Arabic is characterized by diglossia, which involves the use of two language varieties within a single speech community: Spoken Arabic (SpA) for everyday speech and Modern Standard Arabic (MSA) for formal speech and reading/writing. Earlier research suggests that some Arabic-speaking children with Autism spectrum disorder (ASD) might favor MSA…

Children with specific learning disabilities (SLD) exhibit specific difficulties in high-order components of emotional understanding that involve language (e.g., recognition of complex emotions from situations), or defining emotions and providing examples. The objectives of the current study were to study (a) modifiability of emotional…

The dual route model (DRM) of reading suggests two routes of reading development: the phonological and the orthographic routes. It was proposed that although the two routes are active in the process of reading; the first is more involved at the initial stages of reading acquisition, whereas the latter needs more reading training to mature. A…

Developmental changes in the interaction between word order and structural cues were investigated. Hebrew-speaking children between 4 and 10 years old interpreted noun-verb-noun utterances. Both word order and structural cues affected interpretation by all subjects, though the role of structural cues increased with age. (Author/DB)

The relationship between language, thought, and concept formation has been a central issue in many studies and theoretical discussions in various domains--philosophy, psychology, anthropology, and linguistics. The relation between language and concept development can be framed as two opposing questions: (1) Does the child learn concepts first and…