ArticlePerspectives of the ASHA special interest groups2019
Socioeconomic and experiential influences on the neurobiology of language development.
Article in Perspectives of the ASHA special interest groups, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
8 citing papers in PubMed.
- Optimal brain development is context-dependent: How socioeconomic status moderates brain-behavior relationships in cognitive and academic development.Neuroscience and biobehavioral reviews · 2026Review
- Home numeracy experiences are associated with number-related brain activity and connectivity in early childhood.NPJ science of learning · 2026Article
- Multiscale neural features of tonal bilingualism: linking regional differences in brain network degree centrality to neurotransmitter-gene signatures in Bai-Mandarin bilinguals.Scientific reports · 2026Article
- The role of socioeconomic status in shaping associations between sensory association cortex and prefrontal structure and implications for executive function.Developmental cognitive neuroscience · 2025Article
- Article
- Language processing following childhood poverty: Evidence for disrupted neural networks.Brain and language · 2024Article
- Language development as a mechanism linking socioeconomic status to executive functioning development in preschool.Developmental science · 2022Article
- Naturalistic Language Input is Associated with Resting-State Functional Connectivity in Infancy.The Journal of neuroscience : the official journal of the Society for Neuroscience · 2021Article
Corrections and comments
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Authors and funding
1 author.
Funding
Abstract
purposeThe process by which young children acquire language is an incredible feat subserved by neurobiological language circuitry. While the foundations of brain structure and function are genetically determined, children's experiences during sensitive periods in early life have a significant influence on the development of language systems. The purpose of this review is to provide practitioners with a comprehensive summary of foundational and recent research on the ways that children's early experiences-both favorable and adverse-may influence the neuroanatomy and neurophysiology underlying language development. A specific focus is given to the burgeoning neuroimaging evidence of relationships between socioeconomic status (SES) and brain development, as well as to emerging research on proximal experiences that may serve as the direct mechanisms by which SES influences language development.
conclusionFindings from the neuroscience field have direct implications for practice in speech language pathology. Specifically, clinicians can have immense influence on crafting supportive language environments during windows of maximal neural influence, both via direct intervention and parent coaching. Practical suggestions are provided for translating research findings to practice.
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