Towards a model of language neurobiology in early development

Sanchez-Alonso, Sara; Aslin, Richard Ν.

doi:10.1016/j.bandl.2021.105047

Cited by 12 publications

(7 citation statements)

References 281 publications

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“…signed language development). As Brandt et al (2012) argue, the listening skills of very young developing humans (fetuses, newborns, and infants included) are attuned to features of spoken language that are also crucial features of musical listening (e.g., pitch, timbre, rhythm, dynamic stress), which form the basis of effective speech processing and lay the foundation for language learning over the course of development ( Sanchez-Alonso & Aslin, 2022 ). The important role that processing these cues plays in language development is further evidenced by much greater than chance prevalence of co-occurring cases of musical and language impairments in children ( Ladányi et al, 2020 ; Peretz & Vuvan, 2017 ).…”

Section: The Maple Framework For Clarifying Biological Relationships ...mentioning

confidence: 99%

The Musical Abilities, Pleiotropy, Language, and Environment (MAPLE) Framework for Understanding Musicality-Language Links Across the Lifespan

Nayak

Coleman

Ladányi

et al. 2022

Neurobiology of Language

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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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Section: The Maple Framework For Clarifying Biological Relationships ...mentioning

confidence: 99%

The Musical Abilities, Pleiotropy, Language, and Environment (MAPLE) Framework for Understanding Musicality-Language Links Across the Lifespan

Nayak

Coleman

Ladányi

et al. 2022

Neurobiology of Language

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“…Interdependent relationships between rhythm abilities and speech-language skills acquisition likely start as early in development as the fetal brain, to facilitate the processing of rhythms in the social environment across infancy, childhood, and beyond [71][72][73] . Relatedly, a recent evolutionary framework posits that rhythm and communication traits co-evolved to support credible signaling in communicative behaviors that are key to survival, namely parent-child coordination.…”

Section: Discussionmentioning

confidence: 99%

Musical rhythm abilities and risk for developmental speech-language problems and disorders: epidemiological and polygenic associations

Nayak,

Ladanyi,

Eising

et al. 2024

Preprint

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Impaired musical rhythm abilities and developmental speech-language related disorders are biologically and clinically intertwined. Prior work examining their relationship has primarily used small samples; here, we studied associations at population-scale by conducting the largest systematic epidemiological investigation to date (total N = 39,092). Based on existing theoretical frameworks, we predicted that rhythm impairment would be a significant risk factor for speech-language disorders in the general adult population. Findings were consistent across multiple independent datasets and rhythm subskills (including beat synchronization and rhythm discrimination), and aggregate meta-analyzed data showed that rhythm impairment is a modest but consistent risk factor for developmental speech, language, and reading disorders (OR = 1.32 [1.14 – 1.49]; p < .0001). Further, cross-trait polygenic score analyses indicate shared genetic architecture between musical rhythm and reading abilities, providing evidence for genetic pleiotropy between rhythm and language-related phenotypes.

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“…These formative years also contribute remarkably to the development of a healthy sense of self-esteem and self-confidence. During this critical period, the child’s brain exhibits high adaptability and responsiveness to environmental stimuli; thus, leading to profound structural and functional changes [ 1 , 2 ]. Notably, within the first 3 years of life, the brain undergoes remarkable transformations that are closely intertwined with the acquisition of verbal communication skills, encompassing the rapid assimilation of intricate linguistic aspects across diverse cultural backgrounds, specific phonetic variations, and sound mastery within the initial year.…”

Section: Introductionmentioning

confidence: 99%

“…At approximately 6 months, the child demonstrates the ability to associate specific forms with their corresponding meanings, and by approximately 1 year, they begin uttering their initial words; thus, marking the commencement of rapid vocabulary expansion. By the age of 2, they are proficient in forming sentences and actively engage in conversations [ 1 ].…”

Section: Introductionmentioning

confidence: 99%

Physical punishment and effective verbal communication in children aged 9–36 months, according to sex: secondary analysis of a national survey

Illachura,

Montesinos-Malpartida,

Bellido-Boza

et al. 2024

BMC Pediatr

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Background A substantial number of children in the world are regularly subjected to physical punishment by their parents as a method of upbringing. Evidence suggests that it has negative effects on the development of brain function. However, evidence regarding its association with verbal communication is limited and heterogeneous. It is also unknown whether the effects are the same in both boys and girls; especially in the contexts of developing countries, where the highest rates of physical punishment are found. Objective This investigation aimed at analyzing the association between physical punishment administered by both fathers and mothers and effective verbal communication among children aged 9–36 months according to sex. Methods A secondary analytical cross-sectional study was conducted based on the 2018–2019 Peruvian Demographic and Family Health Survey. Physical punishment, based on the mother’s report of the use of hitting and/or slapping, was considered as a method to correct children by the father and/or mother. Effective verbal communication (EVC) was measured using the Battle scale which consists of age-appropriate questions included in the early childhood development module. A generalized linear model of the family and Log Poisson link option was used to identify the association between them, using the crude, general adjusted, and sex-stratified models. Results Of all the children, 16.31% received physical punishment from their father and/or mother, wherein 16.65% were boys and 15.97% were girls. Moreover, 36.48% exhibited EVC, wherein 32.55% were boys and 40.50% were girls. Adjusting for socioeconomic level, witnessing violence, mother’s marital status, age, occupation, education level, language, number of children, and moderate-to-severe depressive symptoms, it was found that boys who received physical punishment from their father and/or mother have a 31% lower probability of EVC (adjusted prevalence ratio (aPR) 0.69, 95% confidence interval (CI) 0.58–0.83, p < 0.001), whereas no association was found in girls who received physical punishment from their father and/or mother and EVC (aPR 0.93, 95% CI 0.81–1.06, p = 0.278). Conclusions An association was found between physical punishment administered by father and/or mother and reduced EVC among boys, whereas no such association was found among girls. It is possible that even though a significant impact has not been observed in girls during this early stage, they may experience consequences in later stages of life, further research is needed.

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Towards a model of language neurobiology in early development

Cited by 12 publications

References 281 publications

The Musical Abilities, Pleiotropy, Language, and Environment (MAPLE) Framework for Understanding Musicality-Language Links Across the Lifespan

The Musical Abilities, Pleiotropy, Language, and Environment (MAPLE) Framework for Understanding Musicality-Language Links Across the Lifespan

Musical rhythm abilities and risk for developmental speech-language problems and disorders: epidemiological and polygenic associations

Physical punishment and effective verbal communication in children aged 9–36 months, according to sex: secondary analysis of a national survey

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