The role of input is considered important in early LD within a function based perspective (e.g. Cameron Faulkner, Lieven & Tomasello, 2003). But it has hardly been considered in its integrated relationship with the output patterns foound in the child's productions. Moreover, there are only very few large‐‑scale studies of early LD in the French child and no tools are available to evaluate very early French development. To fill this gap, large cohorts as well as individual child trajectories will be studied, extending upon our previous work on vocabulary development (Kern & Gayraud, 2010) and articulatory development (Canault & Laboissière, to appear). Early and late LD (including the development of literacy) will also be studied in spontaneous interaction and experimental settings, focusing on verb constructions, following Chenu & Jisa (2006).
Despite intensive work on language processing over the last decades, our knowledge of the neurocognition of language is still limited. Previous work has, for instance, shown that the motor system plays an important role in shaping phonological and semantic representations in adults (e.g. Boulenger et al., 2006; Pulvermüller et al., 2006). However, the specific interactions between motor and perceptual processes are still poorly understood. In addition, several language impairments are shaped by more general cognitive deficits (e.g. Bedoin et al., 2002 on epileptic children).
Designing a coherent model of neurocognitive language processing that integrates psycholinguistic, neuropsychological and neuroimaging data is thus essential in order to i) understand language typical and impaired development and processing and ii) develop methods of evaluation and remediation for language impaired people.

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