Department of Experimental Psychology, University of Oxford, , 9 South Parks Road, Oxford OX1 3UD, UK.
Philos Trans R Soc Lond B Biol Sci. 2013 Dec 9;369(1634):20120403. doi: 10.1098/rstb.2012.0403. Print 2014.
Acquired disorders of language represent loss of previously acquired skills, usually with relatively specific impairments. In children with developmental disorders of language, we may also see selective impairment in some skills; but in this case, the acquisition of language or literacy is affected from the outset. Because systems for processing spoken and written language change as they develop, we should beware of drawing too close a parallel between developmental and acquired disorders. Nevertheless, comparisons between the two may yield new insights. A key feature of connectionist models simulating acquired disorders is the interaction of components of language processing with each other and with other cognitive domains. This kind of model might help make sense of patterns of comorbidity in developmental disorders. Meanwhile, the study of developmental disorders emphasizes learning and change in underlying representations, allowing us to study how heterogeneity in cognitive profile may relate not just to neurobiology but also to experience. Children with persistent language difficulties pose challenges both to our efforts at intervention and to theories of learning of written and spoken language. Future attention to learning in individuals with developmental and acquired disorders could be of both theoretical and applied value.
获得性语言障碍代表了先前习得技能的丧失，通常伴有相对特定的损伤。在患有语言发育障碍的儿童中，我们也可能看到某些技能的选择性损伤；但在这种情况下，语言或识字的习得从一开始就受到影响。由于处理口语和书面语的系统在发展过程中会发生变化，我们应该警惕在发展性和获得性障碍之间过于紧密地划等号。尽管如此，两者之间的比较可能会产生新的见解。模拟获得性语言障碍的连接主义模型的一个关键特征是语言处理的各个组成部分相互作用，以及与其他认知领域的相互作用。这种模型可能有助于理解发育性障碍中的共病模式。同时，发育性障碍的研究强调了潜在表征的学习和变化，使我们能够研究认知特征的异质性如何不仅与神经生物学有关，还与经验有关。持续存在语言困难的儿童对我们干预的努力和对书面语和口语学习的理论都构成了挑战。未来对发育性和获得性语言障碍患者学习的关注可能具有理论和应用价值。
