How the brain works

People with DLD have difficulties processing language. Language processing is a brain function. Other brain functions can also be affected. For example, focusing attention or storing information in memory. What do we know about DLD and how the brain works?

Imagine

You are walking around in a crowded city. You hear, see and smell lots of things. People bump into you. You are looking for a shoe store, so you pay attention to the shops you pass by. When you reach a crossroads, your attention switches to the traffic and crossing safely. You do all of this without thinking about it. But it is really quite complex. You can do this because of your brain functions.

What are brain functions?

We receive information through our senses. We process that information in our brains. The brain functions for processing information and thinking are called cognitive functions.

These include:

• Language: both social language (talking with others) and inner speech (talking with ourselves).

• Executive functions: these help to control our behaviour. For example, by focusing our attention on what is important. Or by planning how we are going to do something.

• Social cognition: this involves recognising and understanding emotions. Both our own and others’. It also involves the ability to understand the perspective of other people (this is also called Theory of Mind, or ToM). It is also about learning the unwritten ‘rules’ for communicating with other people (social communication).

Brain functions do not develop separately. They are all interconnected. Throughout life, more and more connections form between brain areas. That is how brain functions develop.

Children with DLD struggle with learning and using language. But they often have problems with other brain functions too.

DLD and executive functions (EF)

People with DLD often have more difficulties with executive functions than people without DLD. Just like people with other developmental disordersDevelopmental disorders are disorders you're born with. These problems are not caused by an accident or illness., such as ADHDAttention Deficity Hyperactivity Disorder or ASDAutism Spectrum Disorder.

The working memory stores new information for a short period of time. To use that information a bit later. For example, remembering and carrying out two tasks. Children and young people with DLD often struggle to hold new information in their working memory. Especially spoken information like words or sentences.

Inhibition allows you to suppress automatic responses. And to ignore irrelevant information. You need this to stay focused on a task. Some children and young people with DLD get distracted more easily. And they may struggle more to suppress their automatic response.

Children and young people with DLD may be less flexible. They find it challenging to change their plan when their approach is not working.

Timo, 14 jaar:

DLD and social cognition

People with DLD often have difficulties with social cognition. Just like children with other developmental disorders or a low IQ. Social cognition and language are strongly linked.  

People with DLD may struggle to recognise or name feelings. You need specific words to talk about emotions. Such as ‘proud’ or ‘jealous’. For more information, see DLD and social-emotional development.

Research sometimes shows that people with DLD may have trouble understanding others’ perspectives. They might find it difficult to explain why someone does something. Or why something is not appropriate. This could be due to issues with Theory of Mind (ToM). But it could also be due to language problems. You need ‘mental’ words (such as ‘I think’, ‘I find’) and sentences (‘he thinks that…’) to talk about other people’s thoughts.

People with DLD sometimes struggle with the unwritten ‘rules’ of communication. For example, they might not understand the tone in someone’s voice (intonation). Is someone joking or serious?

Also, what people with DLD say might not always fit well into a conversation. For instance, because they do not give enough information to the other person. When telling a story about ‘John’, for example, it is important to first introduce who John is.