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Objective : a first clinical research carried out at the Saint-Luc University Hospital between January 2011 and July 2012 allowed to detect an incidence of orality disorder at about 1 year of corrected age in 5,1 cases per year and per 100 very preterm births, that is to say before 32 weeks of gestation. However, this trouble seems nonexistent in infants born between 34 and 36 weeks of gestation. The aim of this second clinical research is to evaluate in the same cohort the persistence or appearance of eating disorders at about 2 years of corrected age and eventually link these disorders at neonatal risk factors. The height and weight growth and psychomotor development of these children will also be assessed. Methods: this study focused on the group of children from the cohort of very preterm infants of the first clinical research that is to say all the children born before 32 weeks of gestation between 31 January 2011 and 31 July 2012 at the Saint-Luc University Hospital. The inclusion criteria were child without any malformation and stayed at least 15 days in the neonatal intensive care unit of Saint-Luc University Hospital. Were enrolled 81 children still alive and living in Belgium. A survey divided in 4 parts, about the eating behavior of the child and his psychomotor development at about two years of corrected age was send to the parents. The biometrics data of the patients and their psychomotor development assessment data according to the scale of Baylay III were collected from medical records. Previous data related to neonatal care including the gestational age, the type and the duration of mechanical ventilation, the parenteral feeding duration, the length of stay and the age of acquisition of food autonomy were recovered in the first memory database. Results: On the 81 surveys, 25 were recovered. On basis of the answers, only four children have food difficulties at about 2 years of corrected age, according to the parents. Nine children have difficulties in the transition to solid food without their feeding being qualified as difficult by their parents. The psychomotor development of the former very preterm infants is in the standards of the general population according to the scale of Baylay III. However, regarding to the height and weight growth, almost half of the newborns of the cohort have a weight under de P3 at about two years of corrected age and 35% of them have a height under the P3. Conclusion: Eating difficulties were estimated at 5, 1% in the first year of life of former very preterm infants. In the same population at two years of corrected age, orality disorders seem infrequent. But given to the small sample size, further studies are needed to check this hypothesis. No neonatal risk factor could be reached as possibly associated with these difficulties. Objectifs : un premier mémoire de recherche clinique réalisé aux Cliniques Universitaires Saint-Luc entre janvier 2011 et juillet 2012 avait permis de déceler une incidence des troubles de l'oralité vers 1 an d'âge corrigé de 5,1 cas par an et par 100 enfants chez les nouveau-nés grands prématurés soit 32 semaines de gestation. Alors que ces difficultés semblaient inexistantes chez les enfants nés entre 34 et 36 semaines. Le but de ce deuxième mémoire est d'évaluer dans la même cohorte la persistance ou l'apparition de troubles alimentaires vers 2 ans d'âge corrigé et d’éventuellement relier ces troubles des facteurs risques néonataux. Méthode : Cette étude s'est focalisée au groupe des enfants de la cohorte de grands prématurés du premier mémoire de recherche soit les enfants nés avant 32 semaines d'âge gestationnel entre le 31/01/2011 et le 31/07/2012 aux Cliniques Universitaires Saint-Luc. Les critères d'inclusion étaient : enfant indemne de toute malformation et ayant séjourné minimum 15 jours en service de néonatalogie. Ont été enrôlés 81 enfants toujours en vie et vivant sur le sol belge. Un questionnaire divisé en 4 parties portant sur le comportement alimentaire de l’enfant ainsi que son développement psychomoteur vers 2 ans d'âge corrigé a été envoyé aux parents. Les données anthropométriques des patients ainsi que les données d'évaluation de leur développement psychomoteur selon l'échelle de Bayley III ont été recueillies dans les dossiers médicaux. Les données antérieures liées à la prise en charge néonatale comprenant l’âge gestationnel, le type et la durée de ventilation assistée, la durée d'alimentation parentérale, la durée de séjour et l'âge d'acquisition de l'autonomie alimentaire ont été reprises dans la base de données du premier mémoire. Résultats : Sur les 81 questionnaires, 25 ont été rendus. Sur base des réponses obtenues, seuls 4 enfants présentent des difficultés alimentaires selon les parents vers 2 ans d'âge corrigé. Neuf enfants ont présenté des difficultés lors du passage à l'alimentation en morceaux sans que leur alimentation ne soit qualifiée de difficile par leurs parents. Le développement psychomoteur des anciens grands prématurés se situe dans les normes de la population générale selon l'échelle de Bayley III. En revanche, en ce qui concerne la croissance staturo-pondérale, près de la moitié des nouveau-nés de la cohorte ont un poids en-dessous du P 3 vers 2 ans d’âge corrigé et 35% d’entre eux ont une taille sous le P3. Sur cette petite série, aucun lien entre les difficultés alimentaires et d’éventuels facteurs risques néonataux n’a été établi. Conclusion : Les difficultés alimentaires avaient été estimées à 5,1% durant la première année de vie des anciens grands prématurés. Dans la même population, à 2 ans d’âge corrigé, les troubles de l’oralité semblent peu fréquents. Cependant, étant donné la faible taille de l’échantillonnage, d’autres études sont nécessaires pour pouvoir vérifier cette hypothèse. Aucun facteur de risque néonatal n’a pu être dégagé comme pouvant être associé à ces difficultés.

Language Development Disorders --- Developmental Disabilities --- Psychomotor Disorders --- Infant, Premature

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Living at the beginning of the 21st century requires being numerate, because numerical abilities not only essential for life prospects of individuals but also for economic interests of post-industrial knowledge societies. Thus, numerical development is at the core of both individual as well as societal interests. There is the notion that we are already born with a very basic ability to deal with small numerosities. Yet, this often called “number sense” seems to be very restricted, approximate, and driven by perceptual constraints. During our numerical development in formal (e.g., school) but also informal contexts (e.g., family, street) we acquire culturally developed abstract symbol systems to represent exact numerosities – in particular number words and Arabic digits – refining our numerical capabilities. In recent years, numerical development has gained increasing research interest documented in a growing number of behavioural, neuro-scientific, educational, cross-cultural, and neuropsychological studies addressing this issue. Additionally, our understanding of how numerical competencies develop has also benefitted considerably from the advent of different neuro-imaging techniques allowing for an evaluation of developmental changes in the human brain. In sum, we are now starting to put together a more and more coherent picture of how numerical competencies develop and how this development is associated with neural changes as well. In the end, this knowledge might also lead to a better understanding of the reasons for atypical numerical development which often has grieve consequences for those who suffer from developmental dyscalculia. Therefore, this Research Topic deals with all aspects of numerical development: findings from behavioural performance to underlying neural substrates, from cross-sectional to longitudinal evaluations, from healthy to clinical populations. To this end, we encourage empirical contributions using different experimental methodologies but also welcome theoretical contributions, review articles, or opinion papers. We hope that in this Research Topic the expertise of researchers from different backgrounds will be brought together to advance a topic with both scientific and every-day relevance.

Calculus --- Mathematics --- Physical Sciences & Mathematics --- developmental dyscalculia --- mathematics learning disability --- approximate number system --- language development --- spatial-numerical association --- numerical development

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This book presents a comprehensive set of tools for assessing the linguistic abilities of bilingual children. It aims to disentangle effects of bilingualism from those of SLI, making use of both models of bilingualism and models of language impairment. The book’s methods-oriented focus will make it an essential handbook for practitioners who look for measures which could be adapted to a variety of languages in diverse communities, as well as academic researchers.

Child. --- Language Development Disorders --- Language development. --- Multilingualism. --- Diagnosis. --- meertaligheid --- kinderen en meertaligheid --- Language disorders in children. --- Language Development. --- taalontwikkeling --- taalontwikkelingsstoornissen --- kinderen --- Bilingualism --- Language --- Development, Language --- Developments, Language --- Language Developments --- Psycholinguistics --- Plurilingualism --- Polyglottism --- Language and languages --- Communicative disorders in children --- diagnosis. --- Children --- Language disorders in children --- Multilingualism in children --- Bilingualism in children --- Diagnosis --- Language development in children --- Interpersonal communication in children --- Language. --- Vocabulary --- Meertalige kinderen --- Meertaligheid --- Kinderen --- Multilingualism --- Language Development --- diagnosis --- Language Acquisition --- Acquisition, Language --- Multilingual persons --- Multilingualism in children. --- Diseases. --- Meertalig kind --- Kind --- Jeugd --- Media --- Ontwikkelingsstoornis --- Fysiotherapie --- UmU kursbok --- Speech disorders. --- Defective speech --- Disorders of speech --- Speech, Disorders of --- Speech defects --- Speech pathology --- Communicative disorders --- Child --- Bilingualism. --- Child Language Disorders. --- Communication disorders. --- Language Assessment. --- Language development in bilingual children. --- SLI. --- Specific language Impairment. --- Speech and Language Disorders. --- developmental disorder. --- language impairment.

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The advent of behavior-independent measures of cognition and major progress in experimental designs have led to substantial advances in the investigation of infant language learning mechanisms. Research in the last two decades has shown that infants are very efficient users of perceptual and statistical cues in order to extract linguistic units and regular patterns from the speech input. This has lent support for learning-based accounts of language acquisition that challenge traditional nativist views. Still, there are many open questions with respect to when and how specific patterns can be learned and the relevance of different types of input cues. For example, first steps have been made to identify the neural mechanisms supporting on-line extraction of words and statistical regularities from speech. Here, the temporal cortex seems to be a major player. How this region works in concert with other brain areas in order to detect and store new linguistic units is a question of broad interest. In this Research Topic of Frontiers in Language Sciences, we bring together experimental and review papers across linguistic domains, ranging from phonology to syntax that address on-line language learning in infancy. Specifically, we focused on papers that explore one of the following or related questions: How and when do infants start to segment linguistic units from the speech input and discover the regularities according to which they are related to each other? What is the role of different linguistic cues during these acquisition stages and how do different kinds of information interact? How are these processes reflected in children’s behavior, how are they represented in the brain and how do they unfold in time? What are the characteristics of the acquired representations as they are established, consolidated and stored in long-term memory? By bringing together behavioral and neurophysiological evidence on language learning mechanisms, we aim to contribute to a more complete picture of the expeditious and highly efficient early stages of language acquisition and their neural implementation.

Language acquisition. --- Language and languages --- Physiological aspects. --- language learning --- statistical learning --- Prosody --- language development --- phonotactics --- artificial grammar --- word learning --- speech segmentation --- phonology

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Lexicology --- Vocabulary --- Cognitive learning --- Language acquisition --- Psychological aspects --- Research. --- Study and teaching. --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- English language --- Learning --- Acquisition --- Diction