Language impairment (LI) is not a unitary disorder and recent developmental results call into questions the language-specific nature of this disorder. These include deficits in attention, visuospatial processing and affect. Also, neurologic findings have revealed that some LI children have dysfunctional nervous systems as indicated by abnormal motor abilities as well as abnormalities of brain structure (MRI) and function (ERP). In the next funding period, Project 1 has several goals: To clarify the nature of language impairment through detailed studies of morphology, syntax, narratives, and affect and through real-time language processing studies of a range of levels (work, sentence, discourse context), structures (morphology, syntax, semantics), and modalities (comprehension and production). To identify nonlinguistic deficits associated with LI through studies that examine spatial memory for location, memory for configural information, nonlinguistic visual and auditory selective attention, shifts of attention, and executive functions. To contrast LI neurobehavioral profiles with profiles from high-function children with autism to enhance our ability to detect associations and dissociations between selective aspects of language and nonlinguistic cognition. To characterize the neurologic bases of LI through detailed neurologic examinations and studies of MRI and ERP in collaboration with Multicenter investigators and relate findings to language and cognitive profiles. Our studies will reveal a great deal about athe patterns of impairment and sparing of linguistic and cognitive functioning in children. Each study domain has its roots in psycholinguistics, cognitive neuroscience, and neuropsychology and will provide unique information about plasticity and specificity in brain organization for language and cognition. Finally, detailed developmental findings coupled with findings from the studies of brain structure and brain function can provide important insights into the causal factors related to language impairment serving to guide more precise diagnosis and treatment in the future.

Agency
National Institute of Health (NIH)
Institute
National Institute of Neurological Disorders and Stroke (NINDS)
Type
Specialized Center (P50)
Project #
3P50NS022343-14S1
Application #
6397113
Study Section
Project Start
1999-05-01
Project End
2000-04-30
Budget Start
Budget End
Support Year
14
Fiscal Year
1999
Total Cost
Indirect Cost
Name
University of California San Diego
Department
Type
DUNS #
077758407
City
La Jolla
State
CA
Country
United States
Zip Code
92093
Ng, Rowena; Lai, Philip; Brown, Timothy T et al. (2018) Neuroanatomical correlates of emotion-processing in children with unilateral brain lesion: A preliminary study of limbic system organization. Soc Neurosci 13:688-700
Stiles, Joan (2017) Principles of brain development. Wiley Interdiscip Rev Cogn Sci 8:
Jernigan, Terry L; Stiles, Joan (2017) Construction of the human forebrain. Wiley Interdiscip Rev Cogn Sci 8:
Fan, Chun Chieh; Brown, Timothy T; Bartsch, Hauke et al. (2017) Williams syndrome-specific neuroanatomical profile and its associations with behavioral features. Neuroimage Clin 15:343-347
Ng, Rowena; Brown, Timothy T; Järvinen, Anna M et al. (2016) Structural integrity of the limbic-prefrontal connection: Neuropathological correlates of anxiety in Williams syndrome. Soc Neurosci 11:187-92
Ng, Rowena; Brown, Timothy T; Erhart, Matthew et al. (2016) Morphological differences in the mirror neuron system in Williams syndrome. Soc Neurosci 11:277-88
Lai, Philip T; Reilly, Judy S (2015) Language and affective facial expression in children with perinatal stroke. Brain Lang 147:85-95
Webb, Sara Jane; Bernier, Raphael; Henderson, Heather A et al. (2015) Guidelines and best practices for electrophysiological data collection, analysis and reporting in autism. J Autism Dev Disord 45:425-43
Yousefian, Omid; Ballantyne, Angela O; Doo, Alex et al. (2015) Clock drawing in children with perinatal stroke. Pediatr Neurol 52:592-8
Polse, Lara R; Reilly, Judy S (2015) Orthographic and semantic processing in young readers. J Res Read 38:47-72

Showing the most recent 10 out of 166 publications