A specific cognitive deficit within semantic cognition across a multi-generational family

Idiosyncratic Tower of Babel: Individual Differences in Word-Meaning Representation Increase as Word Abstractness Increases

Humans primarily rely on language to communicate, on the basis of a shared understanding of the basic building blocks of communication: words. Do we mean the same things when we use the same words? Although cognitive neural research on semantics has revealed the common principles of word-meaning representation, the factors underlying the potential individual variations in word meanings are unknown. Here, we empirically characterized the intersubject consistency of 90 words across 20 adult subjects (10 female) using both behavioral measures (rating-based semantic-relationship patterns) and neuroimaging measures (word-evoked brain activity patterns). Across both the behavioral and neuroimaging experiments, we showed that the magnitude of individual disagreements on word meanings could be modeled on the basis of how much language or sensory experience is associated with a word and that this variation increases with word abstractness. Uncovering the cognitive and neural origins of word-meaning disagreements across individuals has implications for potential mechanisms to modulate such disagreements.

Brain grey and white matter predictors of verbal ability traits in older age: The Lothian Birth Cohort 1936

Cerebral grey and white matter MRI parameters are related to general intelligence and some specific cognitive abilities. Less is known about how structural brain measures relate specifically to verbal processing abilities. We used multi-modal structural MRI to investigate the grey matter (GM) and white matter (WM) correlates of verbal ability in 556 healthy older adults (mean age = 72.68 years, s.d. = .72 years). Structural equation modelling was used to decompose verbal performance into two latent factors: a storage factor that indexed participants' ability to store representations of verbal knowledge and an executive factor that measured their ability to regulate their access to this information in a flexible and task-appropriate manner. GM volumes and WM fractional anisotropy (FA) for components of the language/semantic network were used as predictors of these verbal ability factors. Volume of the ventral temporal cortices predicted participants' storage scores (β = .12, FDR-adjusted p = .04), consistent with the theory that this region acts as a key substrate of semantic knowledge. This effect was mediated by childhood IQ, suggesting a lifelong association between ventral temporal volume and verbal knowledge, rather than an effect of cognitive decline in later life. Executive ability was predicted by FA fractional anisotropy of the arcuate fasciculus (β = .19, FDR-adjusted p = .001), a major language-related tract implicated in speech production. This result suggests that this tract plays a role in the controlled retrieval of word knowledge during speech. At a more general level, these data highlight a basic distinction between information representation, which relies on the accumulation of tissue in specialised GM regions, and executive control, which depends on long-range WM pathways for efficient communication across distributed cortical networks.

Understanding Language from a Genomic Perspective

Language is a defining characteristic of the human species, but its foundations remain mysterious. Heritable disorders offer a gateway into biological underpinnings, as illustrated by the discovery that FOXP2 disruptions cause a rare form of speech and language impairment. The genetic architecture underlying language-related disorders is complex, and although some progress has been made, it has proved challenging to pinpoint additional relevant genes with confidence. Next-generation sequencing and genome-wide association studies are revolutionizing understanding of the genetic bases of other neurodevelopmental disorders, like autism and schizophrenia, and providing fundamental insights into the molecular networks crucial for typical brain development. We discuss how a similar genomic perspective, brought to the investigation of language-related phenotypes, promises to yield equally informative discoveries. Moreover, we outline how follow-up studies of genetic findings using cellular systems and animal models can help to elucidate the biological mechanisms involved in the development of brain circuits supporting language.

Insights into the genetic foundations of human communication

The human capacity to acquire sophisticated language is unmatched in the animal kingdom. Despite the discontinuity in communicative abilities between humans and other primates, language is built on ancient genetic foundations, which are being illuminated by comparative genomics. The genetic architecture of the language faculty is also being uncovered by research into neurodevelopmental disorders that disrupt the normally effortless process of language acquisition. In this article, we discuss the strategies that researchers are using to reveal genetic factors contributing to communicative abilities, and review progress in identifying the relevant genes and genetic variants. The first gene directly implicated in a speech and language disorder was FOXP2. Using this gene as a case study, we illustrate how evidence from genetics, molecular cell biology, animal models and human neuroimaging has converged to build a picture of the role of FOXP2 in neurodevelopment, providing a framework for future endeavors to bridge the gaps between genes, brains and behavior.

Receptive vocabulary and semantic knowledge in children with SLI and children with Down syndrome

Receptive vocabulary and associated semantic knowledge were compared within and between groups of children with specific language impairment (SLI), children with Down syndrome (DS), and typically developing children. To overcome the potential confounding effects of speech or language difficulties on verbal tests of semantic knowledge, a novel task was devised based on picture-based semantic association tests used to assess adult patients with semantic dementia. Receptive vocabulary, measured by word-picture matching, of children with SLI was weak relative to chronological age and to nonverbal mental age but their semantic knowledge, probed across the same lexical items, did not differ significantly from that of vocabulary-matched typically developing children. By contrast, although receptive vocabulary of children with DS was a relative strength compared to nonverbal cognitive abilities (p < .0001), DS was associated with a significant deficit in semantic knowledge (p < .0001) indicative of dissociation between word-picture matching vocabulary and depth of semantic knowledge. Overall, these data challenge the integrity of semantic-conceptual development in DS and imply that contemporary theories of semantic cognition should also seek to incorporate evidence from atypical conceptual development.