Developmental Science

Children with developmental language disorder (DLD) have persistent language learning difficulties and often perform poorly on pseudoword repetition, a task that probes phonological, memory, and speech-motor processes that support vocabulary acquisition. Research on the neural basis of pseudoword repetition in DLD is limited. We used whole-brain functional MRI (fMRI) to examine pseudoword repetition and repetition-based learning in 46 children with DLD (ages 10-15 years) and 71 age-matched children with typical language development. During scanning, children heard and repeated pseudowords paired with visual referents, allowing us to track learning-related changes in neural activity across repetitions. Repeated pseudoword production yielded comparable behavioural learning across groups, with faster productions by later repetitions. Post-scan, form-referent recognition was comparable across groups, whereas pseudoword repetition accuracy was lower in DLD. Pseudoword repetition engaged a distributed neural network, including inferior frontal cortex bilaterally (greater on the left), premotor and sensorimotor cortex, and posterior temporal and occipital regions. Group differences emerged primarily in regions where activity was task negative (i.e., below baseline or deactivated): lateral occipito-parietal cortex (posterior angular gyrus), medial parieto-occipital cortex (retrosplenial), and right posterior cingulate cortex. Learning-related decreases in activity were similar across groups, but region-of-interest analyses showed reduced leftward lateralisation of activity in inferior frontal gyrus in DLD. These findings suggest weaker disengagement of the default mode network during a linguistically demanding task in DLD. Although repetition-based pseudoword learning recruited similar neural mechanisms in both groups, these mechanisms may operate less efficiently in DLD, alongside reduced hemispheric specialisation in inferior frontal cortex. HighlightsO_LISimilar repetition-related neural attenuation across groups during pseudoword learning. C_LIO_LIReduced default-mode network suppression during pseudoword repetition in DLD. C_LIO_LIReduced left-hemisphere specialisation of inferior frontal cortex in DLD. C_LIO_LIRepetition-based learning in DLD supported by less efficient neural networks. C_LI

Here, we test the hypothesis that early sustained exposure to complex bilingual environments can positively affect reading development by altering structural interhemispheric connectivity via the corpus callosum (CC). Interhemispheric connectivity has been shown to be inefficient in dyslexia, but also to support compensatory pathways when genetic risk for reading difficulties is present, by enabling the preserved right hemisphere to support a dysfunctional left hemisphere. Mediation models were conducted on children aged 9-10 years (with a 2-year follow-up assessment) from the Adolescent Brain Cognitive Development database (N>10,000). Polygenic scores (PGS) for dyslexia and cognitive performance and continuous bilingualism indices were used as predictors, with reading aloud as the outcome. Bilingualism showed a positive effect on reading partially mediated by the anterior CC, independently of overall brain size. In contrast, genetic predispositions to reading difficulties influenced reading primarily through overall brain size rather than CC connectivity specifically. These two pathways were independent, suggesting that bilingual experience and genetic risk operate through distinct neuroanatomical mechanisms. These findings suggest that recurrent early exposure to complex bilingual environments may shape the brains structural connectivity toward a more balanced and integrated bilateral frontal organisation. The results highlight potential brain compensatory pathways induced by environmental experiences that may support more efficient reading development and mitigate risks for developmental dyslexia.

Pretend play is a hallmark behavior in childhood where children create nonliteral meanings. Empirical data supporting the role of social cognition and the decoupling from literality are still scarce during early development. We explored here how the comprehension of pretense affects the visual exploratory behavior of toddlers (n = 44) and adults (n = 65) when they were exposed to short video clips in which an actress performed either real actions (e.g., eating jelly) or pretend actions (e.g., pretending to eat with imaginary food), while varying the complexity of those actions. We analyzed participants exploration of the face in the videos as exploitation of social information. We showed that all observers paid more attention to the face in pretend scenarios than in real ones, measured as longer total looking time in adults and more fixations and revisits to the face in both age groups. We also found more gaze shifts (a measure of information sampling) between the face and the moving hand in the pretend videos in both age groups, mainly at the initial stages of the actions. Additionally, analyses of the scanpaths structure using gaze entropy showed less order in the exploration of pretend videos in both age groups, suggesting that pretense involved greater uncertainty and increased information seeking. The less structured trajectories were observed again mainly in complex pretend scenarios. Taken together, our gaze results indicate that from its developmental origins, the comprehension of pretense relies on social processes linked with information seeking and exploration. Significance StatementDevelopmental theories have long debated whether pretend games are born in conjunction with social capacities in the second year or become integrated later in life. Our study shows that, much like adults, toddlers visually explore pretend scenes gathering more social information and in a less structured manner compared to real-world scenarios, suggesting that the emerging capacity to play with the meaning of things is linked with that of thinking of other minds early in life.

Large-scale genomic studies have identified biomarkers of adult cognitive functioning and educational attainment, yet the developmental pathways connecting these biomarkers to adult outcomes remain unclear. Drawing on four cohorts, we examined the developmental correlates of an epigenetic index of adult cognitive function ( Epigenetic-g) alongside polygenic indices of cognition and education. Epigenetic-g and polygenic indices were uncorrelated and captured distinct variation in childrens cognitive and academic performance. Longitudinal analyses revealed that Epigenetic-g is plastic in early childhood, reaching moderate stability by adolescence, and, unlike polygenic indices, is not related to longitudinal cognitive growth. Twin models indicated that Epigenetic-g captures genetic and unique environmental variation relevant to cognitive and academic achievement that is not identified by current polygenic indices. Epigenetic indices relevant to psychological development can be generated from DNA methylation studies of adults, with most variation in these indices emerging early in life.

Learning to read requires linking auditory and visual information, yet how the developing brain maps information across sensory modalities remains poorly understood. To shed light on this topic we employed functional MRI to investigate hemodynamic brain responses during spoken and written word or pseudoword recognition in 61 primary school children with different levels of reading experience. Audiovisual representational similarity of activation patterns in the inferior frontal gyrus, inferior parietal lobule, superior temporal gyrus, and temporo-occipital cortex, increased linearly with school grade and this effect was largest in the left posterior superior temporal gyrus. Our results suggest that learning to read is related to a progressively increasing similarity of auditory and visual word representations within canonical language areas.

Summary paragraphA hallmark of learning is the need for sensory stimuli (Ginns, 2015; McGraw et al., 2009; Reinwein, 2012; Spence, 1950) so that learning is fundamentally based on sensory input signals affecting behaviour, physiology, and neurology. If behavioural measures of learning can be causally linked to physiological and neurological variables, a broader understanding of the mechanisms related to learning in schools, learning disabilities, and learning and health issues may emerge (McGraw et al., 2009). Despite decades of research on the physiological/neurological variable of sympathetic activation, learning, and achievement (Horvers et al., 2021), any causal relation remains unclear (Cowley et al., 2014; Mason et al., 2020; Pijeira-Diaz et al., 2016; Sung et al., 2023; Yu et al., 2024) and issues with instrument validation remain (Costantini et al., 2023; Hu et al., 2024; Milstein & Gordon, 2020; Van Der Mee et al., 2021). Here we investigate the effect of sensory input on sympathetic activation by using validated instruments for skin conductance measurement (Batista et al., 2019) and whether sympathetic activation is connected to learning in a cognitive laboratory context and an ecologically valid classroom context. In both contexts, we found a physiological variable which correlated with learning and that sensory input affected this variable while student movement did not. These sensory inputs varied depending on the different instructional activities the students participated in. Together, these findings bring us one step closer to a model linking sensory input to behavioural, physiological, and neurological variables.

It has been proposed that bilinguals have better executive function (EF) arising from the constant selection of one language while inhibiting the other, and gray matter has been found to differ in bilinguals in regions linked to EF (frontal-parietal and subcortical structures). Attention Deficit Hyperactivity Disorder (ADHD) is associated with poorer EF and neuroanatomical differences underlying EF. Given the EF advantage in bilinguals, we investigated whether a bilingual experience affects EF performance and brain structure differentially in those with ADHD. Using the Adolescent Brain and Cognitive Development Study, we compared early Spanish-English bilinguals and English-speaking monolinguals with and without ADHD. ANOVAs for the Flanker, Working Memory, and Card Sort Tasks revealed no main effects of Language Experience (Bilingual versus Monolingual), a main effect of Diagnostic Group for Card Sort (ADHD worse than Controls), and no interaction effects on performance for any task. ANOVAs for gray matter volume (GMV) revealed a main effect of Language Experience in many regions, a main effect of Diagnostic Group in some regions, but no interactions. GMV in left thalamus was affected by both ADHD and bilingualism, but the effect of ADHD was not significantly diminished or enhanced by the dual-language experience. For cortical thickness, there was a main effect of Language Experience in several regions, no main effect of Diagnostic Group, and no interactions. Taken together, bilingualism has some impact on EF performance, a strong impact on neuroanatomy, but there was no disproportionate impact by bilingualism on the differences caused by ADHD for any measure. Research HighlightsExecutive function and brain structure differ in ADHD and in bilinguals, prompting the need to investigate interactive effects. Bilingualism did not disproportionately affect performance differences in ADHD for executive function, nor for gray matter volume or for cortical thickness differences in ADHD. Gray matter volume was less in ADHD than non-ADHD, as well as greater in bilinguals than monolinguals in the left thalamus, but without interaction effect. These independent effects indicate that the brain basis of ADHD is not impacted by a dual-language experience.

The corpus callosum is the largest commissure in the mammalian brain and plays a major role in supporting cognitive processes required for adapting to complex environments. Individuals born with Corpus Callosum Dysgenesis (CCD), characterized by malformations of the corpus callosum, commonly exhibit deficits in social navigation, abstract problem-solving, decision-making, and self-awareness. Metacognition is a key cognitive process that supports these functions; however, it has yet to be tested comprehensively in individuals with CCD. Over three experiments, and three CCD cohorts, we tested the impact of this neurodevelopmental disorder on perceptual accuracy, confidence judgements, and metacognitive efficiency using two variants of a Random Dot Kinematogram task within lab, online, and VR conditions. We found that individuals with CCD typically displayed normal perceptual accuracy but failed to adjust their confidence judgements in line with task difficulty. Computational modelling revealed that this difference was explained by lower metacognitive efficiency driven by consistently lower metacognitive sensitivity. Together, these results provide evidence that the corpus callosum plays a crucial role in supporting metacognition.

Understanding speech in noisy environments (SPIN) is an important everyday ability, and engaging in musical activities has been proposed as a factor that may support this ability. However, the cognitive mechanisms underlying a potential musical advantage in SPIN perception remain unclear. Here we investigated whether musical sophistication is associated with better SPIN perception in a large population-based sample, and whether this relationship is mediated by auditory working memory (AWM), verbal working memory (VWM), or non-verbal intelligence. We recruited 203 participants and measured SPIN perception at both word and sentence levels. Musical sophistication was assessed using the Goldsmiths Musical Sophistication Index (Gold-MSI). AWM was measured using delayed matching of tone frequency or the modulation rate of amplitude modulated white noise, VWM was based on backward digit span task, and non-verbal intelligence used matrix reasoning. Mediation analyses revealed that AWM fully mediated the relationship between musical sophistication and SPIN perception, whereas VWM showed no mediation effect. Non-verbal intelligence showed a partial mediating effect. Additional control analyses using structural equation modelling revealed that the indirect effect through AWM remained significant after accounting for age, hearing thresholds, and non-verbal intelligence. Together, these findings suggest that individuals with greater musical sophistication demonstrate better daily life listening abilities, and that superior auditory working memory may be the key cognitive mechanism underlying this advantage.

Play is a fundamental aspect of childhood and plays a crucial role in the development of creativity, yet its neural mechanisms remain poorly understood. We tested the hypothesis that more frequent play is associated with stronger functional integration among the default mode network (DMN), executive control network (CN), and salience network (SAL), as these cortical networks have been implicated in creativity in adults. In a preregistered study of infants and toddlers (Study 1; N = 143, 10 months-3 years, 67 boys, Baby Connectome Project), parent-reported play and imitation behaviors increased sharply from 1 to 2 years, and were associated with stronger within-DMN connectivity and DMN-CN coupling, controlling for age, sex, and head motion. In middle childhood (Study 2; N = 108, ages 4-11 years, 52 boys), parent-reported play frequency declined with age, as did cross-network coupling involving SAL. However, children who engaged more frequently in play showed higher DMN-SAL and CN-SAL connectivity. Finally, in a quasi-experimental comparison (Study 3; N = 45; ages 4-12 years, 20 boys), children enrolled in a curriculum that includes guided play (Montessori) showed higher DMN-SAL and DMN-CN connectivity than peers in traditional schools, suggesting that pedagogies that center child-led exploration might enable protracted brain network integration. Across these three studies, play was consistently associated with greater integration among DMN, SAL, and CN, a pattern previously linked to creativity in adults. Our findings offer a potential mechanism linking childhood play to later creativity through its role in supporting brain integration during development. Public Significant StatementO_LIPlay is widely believed to nurture childrens creativity, yet the brain mechanisms behind this link are not well understood. C_LIO_LIAcross three studies from infancy to middle childhood, we found that more frequent play was associated with stronger integration among brain networks tied to imagination, attention, and control. C_LIO_LIThese findings suggest that play may help build the neural foundation for later creative thinking. C_LI

Background Phonemic awareness deficits are a core feature of Specific Learning Disorder-Reading (SLD-R). How task- and language-specific factors influence these deficits in alphasyllabary languages may help clarify the cognitive mechanisms underlying reading impairment in SLD-R. Methods Thirty children with a DSM-5 diagnosis of SLD-R (mean age 11.4 years) and 29 age-matched typically developing children were given phoneme blending (words and pseudowords) and segmentation tasks in Malayalam. The effects of age and consonant clusters on task performance were evaluated. Results Children with SLD-R performed significantly worse than controls across most phonemic awareness tasks, with the largest deficits observed in pseudoword blending and word blending, and smaller deficits in segmentation. No significant difference was observed for initial phoneme deletion. In typically developing children, age showed strong positive correlations with phonemic performance across most tasks, whereas the SLD-R group showed weak or absent correlations, except in word blending and initial phoneme deletion. Consonant clusters significantly affected performance in both groups, with SLD-R showing more severe deficits. Conclusions Phonemic awareness deficits observed in SLD-R in alphasyllabary languages like Malayalam are more prominent in tasks where lexical support is absent, like pseudoword blending. These deficits vary across task types and linguistic complexity. Phonemic awareness improves with age in typically developing children, while improvement is uneven in children with SLD-R. The findings suggest that phonemic awareness deficits are a core feature of SLD-R across languages, but their manifestation is shaped by orthographic and linguistic characteristics of the writing system.

Visual processing undergoes rapid refinement in the first year of life, supporting the emergence of higher-order cognitive, language, and motor functions. Visual evoked potentials (VEPs) provide a non-invasive measure of visual system maturation that may shed light on heterogeneous developmental trajectories among infants at high familial likelihood for autism. Infants with an older sibling with autism spectrum disorder (N = 177 at 6 months; N = 132 at 12 months) participated in the Infant Brain Imaging Study-Early Prediction (IBIS-EP) study. Pattern-reversal VEPs were recorded at 6 and 12 months, and developmental skills were assessed at 24 months using the Bayley Scales of Infant and Toddler Development (Bayley-III). VEP components were characterized by P1 amplitude, latency, and trial-to-trial variability in latency. Associations with 24-month cognitive, language, and motor scores were examined using general linear models controlling for age, site, sex, and trial count. Robust VEPs were observed at both timepoints, showing age-appropriate morphology and expected developmental changes, including decreases in P1 latency and amplitude from 6 to 12 months. Greater trial-to-trial variability in P1 latency at both timepoints was significantly associated with higher cognitive and language scores at 24 months. Variability in visual cortical response timing was the strongest neural correlate of developmental skills in infancy. These findings suggest that temporal variability in early neural responses may reflect adaptive sensory circuit flexibility rather than inefficiency, potentially facilitating experience-dependent tuning of visual pathways. VEPs offer a mechanistic window into how developing sensory systems scaffold individual differences in early developmental trajectories. Research HighlightsO_LITrial-to-trial variability in visual cortical response timing predicts cognitive and language outcomes at 24 months in infants at familial likelihood for autism. C_LIO_LIMean P1 latency did not predict outcomes, suggesting variability is a more sensitive early neural marker than average response timing. C_LIO_LIGreater neural response variability in infancy may reflect adaptive sensory circuit flexibility rather than noise or inefficient processing. C_LIO_LIVEP-based biomarkers provide a scalable mechanistic window into how early sensory processing scaffolds cognitive and language development. C_LI

Numerical abilities are widespread in the animal kingdom and are not exclusive to humans. Domestic chicks (Gallus gallus) have been shown to discriminate numerosities spontaneously, but prior research has focused exclusively on the visual modality. Whether chicks can discriminate numerical information in the auditory domain remains unknown, despite evidence that they can perceive other auditory features such as tone and rhythm. In this study, we investigated spontaneous numerical discrimination in the auditory modality in naive domestic chicks. In Experiment 1, newly-hatched chicks were tested for their ability to discriminate between two auditory sequences differing in numerosity (4 vs. 12 identical sounds), with and without controlling for continuous variables such as duration and total sound amount. Experiment 2 examined chicks filial imprinting responses to familiar or unfamiliar numerosities. Experiment 3 controlled for potential spontaneous preferences for a single longer sound versus a shorter one. Our results showed a preference for the 12-sound sequence only when duration and total sound amount were not matched. When these continuous variables were controlled, no spontaneous numerical preference emerged. Experiment 2 revealed an overall preference for the 12-sound sequence regardless of imprinting conditions, while Experiment 3 confirmed that chicks do not have an inherent preference for longer sounds. These findings suggest that chicks are sensitive to overall magnitude in the auditory domain but do not spontaneously discriminate numerical differences when other continuous variables are held constant. Future studies will explore how specific stimulus features, such as heterogeneity of sounds, influence these preferences.

Cortical tracking of acoustic features is essential for the neural processing of continuous stimuli such as speech and music. For example, it has been shown that children with dyslexia show atypical cortical tracking. This tracking may therefore reflect a fundamental auditory temporal processing mechanism supporting literacy more generally. In the current pre-registered study, we tested the hypothesis that cortical tracking of speech and music predicts reading ability in healthy young adults (N = 32), evaluated through a lexical decision task. Participants first completed an online session in which they performed a lexical decision task to assess their reading skills. This was followed by an electroencephalography (EEG) session, in which participants listened to a naturalistic short story and a music track. Using mutual information, we showed that neural activity aligned to both speech and music across a wide range of frequencies. Interestingly, cortical tracking was stronger for speech at very low frequencies, while it was stronger for music at higher frequencies. Critically, cortical tracking predicted reaction times in the lexical decision task in a frequency-dependent manner: stronger delta-band tracking (~1-3 Hz) for both speech and music was associated with faster reaction times, whereas stronger alpha-band tracking (~12 Hz) for speech was associated with slower reaction times. These findings remained significant even when controlling for stimulus type, age, musical experience and reading enjoyment. These results suggest that cortical tracking of speech and music reflect a domain-general temporal processing mechanism that is associated with reading ability beyond stimulus-specific features, and beyond development. These findings advance the neurobiological underpinnings of literacy and could potentially be leveraged for developing new reading interventions.

Attention-deficit/hyperactivity disorder (ADHD) has been associated with atypical temporal processing across multiple cognitive domains. However, most evidence derives from simplified paradigms that isolate timing from spatial behaviour. Here, we examine how temporal prediction operates within a continuous, dynamic visual environment. Using the Dynamic Visual Search (DVS) task, we embedded spatiotemporal regularities into a sustained stream of visual events, allowing observers to implicitly learn and anticipate predictable targets. Continuous mouse tracking provided a fine-grained measure of action planning beyond discrete reaction time and accuracy metrics. Young adults diagnosed with ADHD (N=40) were compared to matched neurotypical controls (N=38). Both groups benefited from target predictability and reduced distractor load, indicating intact early spatiotemporal learning in ADHD. Across the duration of the task, however, the groups diverged. Neurotypical participants showed progressive increases in behavioural benefits from prediction, accompanied by increasingly direct and efficient mouse trajectories. In contrast, individuals with ADHD reached a plateau in prediction benefits midway through the experiment. Their performance remained stable, with minimal evidence of resource depletion, but did not show further optimisation based on learned regularities. These findings suggest that while prediction formation is preserved in ADHD, its progressive utilisation across longer timescales is attenuated. Rather than reflecting a primary deficit in learning or sustained attention, ADHD may involve altered long-timescale integration or weighting of predictive information in dynamic environments.

Young children acquire language in environments where speech is often acoustically degraded, yet little is known about how developing brains adapt to reduced speech intelligibility. Using a combination of eye-tracking and functional near-infrared spectroscopy (fNIRS), we investigated young childrens attentional allocation to a speaking face at varying levels of speech intelligibility and the brain activity supporting this behaviour during development. Infants (8-10 months) and toddlers (27-30 months) viewed videos of a speaker in three conditions: producing clear speech, spectrally degraded (vocoded) speech, and silent (audio muted) speech. Visual attention to the speakers mouth increased when speech was degraded relative to clear speech in both age groups, indicating an early-emerging compensatory strategy. However, this shared behavioural response was supported by brain activity that differed by age. Degraded speech elicited greater recruitment of prefrontal regions associated with effortful listening, particularly in infants, whereas toddlers showed stronger engagement of posterior temporal regions implicated in audiovisual integration. In response to silent speech, there was no evidence for increased visual attention to the mouth compared to the clear speech condition, but there was reduced temporal activation and increased prefrontal brain responses, especially in infants. Together, these findings suggest that experience with audiovisual correspondences and linguistic maturity contribute to a more efficient processing of speech, particularly relevant when speech is degraded. By combining behavioural and neuroimaging measures, this study advances mechanistic accounts of audiovisual speech processing and provides insights relevant to populations experiencing spectrally degraded input, such as children using cochlear implants.

Two decades of research have provided evidence for gray matter volume (GMV) differences in developmental dyslexia (or reading disability, RD) in the left perisylvian cortex. However, there are concerns about result inconsistencies, likely attributable to small sample sizes, lenient statistical thresholds, and insufficient accounting for demographic variables and global GMV (Ramus et al., 2018). To address these concerns, we conducted a Discovery and Replication Study (N=262) using data from the Adolescent Brain Cognitive Development Study. We found GMV differences between the RD and Control Groups did not replicate across the Discovery and Replication Studies using voxel-based morphometry (VBM) in Statistical Parametric Mapping (SPM), and that a more conservative threshold yielded far fewer results. We then conducted Reproducibility Studies and first found that when using surface-based morphometry in FreeSurfer instead of VBM, the Discovery and the Replication Study results again failed to converge. Second, we combined all groups in a factorial VBM/SPM analysis and the interaction analysis provided quantitative confirmation for diverging between-group difference results across the two studies. Third, we tested for the role of covariates of no interest and found that when total GMV is not controlled for, this divergence dissipates and group differences in RD (main effect of Reading Ability) are amplified. In conclusion, replication of GMV differences in RD is low, even when using large, well-matched groups, and analyses approaches play a modulating role. As such, results from prior studies using lenient statistical thresholds and not accounting for total GMV should therefore be viewed with caution.

PurposeFoveal vision in individuals with albinism is impaired not only by reduced visual acuity but also by elevated crowding - the disruption of object recognition in clutter. Because albinism is characterised by both retinal underdevelopment and nystagmus (uncontrolled eye movements), it is unclear whether crowding is elevated primarily from image motion due to eye movements or an additional sensory deficit. To disentangle these factors, we examined the spatial and featural selectivity of foveal crowding in albinism, comparing performance with controls and prior data from individuals with idiopathic infantile nystagmus syndrome (IINS), where nystagmus occurs without retinal underdevelopment. MethodsAdults with albinism (n=8) and age-matched controls (n=8; 19-49 years) identified the orientation of foveal Landolt-C targets. In Experiment 1, targets were presented alone or flanked horizontally or vertically to assess spatial selectivity. In Experiment 2, flankers were of the same or opposite contrast polarity to assess featural selectivity. Stimulus size was adaptively scaled using QUEST to estimate gap-size thresholds. ResultsCrowding was substantially elevated in albinism, relative to both controls and IINS. Experiment 1 revealed stronger crowding for horizontally than vertically positioned flankers in albinism, mirroring the predominant direction of nystagmic eye movements. In Experiment 2, opposite-polarity flankers did not reduce crowding, indicating an absence of selectivity for target-flanker similarity. ConclusionsFoveal crowding in albinism is markedly elevated, with a nystagmus-related spatial anisotropy and a lack of featural selectivity. These characteristics suggest that these elevations reflect both retinal image motion and a substantial sensory deficit arising from abnormal visual development.

The role of digital media in early childhood development remains highly debated, particularly regarding its impact on language acquisition. While excessive or unsupervised screen exposure has been linked to poorer outcomes, less is known about whether structured and interactive uses of technology can support learning. Building on previous research, we evaluated a brief, educator-supervised tablet-based intervention in 246 children aged 2-5 years from low- to middle-socioeconomic backgrounds attending public early education centers. Using a pre-post design with matched study and control groups, children completed 4-8 short training sessions (15 minutes each) involving interactive word-image associations spanning multiple linguistic categories. Preschoolers additionally engaged in prompted vocalization. Across age groups (2-3, 3-4, and 4-5 years), children in the intervention showed greater gains in language comprehension than controls, including receptive language in toddlers ({beta} = 0.49, p = 0.009), vocabulary and morphology in younger preschoolers ({beta} = 0.59-0.68, all p < 0.05), and grammar comprehension in older preschoolers ({beta} = 0.30, p = 0.038). These effects were consistent after accounting for child and parental characteristics. Together, these findings suggest that the developmental impact of digital media depends less on exposure itself than on how it is used. When embedded in structured, socially guided interactions, even brief tablet-based activities may support early language development

Previous studies exploring the connection between early language development and brain anatomy have shown that cortical areas relating to individual differences in language skills are diverse and vary depending on the age of child. However, due to lack of large longitudinal samples, current literature is limited in answering the extent to which individual differences in language development prior to school age are reflected in areas of the cortex. To fill this gap, we compared gray matter density between participants that belonged to different longitudinally defined language profiles from 14 months to five years of age in a large population-based sample. Participants were 166 children from the FinnBrain Birth Cohort Study who had longitudinal language data from 14 months to five years of age and magnetic resonance imaging data at five years of age. Three groups of language development were used as per our prior study: persistent low, stable average, and stable high. Voxel-based morphometry metrics were calculated using SPM12 and the three language profile groups were compared to one another. Covariates included sex and age at brain scan. The statistics were thresholded at p < 0.01 and false discovery rate corrected at the cluster level. Of the three longitudinal language profiles, the stable high group had higher gray matter density than the persistent low group in the right superior frontal gyrus. No differences were found between the stable average and stable high groups, nor persistent low and stable average groups. The identified superior frontal cortical area belongs to executive functions neural network. This finding adds to the cumulating evidence that individual differences in language development are reflected in growth of gray matter supporting general processing ability rather than specialized language regions. The results suggest that cognitive development and early language development are linked through shared principles of neural growth, identifiable already at age five. Key pointsO_LIAn association between early language development from 14 months to five years of age and gray matter density differences of the right superior frontal gyrus was found at the age of five years. Children following the strongest language trajectory were more likely to exhibit higher gray matter density of the right superior frontal gyrus than children following the weakest trajectory. C_LIO_LIAs the superior frontal gyrus is part of executive functions network, we propose that individual differences in early language development are more defined by general learning mechanisms supported by those networks, rather than language specific pathways. C_LI