The SLD-Lab, Laboratory of Research on Social & Language Development, brings together research interests and expertise in studying early social interactions and communication and language development.
24 ottobre 2018
A large body of evidence has documented that the frequency and the quality of early language experiences predict receptive and expressive infant language skills (Hoff, 2006; Hudson et al, 2015). However, the quantity and quality of language experiences vary significantly depending on the socio-economic condition (Hart & Risley, 1995).
23 ottobre 2018
A growing body of evidence suggests that the preterm infants’ risk for adverse neurodevelopmental outcomes may in part stem from physical stressors and prolonged maternal separation experienced during the stay in the neonatal intensive care unit (NICU) (Montirosso & Provenzi, 2015), as the immature brain of a preterm infant is particularly vulnerable to the quality of experience (Lupien, McEwen, Gunnar, & Heim, 2009).
22 ottobre 2018
Using an innovative approach, this research project (Joint-project 2016) compares 30 children with CIs with 30 chronological-age-matched children and 30 hearing-age-matched children in terms of the predictive role for their communicative development of individual factors and the characteristics of mother-child communication. Interactions between children and their mothers are observed during shared-book reading and semi-structured play, first before CI activation and then for a period of 30 months thereafter.
21 ottobre 2018
Preschool is an important period for developing the prerequisites of literacy skills in the primary school. Some fundamental skills at this stage (e.g.,phonological, lexical and morphosyntactic skills) belong to the language domain and allow the children to participate in their social context, to share world events through narrations and dialogues, to construct knowledge in the social context and to conceptualize the object and events of the world.