On truth and polarity in negation processing: language-specific effects in non-linguistic contexts

Introduction

This study examines how negation is processed in a nonverbal context (e.g., when assessing ▲ ≠ ▲) by speakers of a truth-based system like Mandarin and a polarity-based system like English. In a truth-based system, negation may take longer to process because it is typically attached to the negation as a whole (it is not true that triangle does not equal triangle), whereas in polarity-based systems, negation is processed relatively faster because it is attached to just the equation symbol (triangle does not equal triangle), which is processed relatively faster. Our hypothesis was that negation processing routines previously observed for verbal contexts, namely that speakers of Mandarin get slowed down more when processing negative stimuli than positive stimuli compared to speakers of English, also extend to contexts when language use is not obligatory.

Methods

To test this, we asked participants to agree/disagree with equations comprising simple shapes and positive '=' or negative '≠' equation symbols. English speakers showed a response-time advantage over Mandarin speakers in negation conditions. In a separate experiment, we also tested the contribution of equation symbols '≠'/'=' to the cognitive demands by asking participants to judge shape sameness in symbol-free trials, such as ▲ ■. This comparison allowed us to test whether crosslinguistic differences arise not because of shape congruence judgement but arguably due to negation attachment.

Results and discussion

The effect of the '≠' symbol on shape congruence was language-specific, speeding up English speakers but slowing down Mandarin speakers when the two shapes differed. These findings suggest language-specific processing of negation in negative equations, interpreted as novel support for linguistic relativity.

Early predictors of language skills at 3 years of age vary based on diagnostic outcome: A baby siblings research consortium study

While previous work has identified the early predictors of language skills in infants at elevated familial risk (ER) and low familial risk (LR) for autism spectrum disorder (ASD), no studies to date have explored whether these predictors vary based on diagnostic outcome of ASD or no ASD. The present study used a large, multisite dataset to examine associations between a set of commonly studied predictor variables (infant gesture abilities, fine motor skills, nonverbal cognition, and maternal education level), measured at 12 months, and language skills, measured at 3 years, across three diagnostic outcome groups-infants with ASD ("ASD"), ER infants without ASD ("ER-no ASD"), and LR infants without ASD ("LR-no ASD"). Findings revealed that the predictors of language skills differed across groups, as gesture abilities were positively associated with language skills in the ER-no ASD group but negatively associated with language skills in the ASD group. Furthermore, maternal education level was positively associated with language skills in the ASD and LR-no ASD groups only. Variability in these early predictors may help explain why language skills are heterogeneous across the autism spectrum, and, with further study, may help clinicians identify those in need of additional and/or specialized intervention services that support language development. LAY SUMMARY: The present study identified predictors of language skills in infants with and without autism spectrum disorder (ASD). Maternal education level and 12-month gesture abilities predicted 3-year language skills in infants with ASD. Measuring these predictors early in life may help identify infants and families in need of additional and/or specialized intervention services that support language development.

Speech-Language Profile Groups in School Aged Children with Cerebral Palsy: Nonverbal Cognition, Receptive Language, Speech Intelligibility, and Motor Function

Purpose: To explore the relationship of intelligibility, receptive language, executive functioning, and motor skills to nonverbal cognitive skills among children with cerebral palsy (CP) in different speech-language profile groups. Method: Twenty-seven children with CP aged 10-12 years old participated in the study. They completed a battery of standard clinical assessments. The relationship of various skillsets with nonverbal cognitive ability was explored using correlational procedures. Additionally, we examined pairwise differences in nonverbal cognitive skills among profile groups. Cohen's Kappa and Chi-square tests were used to study the consistency of receptive language and nonverbal cognitive performance. Results: Children who showed better nonverbal cognitive abilities demonstrated better motor, receptive language, and intelligibility skills. Nonverbal cognition was generally consistent with receptive language. Conclusion: Nonverbal cognitive impairment often co-occurs with language and speech motor impairment among children with CP. Speech-language profile groups are a useful framework for describing both communication and cognitive abilities.

Relations between language, non-verbal cognition, and conceptualization in non- or minimally verbal individuals with ASD across the lifespan

BACKGROUND & AIMS

Individuals with non- or minimally verbal autism (nvASD) are primarily characterized by a severe speech production deficit, with speech limited to no or only a few words by school age. Significant unclarity remains over variability in language profiles across the lifespan, the nature of the language impairment seen, and (dis-) associations between linguistic and nonverbal cognitive measures.

METHODS

To address these questions, we recruited both a school-age and an adult group with nvASD (total N = 49) and investigated relations between expressive and receptive language, and between these and nonverbal intelligence quotient (NVIQ) and sense-making capacities (the ComFor test).

RESULTS

Results revealed limited variation across this sample in receptive language, which in turn predicted expressive language levels. Importantly, an upward trend in verbal mental age (VMA) across increasing chronological age was seen in the youngsters (only). A radical dissociation between NVIQ and both expressive and receptive language transpired as well, and a subset of individuals with normal NVIQ were comparable in terms of any other cognitive aspect. Sense-making reached symbolic levels in 62.2% of the sample and loaded on both verbal and nonverbal factors.

CONCLUSIONS

These patterns inform theories of nvASD by revealing an impairment that is not conceptualizable as one of expressive language only, sharply limits learning opportunities across the lifespan, and cannot be compensated for by nonverbal cognition.

IMPLICATIONS

These findings stress the need to seize developmental opportunities that may disappear when youngsters turn into adults, via therapies that specifically target language as a central cognitive system comprising both production and comprehension.