Chile
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Park J, Miller CA, Rosenbaum DA, Sanjeevan T, van Hell JG, Weiss DJ, Mainela-Arnold E. Bilingualism and Procedural Learning in Typically Developing Children and Children With Language Impairment. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2018; 61:634-644. [PMID: 29466557 DOI: 10.1044/2017_jslhr-l-16-0409] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2016] [Accepted: 10/30/2017] [Indexed: 06/08/2023]
Abstract
PURPOSE The aim of this study was to investigate whether dual language experience affects procedural learning ability in typically developing children and in children with specific language impairment (SLI). METHOD We examined procedural learning in monolingual and bilingual school-aged children (ages 8-12 years) with and without SLI. The typically developing children (35 monolinguals, 24 bilinguals) and the children with SLI (17 monolinguals, 10 bilinguals) completed a serial reaction time task. RESULTS The typically developing monolinguals and bilinguals exhibited equivalent sequential learning effects, but neither group with SLI exhibited learning of sequential patterns on the serial reaction time task. CONCLUSION Procedural learning does not appear to be modified by language experience, supporting the notion that it is a child-intrinsic language learning mechanism that is minimally malleable to experience.
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Affiliation(s)
- Jisook Park
- Department of Communication Sciences and Disorders, Pennsylvania State University
| | - Carol A Miller
- Department of Communication Sciences and Disorders, Pennsylvania State University
| | | | - Teenu Sanjeevan
- Department of Speech-Language Pathology, University of Toronto, Canada
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Abstract
Human genetic studies have been the driving force in bringing to light the underlying biology of psychiatric conditions. As these studies fill in the gaps in our knowledge of the mechanisms at play, we will be better equipped to design therapies in rational and targeted ways, or repurpose existing therapies in previously unanticipated ways. This review is intended for those unfamiliar with psychiatric genetics as a field and provides a primer on different modes of genetic variation, the technologies currently used to probe them, and concepts that provide context for interpreting the gene-phenotype relationship. Like other subfields in human genetics, psychiatric genetics is moving from microarray technology to sequencing-based approaches as barriers of cost and expertise are removed, and the ramifications of this transition are discussed here. A summary is then given of recent genetic discoveries in a number of neuropsychiatric conditions, with particular emphasis on neurodevelopmental conditions. The general impact of genetics on drug development has been to underscore the extensive etiological heterogeneity in seemingly cohesive diagnostic categories. Consequently, the path forward is not in therapies hoping to reach large swaths of patients sharing a clinically defined diagnosis, but rather in targeting patients belonging to specific "biotypes" defined through a combination of objective, quantifiable data, including genotype.
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Affiliation(s)
- Jacob J Michaelson
- Department of Psychiatry, University of Iowa Carver College of Medicine, Iowa City, IA, USA.
- Department of Biomedical Engineering, University of Iowa College of Engineering, Iowa City, IA, USA.
- Department of Communication Sciences and Disorders, University of Iowa College of Liberal Arts and Sciences, Iowa City, IA, USA.
- Iowa Institute of Human Genetics, University of Iowa, Iowa City, IA, USA.
- Genetics Cluster Initiative, University of Iowa, Iowa City, IA, USA.
- The DeLTA Center, University of Iowa, Iowa City, IA, USA.
- University of Iowa Informatics Initiative, University of Iowa, Iowa City, IA, USA.
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McMurray B. Nature, Nurture or Interacting Developmental Systems? Endophenotypes for learning systems bridge genes, language and development. LANGUAGE, COGNITION AND NEUROSCIENCE 2016; 31:1093-1097. [PMID: 28094351 PMCID: PMC5234470 DOI: 10.1080/23273798.2016.1227859] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Affiliation(s)
- Bob McMurray
- Dept. of Psychological and Brain Sciences, Dept. of Communication Sciences and Disorders, Dept. of Linguistics & DeLTA Center, University of Iowa, Iowa City, IA 52242, USA
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16
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Cognitive profiles and heritability estimates in the Old Order Amish. Psychiatr Genet 2016; 26:178-83. [PMID: 27105171 DOI: 10.1097/ypg.0000000000000134] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
OBJECTIVE This study aimed to establish the applicability of the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) in the Old Order Amish (OOA) and to assess the genetic contribution toward the RBANS total score and its cognitive domains using a large family-based sample of OOA. PARTICIPANTS AND METHODS RBANS data were collected in 103 OOA individuals from Lancaster County, Pennsylvania, including 85 individuals without psychiatric illness and 18 individuals with current psychiatric diagnoses. RESULTS The RBANS total score and all five cognitive domains of in nonpsychiatric OOA were within half a SD of the normative data of the general population. The RBANS total score was highly heritable (h=0.51, P=0.019). OOA with psychiatric diagnoses had a numerically lower RBANS total score and domain scores compared with the nonpsychiatric participants. CONCLUSION The RBANS appears to be a suitable cognitive battery for the OOA population as measurements obtained from the OOA are comparable with normative data in the US population. The heritability estimated from the OOA is in line with heritabilities of other cognitive batteries estimated in other populations. These results support the use of RBANS in cognitive assessment, clinical care, and behavioral genetic studies of neuropsychological functioning in this population.
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Spencer TD, Petersen DB, Adams JL. Tier 2 Language Intervention for Diverse Preschoolers: An Early-Stage Randomized Control Group Study Following an Analysis of Response to Intervention. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2015; 24:619-636. [PMID: 26125951 DOI: 10.1044/2015_ajslp-14-0101] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/15/2014] [Accepted: 05/28/2015] [Indexed: 06/04/2023]
Abstract
PURPOSE The first purpose of this study was to explore the use of a whole class, test-teach-test, dynamic assessment of narratives for identifying participants. The second purpose was to examine the efficacy of a Tier 2 narrative language intervention for culturally and linguistically diverse preschoolers. METHOD A dynamic assessment was conducted with students from 3 Head Start classrooms. On the basis of the results of the dynamic assessment, 22 children were randomly assigned to treatment (n = 12) and control (n = 10) groups for intervention. Participants received a small-group (4:1), differentiated, narrative intervention for 15-20 min, twice a week, for 9 weeks. Interventionists used weekly progress monitoring data to explicitly focus on individualized narrative and linguistic targets. RESULTS The treatment group showed significant improvement over the control group on proximal and distal measures of narrative retells, with large effect sizes. Group differences on a measure of children's language in the context of personal stories were not statistically significant. CONCLUSIONS This early-stage study provides evidence that narrative language intervention is an effective approach to improving the language skills of preschoolers with diverse language needs. Furthermore, the evidence supports the use of dynamic assessment for reducing overidentification and identifying candidates for small-group language intervention.
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Motor Issues in Specific Language Impairment: a Window into the Underlying Impairment. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2015. [DOI: 10.1007/s40474-015-0051-9] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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19
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Late language emergence in 24 month twins: Heritable and increased
risk for LLE in twins. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2014; 57:917-28. [PMID: 24167238 PMCID: PMC3975649 DOI: 10.1044/1092-4388(2013/12-0350)] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
Purpose This study investigated the etiology of Late Language Emergence (LLE)
in 24-month-old twins considering possible twinning, zygosity, gender, and
heritability effects for vocabulary and grammar phenotypes. Method A population-based sample of 473 twin pairs participated. Multilevel
modelling estimated means and variances of vocabulary and grammar
phenotypes, controlling for familiality. Heritability was estimated with
DeFries-Fulker regression, and variance components models, to determine
effects of heritability, shared-environment, and non-shared environment. Results Twins had lower average language scores than norms for singleborn
children, with lower average performance for MZ than DZ twins, and lower for
boys than girls, although gender and zygosity did not interact. Gender did
not predict LLE. Significant heritability was detected for vocabulary (.26)
and grammar phenotypes (.52/.43 for males/females) in the full sample, and
in the sample selected for LLE (.42 and .44). LLE and the appearance of Word
Combinations were also significantly heritable (.22-.23). Conclusion The findings revealed an increased likelihood of LLE in twin toddlers
compared to singleborn children that is modulated by zygosity and gender
differences. Heritability estimates are consistent with previous research
for vocabulary and add further suggestion of heritable differences in early
grammar acquisition.
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Hayiou-Thomas ME, Dale PS, Plomin R. Language impairment from 4 to 12 years: prediction and etiology. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2014; 57:850-64. [PMID: 24167234 PMCID: PMC4064252 DOI: 10.1044/2013_jslhr-l-12-0240] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
PURPOSE The authors of this article examined the etiology of developmental language impairment (LI) at 4 and 12 years of age, as well as the relationship between the 2. METHOD Phenotypic and quantitative genetic analyses using longitudinal data from the Twins Early Development Study (Oliver & Plomin, 2007) were conducted. A total of 2,923 pairs of twins (1,075 monozygotic [MZ]; 975 dizygotic same sex [DZss]; and 873 dizygotic opposite sex [DZos]) provided data at 4 and 12 years. At 4 years, (a) psychometric LI was defined on the basis of a low parent-reported expressive vocabulary score (-1.25 SDs; 226 MZ and 115 DZss probands for genetic analysis); and (b) parent referral was defined as having seen a medical professional or speech-language pathologist following parental concern (112 MZ and 104 DZss probands). The 12-year language measure was a composite of 4 web-administered receptive language tests. RESULTS (a) Psychometric LI at 4 years is more predictive than parent referral of poor language performance at age 12 years, and (b) parent referral is substantially and significantly more heritable than psychometric LI. CONCLUSIONS Parents' concern about their child's language development seems to be the marker of a more heritable disorder than poor expressive language skills alone. However, the language difficulties that arouse parental concern in preschool children, although more heritable, are not predictive of language difficulties in early adolescence. Rather, poor expressive language skills at age 4 years, psychometrically defined, are a better predictor than parent referral of continuing language difficulties at age 12 years.
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Kalnak N, Peyrard-Janvid M, Forssberg H, Sahlén B. Nonword repetition--a clinical marker for specific language impairment in Swedish associated with parents' language-related problems. PLoS One 2014; 9:e89544. [PMID: 24586859 PMCID: PMC3933563 DOI: 10.1371/journal.pone.0089544] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2013] [Accepted: 01/23/2014] [Indexed: 11/19/2022] Open
Abstract
First, we explore the performance of nonword repetition (NWR) in children with specific language impairment (SLI) and typically developing children (TD) in order to investigate the accuracy of NWR as a clinical marker for SLI in Swedish-speaking school-age children. Second, we examine the relationship between NWR, family aggregation, and parental level of education in children with SLI. A sample of 61 children with SLI, and 86 children with TD, aged 8-12 years, were administered an NWR test. Family aggregation, measured as the prevalence of language and/or literacy problems (LLP) in parents of the children with SLI, was based on family history interviews. The sensitivity and specificity of nonword repetition was analyzed in a binary logistic regression, cut-off values were established with ROC curves, and positive and negative likelihood ratios reported. Results from the present study show that NWR distinguishes well between Swedish-speaking school-children with and without SLI. We found 90.2% sensitivity and 97.7% specificity at a cut-off level of -2 standard deviations for binary scoring of nonwords. Differences between the SLI and TD groups showed large effect sizes for the two scoring measures binary (d = 2.11) and percent correct consonants (PCC) (d = 1.79). The children with SLI were split into two subgroups: those with no parents affected with LLP (n = 12), and those with one or both parents affected (n = 49). The subgroup consisting of affected parents had a significantly lower score on NWR binary (p = .037), and there was a great difference between the subgroups (d = 0.7). When compared to the TD group, the difference from the subgroup with affected parents was almost one standard deviation larger (d = 2.47) than the difference from the TD to the subgroup consisting of non-affected parents (d = 1.57). Our study calls for further exploration of the complex interaction between family aggregation, language input, and phenotypes of SLI.
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Affiliation(s)
- Nelli Kalnak
- Department of Women’s and Children’s Health, Astrid Lindgren Children’s Hospital, Karolinska Institutet, Stockholm, Sweden
| | | | - Hans Forssberg
- Department of Women’s and Children’s Health, Astrid Lindgren Children’s Hospital, Karolinska Institutet, Stockholm, Sweden
| | - Birgitta Sahlén
- Department of Logopedics, Phoniatrics, and Audiology, Clinical Sciences, Lund University, Lund, Sweden
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Hulme C, Snowling MJ. The interface between spoken and written language: developmental disorders. Philos Trans R Soc Lond B Biol Sci 2013; 369:20120395. [PMID: 24324239 PMCID: PMC3866425 DOI: 10.1098/rstb.2012.0395] [Citation(s) in RCA: 56] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
We review current knowledge about reading development and the origins of difficulties in learning to read. We distinguish between the processes involved in learning to decode print, and the processes involved in reading for meaning (reading comprehension). At a cognitive level, difficulties in learning to read appear to be predominantly caused by deficits in underlying oral language skills. The development of decoding skills appears to depend critically upon phonological language skills, and variations in phoneme awareness, letter-sound knowledge and rapid automatized naming each appear to be causally related to problems in learning to read. Reading comprehension difficulties in contrast appear to be critically dependent on a range of oral language comprehension skills (including vocabulary knowledge and grammatical, morphological and pragmatic skills).
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Affiliation(s)
- Charles Hulme
- Division of Psychology and Language Science, University College London, 2 Wakefield Street, London WC1N 1PF, UK
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Rice ML. Language growth and genetics of specific language impairment. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2013; 15:223-33. [PMID: 23614332 PMCID: PMC3684183 DOI: 10.3109/17549507.2013.783113] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
Behavioural studies of children with specific language impairment (SLI) have reported long-term growth outcomes across different dimensions of language. Genetic studies of children with SLI have identified candidate genes and putative associations of gene variants with SLI. The aims of this review are to summarize these two lines of investigation and to highlight the possible role of underlying growth timing mechanisms that influence the trajectory of language outcomes throughout childhood and into adolescence. Behavioural growth trajectories demonstrate that children with SLI have notable strengths in language acquisition, as well as limitations, across different dimensions of language. Language onset appears delayed, although the rate and pattern of change over time is similar to unaffected children. Growth rate decelerates early in adolescence for some dimensions of language. Genetic investigations reveal candidate genes that are known to influence neuronal development, and reveal possible gene interactions along a causal pathway. Epigenetic studies reveal other genetic influences implicated in the cognitive decline associated with ageing. This review highlights possible parallels between underlying genetic mechanisms and characteristics of linguistic growth trajectories. The conclusion is that new developmental perspectives are needed to inform language intervention in ways that align nurture with nature.
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Affiliation(s)
- Mabel L Rice
- Child Language Doctoral Program, University of Kansas, Lawrence, KS 66045, USA.
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Abstract
Next-generation sequencing is set to transform the discovery of genes underlying neurodevelopmental disorders, and so offer important insights into the biological bases of spoken language. Success will depend on functional assessments in neuronal cell lines, animal models and humans themselves.
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Affiliation(s)
- Pelagia Deriziotis
- Max Planck Institute for Psycholinguistics, 6525 XD Nijmegen, The Netherlands
| | - Simon E Fisher
- Max Planck Institute for Psycholinguistics, 6525 XD Nijmegen, The Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, 6525 EN Nijmegen, The Netherlands
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Hornickel J, Lin D, Kraus N. Speech-evoked auditory brainstem responses reflect familial and cognitive influences. Dev Sci 2013; 16:101-10. [PMID: 23278931 PMCID: PMC3539249 DOI: 10.1111/desc.12009] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2012] [Accepted: 07/18/2012] [Indexed: 12/31/2022]
Abstract
Cortical function and related cognitive, language, and communication skills are genetically influenced. The auditory brainstem response to speech is linked to language skill, reading ability, cognitive skills, and speech-in-noise perception; however, the impact of shared genetic and environmental factors on the response has not been investigated. We assessed auditory brainstem responses to speech presented in quiet and background noise from (1) 23 pairs of same sex, same learning diagnosis siblings (Siblings), (2) 23 unrelated children matched on age, sex, IQ, and reading ability to one of the siblings (Reading-Matched), and (3) 22 pairs of unrelated children matched on age and sex but not on reading ability to the same sibling (Age/Sex-Matched). By quantifying response similarity as the intersubject response-to-response correlation for sibling pairs, reading-matched pairs, and age- and sex-matched pairs, we found that siblings had more similar responses than age- and sex-matched pairs and reading-matched pairs. Similarity of responses between siblings was as high as the similarity of responses collected from an individual over the course of the recording session. Responses from unrelated children matched on reading were more similar than responses from unrelated children matched only on age and sex, supporting previous data linking variations in auditory brainstem activity with variations in reading ability. These results suggest that auditory brainstem function can be influenced by siblingship and auditory-based communication skills such as reading, motivating the use of speech-evoked auditory brainstem responses for assessing risk of reading and communication impairments in family members.
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Affiliation(s)
- Jane Hornickel
- Auditory Neuroscience Lab, Department of Communication Sciences and Disorders, Northwestern University, USA.
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Kalnak N, Peyrard-Janvid M, Sahlén B, Forssberg H. Family history interview of a broad phenotype in specific language impairment and matched controls. GENES BRAIN AND BEHAVIOR 2012; 11:921-7. [PMID: 22928858 DOI: 10.1111/j.1601-183x.2012.00841.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/28/2012] [Revised: 08/18/2012] [Accepted: 08/25/2012] [Indexed: 12/01/2022]
Abstract
The aim was to study a broader phenotype of language-related diagnoses and problems in three generations of relatives of children with specific language impairment (SLI). Our study is based on a family history interview of the parents of 59 children with SLI and of 100 matched control children, exploring the prevalence of problems related to language, reading, attention, school achievement and social communication as well as diagnoses such as attention-deficit hyperactivity disorder (ADHD), autism, Asperger syndrome, dyslexia, mental retardation, cleft palate and stuttering. The results show a spectrum of language-related problems in families of SLI children. In all three generations of SLI relatives, we found significantly higher prevalence rates of language, literacy and social communication problems. The risk of one or both parents having language-related diagnoses or problems was approximately six times higher for the children with SLI (85%) than for the control children (13%) (odds ratio = 37.2). We did not find a significantly higher prevalence of the diagnoses ADHD, autism or Asperger syndrome in the relatives of the children with SLI. However, significantly more parents of the children with SLI had problems with attention/hyperactivity when compared with the parents of controls. Our findings suggest common underlying mechanisms for problems with language, literacy and social communication, and possibly also for attention/hyperactivity symptoms.
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Affiliation(s)
- N Kalnak
- Department of Women's and Children's Health, Astrid Lindgren Children's Hospital
| | - M Peyrard-Janvid
- Department of Biosciences and Nutrition, Karolinska Institutet, Stockholm, Sweden
| | - B Sahlén
- Department of Logopedics, Phoniatrics and Audiology, Clinical Sciences, Lund University, Lund, Sweden
| | - H Forssberg
- Department of Women's and Children's Health, Astrid Lindgren Children's Hospital
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27
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Li N, Bartlett CW. Defining the genetic architecture of human developmental language impairment. Life Sci 2012; 90:469-75. [PMID: 22365959 DOI: 10.1016/j.lfs.2012.01.016] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2011] [Revised: 01/24/2012] [Accepted: 01/26/2012] [Indexed: 01/08/2023]
Abstract
Language is a uniquely human trait, which poses limitations on animal models for discovering biological substrates and pathways. Despite this challenge, rapidly developing biotechnology in the field of genomics has made human genetics studies a viable alternative route for defining the molecular neuroscience of human language. This is accomplished by studying families that transmit both normal and disordered language across generations. The language disorder reviewed here is specific language impairment (SLI), a developmental deficiency in language acquisition despite adequate opportunity, normal intelligence, and without any apparent neurological etiology. Here, we describe disease gene discovery paradigms as applied to SLI families and review the progress this field has made. After review the evidence that genetic factors influence SLI, we discuss methods and findings from scans of the human chromosomes, including the main replicated regions on chromosomes 13, 16 and 19 and two identified genes, ATP2C2 and CMIP that appear to account for the language variation on chromosome 16. Additional work has been done on candidate genes, i.e., genes chosen a priori and not through a genome scanning studies, including several studies of CNTNAP2 and some recent work implicating BDNF as a gene x gene interaction partner of genetic variation on chromosome 13 that influences language. These recent developments may allow for better use of post-mortem human brain samples functional studies and animal models for circumscribed language subcomponents. In the future, the identification of genetic variation associated with language phenotypes will provide the molecular pathways to understanding human language.
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Affiliation(s)
- Ning Li
- The Battelle Center for Mathematical Medicine, The Research Institute at Nationwide Children's Hospital, Columbus, OH 43205, USA
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Palka C, Alfonsi M, Mohn A, Cerbo R, Guanciali Franchi P, Fantasia D, Morizio E, Stuppia L, Calabrese G, Zori R, Chiarelli F, Palka G. Mosaic 7q31 deletion involving FOXP2 gene associated with language impairment. Pediatrics 2012; 129:e183-8. [PMID: 22144704 DOI: 10.1542/peds.2010-2094] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
We report on a 10-year-old patient with childhood apraxia of speech (CAS) and mild dysmorphic features. Although multiple karyotypes were reported as normal, a bacterial artificial chromosome array comparative genomic hybridization revealed the presence of a de novo 14.8-Mb mosaic deletion of chromosome 7q31. The deleted region involved several genes, including FOXP2, which has been associated with CAS. Interestingly, the deletion reported here was observed in about 50% of cells, which is the first case of mosaicism in a 7q31 deletion. Despite the presence of the deletion in only 50% of cells, the phenotype of the patient was not milder than other published cases. To date, 6 cases with a deletion of 9.1-20 Mb involving the FOXP2 gene have been reported, suggesting a new contiguous gene deletion syndrome characterized mainly by CAS caused by haploinsufficiency of the genes encompassed in the 7q critical region. This report suggests that children found with a deletion involving the FOXP2 region should be evaluated for CAS and that analysis of the FOXP2 gene including array comparative genomic hybridization should be considered in selected patients with CAS. Mosaic deletions in this area may also be considered as causative of CAS.
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Affiliation(s)
- Chiara Palka
- Department of Oral Sciences, Nano and Biotechnologies, G. D'Annunzio University, Via dei Vestini 31, 66100 Chieti, Italy.
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Lewis BA, Avrich AA, Freebairn LA, Hansen AJ, Sucheston LE, Kuo I, Taylor HG, Iyengar SK, Stein CM. Literacy outcomes of children with early childhood speech sound disorders: impact of endophenotypes. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2011; 54:1628-43. [PMID: 21930616 PMCID: PMC3404457 DOI: 10.1044/1092-4388(2011/10-0124)] [Citation(s) in RCA: 35] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
PURPOSE To demonstrate that early childhood speech sound disorders (SSD) and later school-age reading, written expression, and spelling skills are influenced by shared endophenotypes that may be in part genetic. METHOD Children with SSD and their siblings were assessed at early childhood (ages 4-6 years) and followed at school age (7-12 years). The relationship of shared endophenotypes with early childhood SSD and school-age outcomes and the shared genetic influences on these outcomes were examined. RESULTS Structural equation modeling demonstrated that oral motor skills, phonological awareness, phonological memory, vocabulary, and speeded naming have varying influences on reading decoding, spelling, spoken language, and written expression at school age. Genetic linkage studies demonstrated linkage for reading, spelling, and written expression measures to regions on chromosomes 1, 3, 6, and 15 that were previously linked to oral motor skills, articulation, phonological memory, and vocabulary at early childhood testing. CONCLUSIONS Endophenotypes predict school-age literacy outcomes over and above that predicted by clinical diagnoses of SSD or language impairment. Findings suggest that these shared endophenotypes and common genetic influences affect early childhood SSD and later school-age reading, spelling, spoken language, and written expression skills.
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Abstract
Language and learning disorders such as reading disability and language impairment are recognized to be subject to substantial genetic influences, but few causal mutations have been identified in the coding regions of candidate genes. Association analyses of single nucleotide polymorphisms have suggested the involvement of regulatory regions of these genes, and a few mutations affecting gene expression levels have been identified, indicating that the quantity rather than the quality of the gene product may be most relevant for these disorders. In addition, several of the candidate genes appear to be involved in neuronal migration, confirming the importance of early developmental processes. Accordingly, alterations in epigenetic processes such as DNA methylation and histone modification are likely to be important in the causes of language and learning disorders based on their functions in gene regulation. Epigenetic processes direct the differentiation of cells in early development when neurological pathways are set down, and mutations in genes involved in epigenetic regulation are known to cause cognitive disorders in humans. Epigenetic processes also regulate the changes in gene expression in response to learning, and alterations in histone modification are associated with learning and memory deficits in animals. Genetic defects in histone modification have been reversed in animals through therapeutic interventions resulting in rescue of these deficits, making it particularly important to investigate their potential contribution to learning disorders in humans.
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Logan J, Petrill SA, Flax J, Justice LM, Hou L, Bassett AS, Tallal P, Brzustowicz LM, Bartlett CW. Genetic covariation underlying reading, language and related measures in a sample selected for specific language impairment. Behav Genet 2011; 41:651-9. [PMID: 21193955 PMCID: PMC3129390 DOI: 10.1007/s10519-010-9435-0] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2010] [Accepted: 12/17/2010] [Indexed: 10/18/2022]
Abstract
Specific language impairment is a developmental language disorder characterized by failure to develop language normally in the absence of a specific cause. Previous twin studies have documented the heritability of reading and language measures as well as the genetic correlation between those measures. This paper presents results from an alternative to the classical twin designs by estimating heritability from extended pedigrees. These pedigrees were previously studied as part of series of molecular genetic studies of specific language impairment where the strongest genetic findings were with reading phenotypes rather than language despite selecting pedigrees based on language impairments. To explore the relationship between reading and language in these pedigrees, variance components estimates of heritability of reading and language measures were conducted showing general agreement with the twin literature, as were genetics correlations between reading and language. Phonological short-term memory, phonological awareness and auditory processing were evaluated as candidate mediators of the reading-language genetic correlations. Only phonological awareness showed significant genetic correlations with all reading measures and several language measures while phonological short-term memory and auditory processing did not.
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Affiliation(s)
- Jessica Logan
- Department of Human Development and Family Science, The Ohio State University, Columbus, OH, USA
| | - Stephen A. Petrill
- Department of Human Development and Family Science, The Ohio State University, Columbus, OH, USA
- The Battelle Center for Mathematical Medicine, The Research Institute at Nationwide Children’s Hospital and Department of Pediatrics, The Ohio State University, JW3926, 700 Children’s Drive, Columbus, OH 43205, USA
| | - Judy Flax
- Center for Molecular and Behavioral Neuroscience, Rutgers University, Newark, NJ, USA
- Department of Genetics, Rutgers University, New Brunswick, NJ, USA
| | - Laura M. Justice
- School of Teaching and Learning, The Ohio State University, Columbus, OH, USA
| | - Liping Hou
- The Battelle Center for Mathematical Medicine, The Research Institute at Nationwide Children’s Hospital and Department of Pediatrics, The Ohio State University, JW3926, 700 Children’s Drive, Columbus, OH 43205, USA
| | - Anne S. Bassett
- Department of Psychiatry, University of Toronto, and Schizophrenia Research Program, Queen Street Division, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Paula Tallal
- Center for Molecular and Behavioral Neuroscience, Rutgers University, Newark, NJ, USA
| | | | - Christopher W. Bartlett
- The Battelle Center for Mathematical Medicine, The Research Institute at Nationwide Children’s Hospital and Department of Pediatrics, The Ohio State University, JW3926, 700 Children’s Drive, Columbus, OH 43205, USA
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Simmons TR, Flax JF, Azaro MA, Hayter JE, Justice LM, Petrill SA, Bassett AS, Tallal P, Brzustowicz LM, Bartlett CW. Increasing genotype-phenotype model determinism: application to bivariate reading/language traits and epistatic interactions in language-impaired families. Hum Hered 2010; 70:232-44. [PMID: 20948219 PMCID: PMC3085518 DOI: 10.1159/000320367] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2010] [Accepted: 08/13/2010] [Indexed: 11/19/2022] Open
Abstract
While advances in network and pathway analysis have flourished in the era of genome-wide association analysis, understanding the genetic mechanism of individual loci on phenotypes is still readily accomplished using genetic modeling approaches. Here, we demonstrate two novel genotype-phenotype models implemented in a flexible genetic modeling platform. The examples come from analysis of families with specific language impairment (SLI), a failure to develop normal language without explanatory factors such as low IQ or inadequate environment. In previous genome-wide studies, we observed strong evidence for linkage to 13q21 with a reading phenotype in language-impaired families. First, we elucidate the genetic architecture of reading impairment and quantitative language variation in our samples using a bivariate analysis of reading impairment in affected individuals jointly with language quantitative phenotypes in unaffected individuals. This analysis largely recapitulates the baseline analysis using the categorical trait data (posterior probability of linkage (PPL) = 80%), indicating that our reading impairment phenotype captured poor readers who also have low language ability. Second, we performed epistasis analysis using a functional coding variant in the brain-derived neurotrophic factor (BDNF) gene previously associated with reduced performance on working memory tasks. Modeling epistasis doubled the evidence on 13q21 and raised the PPL to 99.9%, indicating that BDNF and 13q21 susceptibility alleles are jointly part of the genetic architecture of SLI. These analyses provide possible mechanistic insights for further cognitive neuroscience studies based on the models developed herein.
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Affiliation(s)
- Tabatha R Simmons
- Battelle Center for Mathematical Medicine, Research Institute at Nationwide Children's Hospital and Department of Pediatrics, Ohio State University, Columbus, OH 43205, USA
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Zhao Y, Ma H, Wang Y, Gao H, Xi C, Hua T, Zhao Y, Qiu G. Association between FOXP2 gene and speech sound disorder in Chinese population. Psychiatry Clin Neurosci 2010; 64:565-73. [PMID: 20923434 DOI: 10.1111/j.1440-1819.2010.02123.x] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
AIM FOXP2 was described as the first gene relevant to human speech and language disorders. The main objective of this study was to compare the distribution of FOXP2 gene polymorphisms between patients with speech sound disorder and healthy controls. METHODS Five FOXP2 polymorphisms, rs923875, rs2396722, rs1852469, rs17137124 and rs1456031, were analyzed in 150 patients with speech sound disorder according to DSM-IV, as well as in 140 healthy controls. Coding exons for key domains of FOXP2 were also sequenced in all the patients. RESULTS Significant differences in the genotype (P = 0.001) and allele (P = 0.0025) frequencies of rs1852469 (located 5' upstream of the ATG initiator codon) were found between patients and controls. The excess of the T allele in the patients group remained significant after Bonferroni correction (P = 0.0126). Further investigations revealed a risk haplotype: rs2396722T/+rs1852469T. Our screening of key domains did not detect any point mutations in this sample. But we detected heterozygous triplet deletion of the glutamine-encoding region of exon 5 that alter FOXP2 protein sequence in five probands. These changes are predicted to yield a polyglutamine tract reduction from 40 to 39 consecutive glutamines. CONCLUSIONS Our data support a possible role of FOXP2 in the vulnerability to speech sound disorder, which adds further evidence to implicate this gene in speech and language functions.
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Affiliation(s)
- Yunjing Zhao
- Department of Developmental Pediatrics, Shengjing Hospital, China Medical University, Shenyang, China
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Abstract
Quantitative behavioral genetic studies have made it clear that communication disorders such as reading disability, language impairment, and autism spectrum disorders follow some basic principles: (1) complex disorders have complex causes, in which each clinical disorder is influenced by a number of separate genes; and (2) at least some behaviorally related disorders are influenced by the same genes. Recent advances in molecular and statistical methods have confirmed these principles and are now leading to an understanding of the genes that may be involved in these disorders and how their disruption may affect the development of the brain. The prospect is that the genes involved in these disorders will define a network of interacting neurologic functions and that perturbations of different elements of this network will produce susceptibilities for different disorders. Such knowledge would clarify the underlying deficits in these disorders and could lead to revised diagnostic conceptions. However, these goals are still in the future. Identifying the individual genes in such a network is painstaking, and there have been seemingly contradictory studies along the way. Improvements in study design and additional functional analysis of genes are gradually clarifying many of these issues. When combined with careful phenotypic studies, molecular genetic studies have the potential to refine the clinical definitions of communication disorders and influence their remediation.
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Bishop DVM. Overlaps between autism and language impairment: phenomimicry or shared etiology? Behav Genet 2010; 40:618-29. [PMID: 20640915 PMCID: PMC2921070 DOI: 10.1007/s10519-010-9381-x] [Citation(s) in RCA: 73] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2010] [Accepted: 07/02/2010] [Indexed: 01/29/2023]
Abstract
Traditionally, autistic spectrum disorder (ASD) and specific language impairment (SLI) are regarded as distinct conditions with separate etiologies. Yet these disorders co-occur at above chance levels, suggesting shared etiology. Simulations, however, show that additive pleiotropic genes cannot account for observed rates of language impairment in relatives, which are higher for probands with SLI than for those with ASD + language impairment. An alternative account is in terms of ‘phenomimicry’, i.e., language impairment in comorbid cases may be a consequence of ASD risk factors, and different from that seen in SLI. However, this cannot explain why molecular genetic studies have found a common risk genotype for ASD and SLI. This paper explores whether nonadditive genetic influences could account for both family and molecular findings. A modified simulation involving G × G interactions obtained levels of comorbidity and rates of impairment in relatives more consistent with observed values. The simulations further suggest that the shape of distributions of phenotypic trait scores for different genotypes may provide evidence of whether a gene is involved in epistasis.
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Affiliation(s)
- D V M Bishop
- Department of Experimental Psychology, University of Oxford, Oxford OX1 3UD, UK.
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Hayiou-Thomas ME, Harlaar N, Dale PS, Plomin R. Preschool speech, language skills, and reading at 7, 9, and 10 years: etiology of the relationship. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2010; 53:311-332. [PMID: 20360459 DOI: 10.1044/1092-4388(2009/07-0145)] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
PURPOSE To examine the etiology of the relationship between preschool speech and language, and later reading skills. METHOD One thousand six hundred seventy-two children from the Twins Early Development Study (B. R. Oliver & R. Plomin, 2007) were given a comprehensive speech and language assessment at 4(1/2) years. Reading was assessed at 7, 9, and 10 years. Twin analyses were applied to the data to assess the contributions of genetic and environmental factors to the longitudinal relationships between speech and reading, and language and reading. RESULTS Phenotypically, there is a moderate and stable relationship between 4(1/2)-year speech and language scores and reading at 7, 9, and 10 years. Etiologically, at the individual-differences level, both genetic and shared environmental factors contribute to the links between language skills and reading. By contrast, genetic factors account for most of the relationship between early speech and later reading. At the extremes, there appears to be an even stronger role for genetic factors in accounting for the prediction from early speech and language impairments to later reading outcome. CONCLUSION Both genetic and environmental factors contribute to the relationship between early language skills and reading, whereas genetic factors play a dominant role in the relationship between early speech and reading.
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Abstract
Developmental dyslexia is a highly heritable disorder with a prevalence of at least 5% in school-aged children. Linkage studies have identified numerous loci throughout the genome that are likely to harbour candidate dyslexia susceptibility genes. Association studies and the refinement of chromosomal translocation break points in individuals with dyslexia have resulted in the discovery of candidate genes at some of these loci. A key function of many of these genes is their involvement in neuronal migration. This complements anatomical abnormalities discovered in dyslexic brains, such as ectopias, that may be the result of irregular neuronal migration.
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Aro T, Poikkeus AM, Eklund K, Tolvanen A, Laakso ML, Viholainen H, Lyytinen H, Nurmi JE, Ahonen T. Effects of Multidomain Risk Accumulation on Cognitive, Academic, and Behavioural Outcomes. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2009; 38:883-98. [DOI: 10.1080/15374410903258942] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
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Abstract
The unique human ability of linguistic communication, defined as the ability to produce a practically infinite number of meaningful messages using a finite number of lexical items, is determined by an array of "linguistic" genes, which are expressed in neurons forming domain-specific linguistic centers in the brain. In this review, I discuss the idea that infants' early language experience performs two complementary functions. In addition to allowing infants to assimilate the words and grammar rules of their mother language, early language experience initiates genetic programs underlying language production and comprehension. This hypothesis explains many puzzling characteristics of language acquisition, such as the existence of a critical period for acquiring the first language and the absence of a critical period for the acquisition of additional language(s), a similar timetable for language acquisition in children belonging to families of different social and cultural status, the strikingly similar timetables in the acquisition of oral and sign languages, and the surprisingly small correlation between individuals' final linguistic competence and the intensity of their training. Based on the studies of microcephalic individuals, I argue that genetic factors determine not only the number of neurons and organization of interneural connections within linguistic centers, but also the putative internal properties of neurons that are not limited to their electrophysiological and synaptic properties.
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Affiliation(s)
- Yuri I Arshavsky
- Institute for Nonlinear Science, University of California San Diego, La Jolla, CA 92093-0402, USA.
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Lindgren KA, Folstein SE, Tomblin JB, Tager-Flusberg H. Language and reading abilities of children with autism spectrum disorders and specific language impairment and their first-degree relatives. Autism Res 2009; 2:22-38. [PMID: 19358305 DOI: 10.1002/aur.63] [Citation(s) in RCA: 110] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
Abstract
Autism spectrum disorder (ASD) and specific language impairment (SLI) are developmental disorders exhibiting language deficits, but it is unclear whether they arise from similar etiologies. Language impairments have been described in family members of children with ASD and SLI, but few studies have quantified them. In this study, we examined IQ, language, and reading abilities of ASD and SLI children and their first-degree relatives to address whether the language difficulties observed in some children with ASD are familial and to better understand the degree of overlap between these disorders and their broader phenotypes. Participants were 52 autistic children, 36 children with SLI, their siblings, and their parents. The ASD group was divided into those with (ALI, n=32) and without (ALN, n=20) language impairment. Relationships between ASD severity and language performance were also examined in the ASD probands. ALI and SLI probands performed similarly on most measures while ALN probands scored higher. ALN and ALI probands' language scores were not related to Autism Diagnostic Interview-Revised and Autism Diagnostic Observation Schedule algorithm scores. SLI relatives scored lowest on all measures, and while scores were not in the impaired range, relatives of ALI children scored lower than relatives of ALN children on some measures, though not those showing highest heritability in SLI. Given that ALI relatives performed better than SLI relatives across the language measures, the hypothesis that ALI and SLI families share similar genetic loading for language is not strongly supported.
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Affiliation(s)
- Kristen A Lindgren
- Department of Anatomy and Neurobiology, Boston University School of Medicine, Boston, Massachusetts 02118, USA
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Shipster C, Oliver B, Morgan A. Speech and oral motor skills in children with Beckwith Wiedemann Syndrome: Pre- and post-tongue reduction surgery. ACTA ACUST UNITED AC 2009. [DOI: 10.1080/14417040500484401] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Flax JF, Realpe-Bonilla T, Roesler C, Choudhury N, Benasich A. Using early standardized language measures to predict later language and early reading outcomes in children at high risk for language-learning impairments. JOURNAL OF LEARNING DISABILITIES 2009; 42:61-75. [PMID: 19011122 DOI: 10.1177/0022219408326215] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
The aim of the study was to examine the profiles of children with a family history (FH+) of language-learning impairments (LLI) and a control group of children with no reported family history of LLI (FH-) and identify which language constructs (receptive or expressive) and which ages (2 or 3 years) are related to expressive and receptive language abilities, phonological awareness, and reading abilities at ages 5 and 7 years. Participants included 99 children (40 FH+ and 59 FH-) who received a standardized neuropsychological battery at 2, 3, 5, and 7 years of age. As a group, the FH+ children had significantly lower scores on all language measures at 2 and 3 years, on selected language and phonological awareness measures at 5 years, and on phonological awareness and nonword reading at 7 years. Language comprehension at 3 years was the best predictor of later language and early reading for both groups. These results support past work suggesting that children with a positive family history of LLI are at greater risk for future language and reading problems through their preschool and early school-age years. Furthermore, language comprehension in the early years is a strong predictor of future language-learning status.
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Abstract
Language disorders are identified when a person has difficulty with expressive language, receptive language, or pragmatic language. Speech disorders are identified when a person's voice, fluency, or articulation call attention to the speaker because his or her speech is sufficiently different from the norm. Speech and language development should be consistent with a child's overall development and can be tracked using typical milestone markers. Differential diagnosis is critical to designing appropriate intervention, which should be tailored to the parents' goals along with the child's clinical and educational needs. Early identification and intervention assist in educational planning and are often associated with better long-term outcomes. Any speech-language therapy plan should be designed with measurable goals and consistent monitoring of progress toward those goals.
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Hayiou-Thomas ME. Genetic and environmental influences on early speech, language and literacy development. JOURNAL OF COMMUNICATION DISORDERS 2008; 41:397-408. [PMID: 18538338 PMCID: PMC3851292 DOI: 10.1016/j.jcomdis.2008.03.002] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2008] [Accepted: 03/12/2008] [Indexed: 05/07/2023]
Abstract
UNLABELLED The genetic and environmental etiology of speech and broader language skills was examined in terms of their concurrent relationships in young children; their longitudinal association with reading; and the role they play in defining the 'heritable phenotype' for specific language impairment (SLI). The work was based on a large sample of 4 1/2-year-old twins, who were assessed at home on a broad range of speech and language measures as part of the Twins Early Development Study. We found that genetic factors strongly influence variation in young children's speech in typical development as well as in SLI, and that these genetic factors also account for much of the relationship between early speech and later reading. In contrast, shared environmental factors play a more dominant role for broader language skills, and in relating these skills to later reading; isolated impairments in language as opposed to speech appear to have largely environmental origins. LEARNING OUTCOMES (1) Readers will be able to discuss some of the ways in which behavioural genetic methods can make a useful contribution to the field of communication disorders. (2) Readers will be able to compare the genetic and environmental contributions to general language versus speech skills in young children. (3) Readers will be able to describe the likely relationship between early speech and language and later reading development, in terms of shared genetic and environmental resources. (4) Readers will be able to discuss how different ascertainment methods for clinical samples may lead to very different understandings of the nature of a disorder such as specific language impairment.
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DeThorne LS, Petrill SA, Hart SA, Channell RW, Campbell RJ, Deater-Deckard K, Thompson LA, Vandenbergh DJ. Genetic effects on children's conversational language use. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2008; 51:423-35. [PMID: 18367687 PMCID: PMC2435205 DOI: 10.1044/1092-4388(2008/031)] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
PURPOSE The present study examined the extent of genetic and environmental influences on individual differences in children's conversational language use. METHOD Behavioral genetic analyses focused on conversational measures and 2 standardized tests from 380 twins (M = 7.13 years) during the 2nd year of the Western Reserve Reading Project (S. A. Petrill, K. Deater-Deckard, L. A. Thompson, L. S. DeThorne, & C. Schatschneider, 2006) Multivariate analyses using latent factors were conducted to examine the extent of genetic overlap and specificity between conversational and formalized language. RESULTS Multivariate analyses revealed a heritability of .70 for the conversational language factor and .45 for the formal language factor, with a significant genetic correlation of .37 between the two factors. Specific genetic effects were also significant for the conversational factor. CONCLUSIONS The current study indicated that over half of the variance in children's conversational language skills can be accounted for by genetic effects with no evidence of significant shared environmental influence. This finding casts an alternative lens on past studies that have attributed differences in children's spontaneous language use to differences in environmental language exposure. In addition, multivariate results generally support the context-dependent construction of language knowledge, as suggested by the theory of activity and situated cognition (J. S. Brown, A. Collins, & P. Duguid, 1989; T. A. Ukrainetz, 1998), but also indicate some degree of overlap between language use in conversational and formalized assessment contexts.
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Affiliation(s)
- Laura S DeThorne
- University of Illinois at Urbana-Champaign, 901 South Sixth Street, Champaign, IL 61820, USA.
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Gene × Environment interactions in speech sound disorder predict language and preliteracy outcomes. Dev Psychopathol 2007; 19:1047-72. [PMID: 17931434 DOI: 10.1017/s0954579407000533] [Citation(s) in RCA: 28] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
AbstractFew studies have investigated the role of gene × environment interactions (G × E) in speech, language, and literacy disorders. Currently, there are two theoretical models, the diathesis–stress model and the bioecological model, that make opposite predictions about the expected direction of G × E, because environmental risk factors may either strengthen or weaken the effect of genes on phenotypes. The purpose of the current study was to test for G × E at two speech sound disorder and reading disability linkage peaks using a sib-pair linkage design and continuous measures of socioeconomic status, home language/literacy environment, and number of ear infections. The interactions were tested using composite speech, language, and preliteracy phenotypes and previously identified linkage peaks on 6p22 and 15q21. Results showed five G × E at both the 6p22 and 15q21 locations across several phenotypes and environmental measures. Four of the five interactions were consistent with the bioecological model of G × E. Each of these four interactions involved environmental measures of the home language/literacy environment. The only interaction that was consistent with the diathesis–stress model was one involving the number of ear infections as the environmental risk variable. The direction of these interactions and possible interpretations are explored in the discussion.
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Bishop DVM, Hayiou-Thomas ME. Heritability of specific language impairment depends on diagnostic criteria. GENES BRAIN AND BEHAVIOR 2007; 7:365-72. [PMID: 17919296 PMCID: PMC2324210 DOI: 10.1111/j.1601-183x.2007.00360.x] [Citation(s) in RCA: 91] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Heritability estimates for specific language impairment (SLI) have been inconsistent. Four twin studies reported heritability of 0.5 or more, but a recent report from the Twins Early Development Study found negligible genetic influence in 4-year-olds. We considered whether the method of ascertainment influenced results and found substantially higher heritability if SLI was defined in terms of referral to speech and language pathology services than if defined by language test scores. Further analysis showed that presence of speech difficulties played a major role in determining whether a child had contact with services. Childhood language disorders that are identified by population screening are likely to have a different phenotype and different etiology from clinically referred cases. Genetic studies are more likely to find high heritability if they focus on cases who have speech difficulties and who have been referred for intervention.
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Affiliation(s)
- D V M Bishop
- Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom.
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Osborne LR, Mervis CB. Rearrangements of the Williams-Beuren syndrome locus: molecular basis and implications for speech and language development. Expert Rev Mol Med 2007; 9:1-16. [PMID: 17565757 PMCID: PMC2893216 DOI: 10.1017/s146239940700035x] [Citation(s) in RCA: 62] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Abstract
The Williams-Beuren syndrome (WBS) locus on human chromosome 7q11.23 is flanked by complex chromosome-specific low-copy repeats that mediate recurrent genomic rearrangements of the region. Common genomic rearrangements arise through unequal meiotic recombination and result in complex but distinct behavioural and cognitive phenotypes. Deletion of 7q11.23 results in WBS, which is characterised by mild to moderate intellectual disability or learning difficulties, with relative cognitive strengths in verbal short-term memory and in language and extreme weakness in visuospatial construction, as well as anxiety, attention-deficit hyperactivity disorder and overfriendliness. By contrast, duplication results in severely delayed speech and expressive language, with relative strength in visuospatial construction. Although deletion and duplication of the WBS region have very different effects, both cause forms of language impairment and suggest that dosage-sensitive genes within the region are important for the proper development of human speech and language. The spectrum and frequency of genomic rearrangements at 7q11.23 presents an exceptional opportunity to identify gene(s) directly involved in human speech and language development.
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Affiliation(s)
- Lucy R Osborne
- Department of Medicine, University of Toronto, Ontario, Canada.
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50
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Abstract
Why do some children fail to acquire speech and language skills despite adequate environmental input and overtly normal neurological and anatomical development? It has been suspected for several decades, based on indirect evidence, that the human genome might hold some answers to this enigma. These suspicions have recently received dramatic confirmation with the discovery of specific genetic changes which appear sufficient to derail speech and language development. Indeed, researchers are already using information from genetic studies to aid early diagnosis and to shed light on the neural pathways that are perturbed in these inherited forms of speech and language disorder. Thus, we have entered an exciting era for dissecting the neural bases of human communication, one which takes genes and molecules as a starting point. In the current article I explain how this recent paradigm shift has occurred and describe the new vistas that have opened up. I demonstrate ways of bridging the gaps between molecules, neurons and the brain, which will provide a new understanding of the aetiology of speech and language impairments.
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Affiliation(s)
- Simon E Fisher
- Wellcome Trust Centre for Human Genetics, University of Oxford, Oxford, UK.
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