Language development of internationally adopted children: Adverse early experiences outweigh the age of acquisition effect

Rakhlin, Natalia; Hein, Sascha; Doyle, Niamh; Hart, Lesley; Macomber, Donna; Ruchkin, Vladislav; Tan, Mei; Grigorenko, Elena L.

doi:10.1016/j.jcomdis.2015.08.003

Cited by 16 publications

(9 citation statements)

References 68 publications

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“…Despite the evidence of advantage of early language learning, however, a large body of research suggests L2 learning depends on several factors such as language experience (Rakhlin et al, 2015), affect (Pfenninger and Singleton, 2016), quality and quantity of language input (Flege et al, 1999). Early start does not confer the kinds of advantage one might expect.…”

Section: Introductionmentioning

confidence: 99%

Age of Acquisition Effects on Word Processing for Chinese Native Learners’ English: ERP Evidence for the Arbitrary Mapping Hypothesis

et al. 2017

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The present study aimed at distinguishing processing of early learned L2 words from late ones for Chinese natives who learn English as a foreign language. Specifically, we examined whether the age of acquisition (AoA) effect arose during the arbitrary mapping from conceptual knowledge onto linguistic units. The behavior and ERP data were collected when 28 Chinese-English bilinguals were asked to perform semantic relatedness judgment on word pairs, which represented three stages of word learning (i.e., primary school, junior and senior high schools). A 3 (AoA: early vs. intermediate vs. late) × 2 (regularity: regular vs. irregular) × 2 (semantic relatedness: related vs. unrelated) × 2 (hemisphere: left vs. right) × 3 (brain area: anterior vs. central vs. posterior) within-subjects design was adopted. Results from the analysis of N100 and N400 amplitudes showed that early learned words had an advantage in processing accuracy and speed; there is a tendency that the AoA effect was more pronounced for irregular word pairs and in the semantic related condition. More important, ERP results showed early acquired words induced larger N100 amplitudes for early AoA words in the parietal area and more negative-going N400 than late acquire words in the frontal and central regions. The results indicate the locus of the AoA effect might derive from the arbitrary mapping between word forms and semantic concepts, and early acquired words have more semantic interconnections than late acquired words.

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Section: Introductionmentioning

confidence: 99%

Age of Acquisition Effects on Word Processing for Chinese Native Learners’ English: ERP Evidence for the Arbitrary Mapping Hypothesis

et al. 2017

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“…Children raised in institutional care compared with their peers, raised in biological families, are developmentally behind in their brain maturation both structurally (Hanson et al, 2013;Sheridan & McLaughlin, 2016) and functionally (Marshall & Fox, 2004;Moulson, Fox, Zeanah, & Nelson, 2009), which, in turn, might underlie the observed negative gap in their general (van Ijzendoorn, Luijk, & Juffer, 2008) and specific (Nelson et al, 2007) cognitive development, among other developmental domains (Rakhlin et al, 2015).…”

Section: Statement Of Contributionmentioning

confidence: 99%

“…Institutional care in the Russian Federation has been characterized by proper nutrition and medical care, but as psychosocially depriving (McCall et al, 2013;Muhamedrahimov et al, 2005;St Petersburg-USA Orphanage Research Team, 2008). In such institutions, children typically live in wards of 7-14 children each, grouped by age and medical diagnosis, and are cared for by multiple caregivers working in rotating shifts (Rakhlin et al, 2015); such conditions have been associated with attachment disturbances, lack of caregivers' responsiveness, low stability of the environment, and limited amount of child-directed interactions (Muhamedrahimov et al, 2014;Muhamedrahimov et al, 2005). Children who participated in this study were recruited from three different institutions in a major city in the Russian Federation.…”

Section: Settingsmentioning

confidence: 99%

Early lexical development of children raised in institutional care in Russia

Zhukova

Kornilov

T︠S︡eĭtlin

et al. 2019

British J of Dev Psycho

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Children abandoned to institutions display a host of developmental delays, including those involving general cognition and language. The majority of published studies focus on children over 3 years of age; little is known about whether these delays may be detected earlier when children undergo rapid lexical development. To investigate the early language development of children raised in institutional settings in the Russian Federation, we compared a group of children in institutional care (n = 36; 8-35 months) to their agematched peers raised in biological families, who have never been institutionalized (n = 72) using the Russian version of the CDI. The results suggest that institutionalization is associated with pronounced delays in children's early language development with large and robust effect sizes. Among children with a history of institutionalization, these delays are also associated with difficulties in Daily Living skills, communication, and socialization. Statement of contributionWhat is already known on this subject? Children with a history of institutional care lag behind peers on language development Most of the previous data were derived from samples of international adoptees; Earlier studies were conducted with children aged 30 months and older; and Participants primarily were children who left institutions.

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“…In one study, adolescents with a history of IC that were adopted before the age of 4 showed profound speech and language problems at the age of 11 years 45 . Another study found that age at adoption is an important factor for future language development, and length of institutionalization was the single most robust predictor of language outcomes 46 .…”

Section: Introductionmentioning

confidence: 99%

Language Outcomes in Adults with a History of Institutionalization: Behavioral and Neurophysiological Characterization

Kornilov

Zhukova

Ovchinnikova

et al. 2019

Sci Rep

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Impoverished early care environments are associated with developmental deficits in children raised in institutional settings. Despite the accumulation of evidence regarding deficits in general cognitive functioning in this population, less is known about the impact of institutionalization on language development at the level of brain and behavior. We examined language outcomes in young adults and adolescents raised in institutions (n = 23) as compared to their socioeconomic status and age peers raised in biological families (n = 24) using a behavioral language assessment and linguistic event-related potentials (ERPs). Controlling for intelligence, adults with a history of institutionalization demonstrated deficits in lexical and grammatical development and spelling. Analyses of ERP data revealed significant group differences in the dynamic processing of linguistic stimuli. Adults with a history of institutionalization displayed reduced neural sensitivity to violations of word expectancy, leading to reduced condition effects for temporo-spatial factors that tentatively corresponded to the N200, P300/N400, and phonological mismatch negativity. The results suggest that language is a vulnerable domain in adults with a history of institutionalization, the deficits in which are not explained by general developmental delays, and point to the pivotal role of early linguistic environment in the development of the neural networks involved in language processing.

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Language development of internationally adopted children: Adverse early experiences outweigh the age of acquisition effect

Cited by 16 publications

References 68 publications

Age of Acquisition Effects on Word Processing for Chinese Native Learners’ English: ERP Evidence for the Arbitrary Mapping Hypothesis

Age of Acquisition Effects on Word Processing for Chinese Native Learners’ English: ERP Evidence for the Arbitrary Mapping Hypothesis

Early lexical development of children raised in institutional care in Russia

Language Outcomes in Adults with a History of Institutionalization: Behavioral and Neurophysiological Characterization

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