Term
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Definition
The ratio of mental age to chronological age remains constant throughout life.
This constant ratio of Mental Age divided by Chronological Age (multiplied by 100) is called the "Intelligence Quotient".
If MA is equal to CA, the ratio is 1, and the IQ = 100
Overall intelligence score (or Intelligence Quotient) is on the scale in the which the mean is 100, and the standard deviation is 15 |
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Term
| What is Intellectual Disability? |
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Definition
| ID = significantly sub-average general intellectual functioning that is accompanied by significant limitations in adaptive functioning |
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Term
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Definition
Chromosomal abnormality
Present in 1 out of 800 newborns
Usually accompanied by moderate to severe intellectual impairment
IQ is usually below 50
Most do not achieve typical linguistic competence |
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Term
| Language Development in Children with Down Syndrome |
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Definition
In general, language is more impaired than other cognitive functions
Production deficits exceed comprehension deficits
Onset of babbling and phonological development are delayed
Lexical development is delayed
Grammar is particularly impaired
Language development halts at 12 years of age |
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Term
| Language Development in Children with Down Syndrome |
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Definition
Communicative/pragmatic skills are strong
Children with Down syndrome vocalize and engage in mutual eye-gaze more than do typically-developing infants
Interested in social interactions, and less interested in objects
Make for competent conversation partners |
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Term
| What does Down Syndrome tell us about the relationship between language and cognition? |
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Definition
On the one hand, shows the relationship between the two: Cognition is impaired → language is delayed
On the other hand, some aspects of language development are even more delayed than cognitive development
Cognition is not the only relevant factor in language development
Different components of language are affected to different degrees → more than one cognitive ability underlies language |
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Term
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Definition
Very rare genetic disorder (about 1 in 7,500 births)
IQ-wise, children with Williams Syndrome have the same level of ID as children with Down Syndrome (ranges from 40 to 70) |
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Term
Language Development in Children with Williams Syndrome
Early Evidence |
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Definition
Early Evidence
Speak in long, grammatical sentences, use rich vocabulary, and can tell long, coherent stories
Grammar is morphologically-correct and syntactically-complex
Very social
They spend more time looking at people’s faces than typically-developing children\
Good phonological memory skills |
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Term
Language Development in Children with Williams Syndrome
Later Evidence |
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Definition
Later Evidence
Language is still not at the level of typically-developing children
Lexical development precedes cognitive development
Deficits in morphosyntactic knowledge
Tell complex stories, but cannot answer questions about the stories they tell
Difficulty with non-literal language
The course of development and ultimate language attainment is different from typically-developing children
In general, seems that they acquire language in a different manner
Their social inclinations make them communicative, and their good memory allows them to acquire those aspects of language that can be acquired by rote memory
Have difficulty with those aspects of language that rely on rules and regularities |
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Term
| What does Williams Syndrome tell us about the relationship between language and cognition? |
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Definition
Striking dissociation between intellectual ability and language development
Language may not be affected by a general intellectual impairment
However, language is not completely spared, either (especially rule-based aspects of language) |
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Term
the degree of ID does not predict the extent of language impairment
Down Syndrome vs. Williams Syndrome |
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Definition
In Down Syndrome: language is more affected than other cognitive skills
In Williams Syndrome: language is less affected than other cognitive skills |
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