Linguistic theories propose that cognitive processing of language is either specific

to the verbal domain or domain general. These theories lead to contrasting

predictions, which are explored in this dissertation. The aim is to advance the

understanding of children’s cognitive processing in the verbal domain in

comparison to that in the pictorial domain. Previous findings indicate shared

features between cognitive processing in these domains, though mainly in adults

and in separate studies. In contrast to earlier studies, the papers on which this

dissertation is based have a within-subjects design that isolates the impact of

domain (verbal/pictorial) and include both children with typical language

development (TD) and peers with developmental language disorder (DLD).

Cognitive processing was assessed by measuring event-related potentials (ERPs),

which are averaged electrical brain responses obtained by electroencephalography

(EEG). In Paper I and II, we manipulated semantic predictability in both domains,

that is, of words and pictures in their respective narrative context. Children with

TD showed the expected N400 ERP effect in both domains, indicating semantic

predictions. However, the N400 effect was not discernible in children with DLD

in either domain, suggesting challenges in making semantic predictions across

verbal and pictorial domains. In Paper III, we manipulated the hierarchical

structure of both sentences and picture sequences, by inserting prolonged silences

and blank panels, respectively, both within and between constituents. To validate

the novel manipulation in the verbal domain, Paper III included adults, whose ERP

responses aligned with prior findings in the pictorial domain. Across both

domains, children with TD did not show the expected increased anterior negativity

for within constituent disruptions. This could indicate that children may not

activate long-term memory representations of hierarchical structure in an adult

manner irrespective of domain.

Together, Papers I–III reveal multiple similarities in cognitive processing across

the verbal and pictorial domains. These findings offer novel support for domain-

general perspectives on language processing. A key implication is that picture

sequences may place similar demands on comprehension as sentences, which

could be especially relevant to consider in communication with children with

DLD.