[Preconceived ideas of mothers concerning language development].
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Adult↗
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Activities to encourage speech and language development.
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Child↗
Language development at the age of 3 years of infants malnourished in utero.
To evaluate if language testing might provide useful information about the developmental outcome at pre-school age of term infants malnourished in utero, a group of these infants was studied in combination with a group of normally grown term infants matched for age, sex, birth rank and social class. Both groups were free from significant neonatal morbidity and debilitating diseases. Intrauterine malnutrition was defined as underweight for gestational age and the presence of wasting to select those S.G.A. infants with easily recognizable signs of malnutrition at birth. The Reynell Developmental Language Scales were used to test language and the results were related to a separate assessment of behaviour and neurology. Both verbal comprehension and expressive language were significantly less developed in infants malnourished in utero. A firm relation was established between language delay and behaviour problems. It was concluded that language development can be used to assess the developmental progress of infants malnourished in utero if performed in combination with behaviour assessment. Many of these infants will benefit by speech therapy during behaviour therapy at pre-school age.
Brain↗
Symbol vocabulary and the focus of conversations: augmenting language development for youth with mental retardation.
Communication devices designed to augment the language development of individuals with severe cognitive disabilities and little or no functional speech typically contain primarily nouns because they seem easiest to acquire and evaluate. In this study, the effect of a more diverse vocabulary was assessed. Systematic observations of the use of computerized speech-output devices by 12 youth with moderate or severe mental retardation and severe spoken language disability and by their partners were made over a 2-year period. Social-regulative symbols (e.g., "please," "I'm finished") were used as soon as they were introduced, and their availability expanded the focus of conversations both at home and at school. Implications for conceptualizing variation in early language use and for the design of language intervention programs are discussed.
Child↗
Clinical assessment of language development in children at age 3 years that were born preterm.
OBJECTIVE: To evaluate the influence of gestational age and birth weight on language development and neurodevelopmental outcome at age 3 years in children born preterm. METHOD: Cross sectional study including 69 children followed in our developmental outpatient clinic. Patients were consecutively included at the time of the 3 years of age appointment and stratified for birth weight (<1500 grams and between 1500-2500 grams). All patients were assessed for receptive and expressive language , Denver II and Bayley II tests and clinical neurological examination. For analysis patients were divided in two groups normal language acquisition (NLA) and delay in language acquisition (DLA). RESULTS: NLA children had higher scores on mental and psychomotor (p=<0.01, p=0.012) indexes of Bayley II. Newborns with less than 1500 grams had lower scores on all Bayley scale at age 36 months (p=0.002, p=0.007 and p<0.001). Multivariate analysis suggests an association between gestational age (p=0.032), abnormal behavior (p<0.001) and delay in language acquisition. Denver test at 12 and 24 months of age was a good predictor of delayed receptive and expressive language at three years of age (p=<0.01 and p=<0.01). CONCLUSION: Children born prematurely with low birth weight had an increased risk of language acquisition delay, and those had also lower cognitive and behavior scores when compared to NLA.
Child, Preschool↗
Gesture paves the way for language development.
In development, children often use gesture to communicate before they use words. The question is whether these gestures merely precede language development or are fundamentally tied to it. We examined 10 children making the transition from single words to two-word combinations and found that gesture had a tight relation to the children's lexical and syntactic development. First, a great many of the lexical items that each child produced initially in gesture later moved to that child's verbal lexicon. Second, children who were first to produce gesture-plus-word combinations conveying two elements in a proposition (point at bird and say "nap") were also first to produce two-word combinations ("bird nap"). Changes in gesture thus not only predate but also predict changes in language, suggesting that early gesture may be paving the way for future developments in language.
Child Language↗
Middle ear disease in the cleft palate infant: its effect on speech and language development.
A study of the effect of screening and treatment of middle ear effusions in cleft palate children throughout the first four years of life gave a modest reduction in the incidence of persistent effusions at four years, but prevented tympanic perforations and attic retractions. There was no demonstrable advantage in terms of speech, and an insignificant advantage in terms of language development.
Child, Preschool↗
Imaginative reality observed during early language development.
The authors argue that our thinking about psychic reality is challenged by research observations of the child during the period of early language development. The toddler, at the beginnings of propositional speech, expresses the capacity for 'two kinds of psychic reality'. A world of imaginative pretence occurs quite early, and supplements the child's everyday experience. The toddler is not confused by these two experiential worlds and, correspondingly, the use of imaginative activity is strongly supported by caregivers. While in some ways there is a rich history of developmental observation and psychoanalytic thinking about such early imaginative activity, its significance is only now being appreciated. Imaginative reality refers to a process in which the child makes use of what is familiar in the remembered past in order to try out a world of new possibilities in the present that, to some extent, are oriented towards the future. Conditional modes of thinking that are affectively meaningful are thereby engaged and practised in play. The authors present vivid observations that illustrate the early imaginative pretence mode of psychic reality. The observations are followed by a developmental discussion integrating recent research with psychoanalytic theory. As would be expected, thinking about early imaginative reality leads to a variety of new questions for research and clinical work.
Child, Preschool↗
Effect of persistent otitis media on language development.
This paper suggests methods for systematically studying the short-term and long-term effects of persistent otitis media with effusion (OME) on language development and educational achievement. First, some suggestions are made about which aspects of language processing should be examined in detail during different periods of development given the nature of the hearing losses usually suffered by children with persistent OME. These aspects are phonological (speech-sound) categorization and rules and lexical (word) retrieval. Second, the factors which can interact with persistent OME to bring about long-term effects (developmental time, duration and degree of hearing loss, socioeconomic status and cognitive competence) are discussed and suggestions made for the design of studies which can examine the effects of interaction of the factors. Finally, a proposal is presented for cross-lag design, regional studies which can provide us with information needed in planning educational intervention.
Achievement↗
A longitudinal functional magnetic resonance imaging study of language development in children 5 to 11 years old.
OBJECTIVE: Language skills continue to develop rapidly in children during the school-age years, and the "snapshot" view of the neural substrates of language provided by current neuroimaging studies cannot capture the dynamic changes associated with brain development. The aim of this study was to conduct a 5-year longitudinal investigation of language development using functional magnetic resonance imaging in healthy children. METHODS: Thirty subjects enrolled at ages 5, 6, or 7 were examined annually for 5 years using a 3-Tesla magnetic resonance imaging scanner and a verb generation task. Data analysis was conducted based on a general linear model that was modified to investigate developmental changes whereas minimizing the potential for missing data. RESULTS: With increasing age, there is progressive participation in language processing by the inferior/middle frontal, middle temporal, and angular gyri of the left hemisphere and the lingual and inferior temporal gyri of the right hemisphere and regression of participation of the left posterior insula/extrastriate cortex, left superior frontal and right anterior cingulate gyri, and left thalamus. CONCLUSION: The age-related changes observed in this study provide evidence of increased neuroplasticity of language in this age group and may have implications for further investigations of normal and aberrant language development.
Algorithms↗
Use of the language development survey (LDS) in a national probability sample of children 18 to 35 months old.
Data are reported from a national probability sample used to norm the Language Development Survey (LDS; L. Rescorla, 1989) and the Child Behavior Checklist for Ages 1 1/2-5 (CBCL/1 1/25; T. M. Achenbach & L. Rescorla, 2000). Participants were 278 children 18 to 35 months old who were highly diverse in socioeconomic status (SES), ethnic composition, and language background. Vocabulary scores increased markedly with age, were somewhat higher in girls, and were modestly correlated with SES. Children of non-Latino White ethnicity had significantly higher vocabulary scores and mean length of phrases than children of African American or "other" ethnicity (Hispanics/Asians/Native Americans/South Asians/mixed), even when SES was used as a covariate. Rate of language delay, using the cut-off of fewer than 50 words or no word combinations, was lower in the non-Latino White group (4%) than in the other two ethnicity groups (29% and 24%). Correlations between LDS scores and problem scores on the CBCL/1 1/2-5 were low, indicating that language delay and emotional/behavior problems were not closely associated in this general population sample of children 18 to 35 months old.
Child↗
The expectation and parentage of twins. A study on the language development of twin infants.
This is a follow-up study aiming to describe personality development of twins and possible differences at different ages. The investigation was conducted at the Mother Clinic in the Karolinska Hospital in Stockholm. This report describes the language development of 35 twin pairs at 9 months of age. The development values show that no greater differences exist for girls between twins and singletons. The language result is however lower. The boys, on the other hand, have considerably lower results both on total development scale and on the language scale.
Birth Weight↗
[Delayed development of hemispheric dominance accompanied by a rare form of retarded language development].
A severe and unusual form of retarded speech development in an eight-year old boy is analyzed as "right-hemispheric speech" against the background of neuropsychological theories on the specialisation of the cerebral hemispheres and considered in connection with the development of hemispheric dominance. A plan for therapy and teacher counselling is derived from this analysis. The influence of this retarded speech development on the acquisition of reading and writing is also touched upon.
Attention↗
Performance of American Indian children with fetal alcohol syndrome on the test of language development.
Alcohol is a teratogen known to have deleterious effects on the developing embryo and fetus. Language deficits secondary to central nervous system dysfunction are among the sequelae of Fetal Alcohol Syndrome (FAS). Limited information is available regarding the language deficits associated with FAS, particularly among the population of American Indians in whom FAS is highly prevalent. The TOLD-P and TOLD-I were administered to 27 American Indian children: 10 with FAS and 17 normally developing control subjects. Pure-tone screening, immittance measurement, and vision screening preceded language testing. The older FAS children presented syntactic deficits while the younger FAS subjects presented more global language deficits.
Child↗
Responding to joint attention and language development: a comparison of target locations.
This study examined the importance of target location (within vs. outside the visual field) on the relation between responding to joint attention and subsequent language development in 47 normally developing infants. The results supported a developmental progression in the infants' ability to locate targets from within to outside the visual field. In addition, individual differences in 15-month-old infants' ability to correctly locate targets outside the visual field was a unique predictor of expressive language at 24 months. Infants' ability to locate targets outside the visual field may demonstrate increasing capacities for attention regulation, representational thinking, and social cognition that may facilitate language learning. The implications of this study are discussed with regard to the usefulness of measures of responding to joint attention for identifying early language and developmental delays.
Attention↗
[Disordered speech and language development as a pedagogic problem. Reaction of parents to child speech problems].
Since children live with their parents and meet other children, we looked into the possible effects of language disorders in children on their interactions with the social surroundings. Language disorders are woven into the fabric of communication between parents and child and are not attributes of the child alone. Language-disturbed children are not more difficult in their behavior than normal-speaking children at the same age. However, the parental emotions about the language problem lead to the perception of more difficult behavior. Parents of language-disturbed children try to stimulate the language development of their child. In this they get disappointed by the reactions of the child and become less stimulating. It seems as if in the interactions between parents and child, the child partly creates his own--negative--surroundings.
Child, Preschool↗
[Language development disorders--studies of preschool children of the Leipzig special language school].
Children with severe speech disorders were examined to determine the causes of their abnormal speech development. Thirty-seven preschool and school-age children were followed up and results compared. All children had low intelligence quotients, with most of the children coming from low social backgrounds. However, both of these factors (intelligence and low social background) had no influence on the improvement of speech levels after therapy. Two-thirds of the children with moderate conductive hearing losses showed improvement after therapy, so that the effect of this hearing loss was believed to be a significant cause for the development of speech disorders. An early evaluation must be performed by a qualified phoniatrican or pediatric audiologist when children are 1.5 years old and are not able to construct words.
Articulation Disorders↗
[Language development in secretory otitis media].
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Child↗