Courtenay Norbury
Biographic Data
| ID | 5016415 |
|---|---|
| NAME | Courtenay Norbury |
| GIVEN NAMES | Courtenay |
| FAMILY NAME | Norbury |
| SIGNATURE | NORBURY C |
| AFFILIATIONS | University College London |
| ORCID | 0000-0002-5101-6120 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Multimodal Skills, but Not Motor Skills, Predict Narrative and Expressive Pragmatic Skills in Children With Typical Development and Neurodevelopmental Disorders
To see whether communicative-based multimodal skills (compared to non-communicative motor skills) predicted complex language skills, this study examined the predictive power of multimodal and motor skills on narrative and expressive pragmatic abilities across two groups. Participants were children with typical development (N = 88, Mage = 5.34, 48% female) and with neurodevelopmental disorders (N = 51, Mage = 5.01, 25% female) mostly of white ethn…
Prevalence and functional impact of social (pragmatic) communication disorders
BACKGROUND: The aim of this study was to evaluate the Children's Communication Checklist-2 (CCC-2) for measuring social-pragmatic communication deficits and to ascertain their prevalence and functional impact in a community sample. METHODS: We used parent and teacher responses to the CCC-2 to approximate inclusion (poor social-pragmatic skills) and exclusion (poor structural language skills or autistic symptomatology) criteria for social (pragmat…
Inhibitory control predicts growth in irregular word reading: Evidence from a large-scale longitudinal study
Irregular words cannot be read correctly by decoding letters into sounds using the most common letter-sound mapping relations. They are difficult to read and learn. Cognitive models of word reading and development as well as empirical data suggest that inhibitory control might be important for irregular word reading and its development. The current study tested this in a U.K. population-based cohort ( N = 529, 52.74% male, 90.17% White) in which …
Reliability and validity of a temporal distancing emotion regulation task in adolescence
Adopting a temporally distant perspective on stressors, also known as using a temporal distancing emotion regulation strategy, can alleviate distress. Young adults' ability to adopt a temporal distancing strategy has previously been measured using an experimental temporal distancing task (Ahmed, Somerville, & Sebastian, 2018). In the current study, we evaluate the psychometric properties of this task in younger ( N = 345, aged 10-11) and older ( …
The role of emotional valence in learning novel abstract concepts
A recent study by Ponari, Norbury, and Vigliocco (2018), showed that emotional valence (i.e. whether a word evokes positive, negative, or no affect) predicts age-of-acquisition ratings and that up to the age of 8-9, children know abstract emotional words better than neutral ones. On the basis of these findings, emotional valence has been argued to provide a bootstrapping mechanism for the acquisition of abstract concepts. However, no previous wor…
How do parents of school-aged children respond to their children's extending gestures
Gesture plays an important role in early language development, as how parents respond to their children's gestures may help to facilitate language acquisition. Less is known about whether parental responses facilitate language learning later in childhood and whether responses vary depending on children's language ability. This study explored parental responses to extending gestures in a sample of school-aged children (aged six to eight years) wit…
Parents modify gesture according to task demands and child language needs
Parent–child interaction plays a crucial role in early language acquisition. In young typically developing children, direct and indirect relationships between parent gesture, child gesture and child language have been observed. Far less is known about these relationships in atypical language development. The present study investigated parent gesture frequency in relation to child gesture frequency and language ability. Parent–child dyads were obs…
The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study
BACKGROUND: Diagnosis of 'specific' language impairment traditionally required nonverbal IQ to be within normal limits, often resulting in restricted access to clinical services for children with lower NVIQ. Changes to DSM-5 criteria for language disorder removed this NVIQ requirement. This study sought to delineate the impact of varying NVIQ criteria on prevalence, clinical presentation and functional impact of language disorder in the first UK …
Pragmatics abilities in narrative production: A cross-disorder comparison
We aimed to disentangle contributions of socio-pragmatic and structural language deficits to narrative competence by comparing the narratives of children with autism spectrum disorder (ASD; n =25), non-autistic children with language impairments (LI; n =23), and children with typical development (TD; n =27). Groups were matched for age (61⁄2 to 15 years; mean: 10;6) and non-verbal ability; ASD and TD groups were matched on standardized language s…
Leiter International Performance Scale-Revised (Leiter-R)
Difference or disorder? Cultural issues in understanding neurodevelopmental disorders
Developmental disorders, such as autism spectrum disorder and specific language impairment, are biologically based disorders that currently rely on behaviorally defined criteria for diagnosis and treatment. Specific behaviors that are included in diagnostic frameworks and the point at which individual differences in behavior constitute abnormality are largely arbitrary decisions. Such decisions are therefore likely to be strongly influenced by cu…
Narrative skills of children with communication impairments
Background : Narrative assessment is sensitive to the communication impairments of children with specific language impairment and those with autistic spectrum disorders. Although both groups of children tend to show deficits in narrative, it is unclear whether these deficits are qualitatively different and how language and pragmatic ability may impact on narrative competence. Comparing these two groups of children with children who exhibit pragma…
Difference or disorder? Cultural issues in understanding neurodevelopmental disorders
Developmental disorders, such as autism spectrum disorder and specific language impairment, are biologically based disorders that currently rely on behaviorally defined criteria for diagnosis and treatment. Specific behaviors that are included in diagnostic frameworks and the point at which individual differences in behavior constitute abnormality are largely arbitrary decisions. Such decisions are therefore likely to be strongly influenced by cu…
The role of emotional valence in learning novel abstract concepts
A recent study by Ponari, Norbury, and Vigliocco (2018), showed that emotional valence (i.e. whether a word evokes positive, negative, or no affect) predicts age-of-acquisition ratings and that up to the age of 8-9, children know abstract emotional words better than neutral ones. On the basis of these findings, emotional valence has been argued to provide a bootstrapping mechanism for the acquisition of abstract concepts. However, no previous wor…
Narrative skills of children with communication impairments
Background : Narrative assessment is sensitive to the communication impairments of children with specific language impairment and those with autistic spectrum disorders. Although both groups of children tend to show deficits in narrative, it is unclear whether these deficits are qualitatively different and how language and pragmatic ability may impact on narrative competence. Comparing these two groups of children with children who exhibit pragma…
Leiter International Performance Scale-Revised (Leiter-R)
Difference or disorder? Cultural issues in understanding neurodevelopmental disorders
Developmental disorders, such as autism spectrum disorder and specific language impairment, are biologically based disorders that currently rely on behaviorally defined criteria for diagnosis and treatment. Specific behaviors that are included in diagnostic frameworks and the point at which individual differences in behavior constitute abnormality are largely arbitrary decisions. Such decisions are therefore likely to be strongly influenced by cu…
Pragmatics abilities in narrative production: A cross-disorder comparison
We aimed to disentangle contributions of socio-pragmatic and structural language deficits to narrative competence by comparing the narratives of children with autism spectrum disorder (ASD; n =25), non-autistic children with language impairments (LI; n =23), and children with typical development (TD; n =27). Groups were matched for age (61⁄2 to 15 years; mean: 10;6) and non-verbal ability; ASD and TD groups were matched on standardized language s…
The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study
BACKGROUND: Diagnosis of 'specific' language impairment traditionally required nonverbal IQ to be within normal limits, often resulting in restricted access to clinical services for children with lower NVIQ. Changes to DSM-5 criteria for language disorder removed this NVIQ requirement. This study sought to delineate the impact of varying NVIQ criteria on prevalence, clinical presentation and functional impact of language disorder in the first UK …
Parents modify gesture according to task demands and child language needs
Parent–child interaction plays a crucial role in early language acquisition. In young typically developing children, direct and indirect relationships between parent gesture, child gesture and child language have been observed. Far less is known about these relationships in atypical language development. The present study investigated parent gesture frequency in relation to child gesture frequency and language ability. Parent–child dyads were obs…
How do parents of school-aged children respond to their children's extending gestures
Gesture plays an important role in early language development, as how parents respond to their children's gestures may help to facilitate language acquisition. Less is known about whether parental responses facilitate language learning later in childhood and whether responses vary depending on children's language ability. This study explored parental responses to extending gestures in a sample of school-aged children (aged six to eight years) wit…
Reliability and validity of a temporal distancing emotion regulation task in adolescence
Adopting a temporally distant perspective on stressors, also known as using a temporal distancing emotion regulation strategy, can alleviate distress. Young adults' ability to adopt a temporal distancing strategy has previously been measured using an experimental temporal distancing task (Ahmed, Somerville, & Sebastian, 2018). In the current study, we evaluate the psychometric properties of this task in younger ( N = 345, aged 10-11) and older ( …
The role of emotional valence in learning novel abstract concepts
A recent study by Ponari, Norbury, and Vigliocco (2018), showed that emotional valence (i.e. whether a word evokes positive, negative, or no affect) predicts age-of-acquisition ratings and that up to the age of 8-9, children know abstract emotional words better than neutral ones. On the basis of these findings, emotional valence has been argued to provide a bootstrapping mechanism for the acquisition of abstract concepts. However, no previous wor…
Prevalence and functional impact of social (pragmatic) communication disorders
BACKGROUND: The aim of this study was to evaluate the Children's Communication Checklist-2 (CCC-2) for measuring social-pragmatic communication deficits and to ascertain their prevalence and functional impact in a community sample. METHODS: We used parent and teacher responses to the CCC-2 to approximate inclusion (poor social-pragmatic skills) and exclusion (poor structural language skills or autistic symptomatology) criteria for social (pragmat…
Inhibitory control predicts growth in irregular word reading: Evidence from a large-scale longitudinal study
Irregular words cannot be read correctly by decoding letters into sounds using the most common letter-sound mapping relations. They are difficult to read and learn. Cognitive models of word reading and development as well as empirical data suggest that inhibitory control might be important for irregular word reading and its development. The current study tested this in a U.K. population-based cohort ( N = 529, 52.74% male, 90.17% White) in which …
Multimodal Skills, but Not Motor Skills, Predict Narrative and Expressive Pragmatic Skills in Children With Typical Development and Neurodevelopmental Disorders
To see whether communicative-based multimodal skills (compared to non-communicative motor skills) predicted complex language skills, this study examined the predictive power of multimodal and motor skills on narrative and expressive pragmatic abilities across two groups. Participants were children with typical development (N = 88, Mage = 5.34, 48% female) and with neurodevelopmental disorders (N = 51, Mage = 5.01, 25% female) mostly of white ethn…
Psychology (11 works) · Developmental psychology (10 works) · Language Development and Disorders (7 works) · Language development (6 works) · Autism Spectrum Disorder Research (5 works) · Linguistics (5 works) · Child and Animal Learning Development (4 works) · Clinical Psychology (4 works) · Cognitive psychology (4 works) · Cognition (3 works)