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1. Introduction
2. Outline of talk
3. Meanings of neurodevelopmental disorder
4. Common neurodevelopmental disorders
5. Brain damage and neurodevelopmental disorders
6. Familiality of neurodevelopmental disorders
7. Cognitive neuroscience approach
8. Decomposing the task of learning to read
9. "Indirect" route to word reading
10. Two routes to word reading
11. Surface dyslexia
12. Phonological dyslexia
13. Types of evidence
14. Phonological awareness
15. Phonological awareness task
16. Cognitive analysis: insights
17. Specific language impairment (SLI)
18. Aspects of language structure
19. Difficulties in grammatical tense/agreement
20. 3 types of theories regarding SLI
21. Gathercole and Baddeley's theory of SLI
22. Children's nonword repetition test (CNRep)
23. CNRep deficit in SLI increases with N syllables
24. What is the meaning of CNRep deficit?
25. Two types of explanation
26. Explanation of SLI as auditory deficit
27. Auditory temporal processing model
28. Auditory repetition test (Tallal)
29. Auditory repetition test examples
30. Tallal tasks discriminate LI from LN children
31. ART and CNRep deficits are weakly associated
32. Pattern of language deficit in ART and CNRep
33. Additive risk factor model
34. Morphosyntactic deficits
35. Rice-Wexler task
36. Correct use of tense-marking morphemes
37. Theoretical explanation (1)
38. Theoretical explanation (2)
39. STM and verb impairments: phenotypic overlap
40. A puzzle
41. Cognitive impairments relationships and genetics
42. Cognitive deficit as endophenotype
43. Twins as a research tool
44. Twins method to test heritable subtypes
45. DeFries-Fulker (DF) analysis
46. DF analysis: the proband
47. DF analysis: non shared environment
48. DF analysis: shared environment
49. DF analysis: genes
50. DF analysis: the importance of genetic factors
51. Nonword repetition test: DF analysis
52. Heritability in people with SLI
53. Auditory repetition test: DF analysis
54. Additive risk factor model
55. Rice-Wexler task: DF analysis
56. Bivariate DeFries-Fulker analysis
57. Conclusion from bivariate analysis
58. Additive risk factor model
59. Implications
60. Recommended reading
61. Acknowledgements

Topics Covered

• Types of neurodevelopmental disorders
• Cognitive neuroscience approach
• Learning to read
• Types of evidence
• Phonological awareness
• Specific language impairment
• Aspects of language structure
• Non-word repetition
• Auditory temporal processing
• Language-impaired and language-normal children
• Associations between auditory and phonological deficits
• How do morphosyntactic deficits relate to auditory/memory deficits?
• Using genetics to understand relationships between cognitive impairments
• Twins as a tool for disentangling genetic and environmental risks
• Can we distinguish heritable subtypes on basis of underlying cognitive deficit?
• DeFries-Fulker analysis
• Additive risk factor model

Links

Series:

• Cognitive Neuroscience

Categories:

• Clinical Practice
• Neuroscience

Therapeutic Areas:

• Neurology

Talk Citation

Publication History

• Published on May 18, 2010

Financial Disclosures

• Prof. Dorothy V. M. Bishop has not informed HSTalks of any commercial/financial relationship that it is appropriate to disclose.