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At least 469 records · Page 26Linked to original sources
PubMed2003

Language development in autism.

In this short review article, a summary of the behavioural impairments most commonly associated with the spectrum of autism-related disorders is presented, with a slightly amplified account of the defining communication impairment. The patterns of language ability and disability which typically occur in some forms of autism are then outlined, followed by a short section on possible cognitive, or psychological, explanations of these patterns. In particular, the hypothesis that defective socio-affective and socio-cognitive ('theory of mind') causes language impairments, and the hypothesis that temporal processing deficits cause these impairments, are outlined and briefly discussed. An extensive list of references is included, to support and amplify the summary data included in the review.

Autistic Disorder↗
PubMed2003

[Speech and language development disorders in children].

Despite their frequency and clinical relevance, disturbances in the acquirement of language skills are not infrequently overlooked or are recognized too late, in particular when the problem is speech understanding, or when behavioral disturbances predominate. Diagnostic guidelines differentiate between circumscribed articulation disorders and expressive and receptive speech problems. The diagnostic work-up must take account of the changes in symptoms occurring during the course of the child's development. Mental comorbidity may be observed in every second speech-disordered child. For the operationalized establishment of speech performance--also during the course of treatment--greater use should be made of standardized test procedures. In order to early recognize speech acquisition disorders, the regular use of pediatric routine diagnostic should be practiced. With regard to management, direct treatment of the child--especially when very young--should taken second place to training of the parents on language-furthering behavior.

Age Factors↗
PubMed1987

Early language development in infants with cortical and subcortical perinatal brain injury.

To understand better the cognitive sequelae of mild perinatal brain injury, we studied three groups of high-risk infants, using the Early Language Milestone Scale (ELM Scale). Premature infants with Grades I and II intraventricular hemorrhages (IVH) were delayed on the expressive but not the receptive subscale of the ELM Scale. Mildly asphyxiated full-term infants were slightly delayed on both the expressive and receptive subscales. Premature infants without IVH performed the same as the normal sample on which the scale was based. Although normal intellectual functioning has been reported in infants with Grade I-II IVH, this study demonstrates early specific deficits in expressive language in these children. These results are discussed in relation to localization of language in the adult brain, and the influence of subcortical structures on development and maturation of the cortex.

Asphyxia Neonatorum↗
PubMedDate not supplied

Mentalizing language development in a longitudinal attachment sample: implications for alexithymia.

BACKGROUND: The construct of alexithymia implies a deficit in symbolization for emotional, somatic, and mental states. However, the etiologic factors for alexithymia have not yet been fully elucidated. The present study investigated the use of mentalizing language, i.e. the utterance of internal states, from a developmental perspective according to attachment organization and disorganization. METHODS: A longitudinal design across 4 time points was applied to a volunteer sample of 42 children. At 12 months, children were tested with the strange situation procedure, the standard measure of attachment at the optimal age, and attachment classifications were taken of videotapes. At ages 17, 23, 30 and 36 months, mother and child were observed in simplified separation episodes of 30 min duration. Transcripts of the sessions were subject to coding of internal state words. RESULTS: During the investigated span, securely attached children rapidly acquired emotion, physiology, cognition and emotion-regulatory language, whereas insecurely attached and disorganized children either completely lacked internal state language or displayed a considerable time lag in the use of emotion and cognition vocabulary. CONCLUSION: The results raise the possibility that alexithymia might be a consequence of deficits in the development of internal state language in the context of insecure or disorganized childhood attachment relationships.

Affective Symptoms↗
PubMed1991

Turn exchange behaviors of children with normally developing language: the influence of gender.

The turn exchanges of normally developing 8-year-old boys and girls were examined within adult-child dyadic interaction. Videotaped language samples were analyzed for gender differences in the children's production of simultaneous and nonsimultaneous speech. The results indicated no gender differences for nonsimultaneous turn exchange behaviors but significant differences in the overlap subtypes and simultaneous resolution patterns between the boys and the girls. Sex of the adult partner influenced the negotiation and ultimate length of the children's turns. The children's gender differences were consistent with the adult literature that characterizes men as more assertive conversationally than women.

Adult↗
PubMed2004

The importance of high-frequency audibility in the speech and language development of children with hearing loss.

OBJECTIVES: To review recent research studies concerning the importance of high-frequency amplification for speech perception in adults and children with hearing loss and to provide preliminary data on the phonological development of normal-hearing and hearing-impaired infants. DESIGN AND SETTING: With the exception of preliminary data from a longitudinal study of phonological development, all of the reviewed studies were taken from the archival literature. To determine the course of phonological development in the first 4 years of life, the following 3 groups of children were recruited: 20 normal-hearing children, 12 hearing-impaired children identified and aided up to 12 months of age (early-ID group), and 4 hearing-impaired children identified after 12 months of age (late-ID group). Children were videotaped in 30-minute sessions at 6- to 8-week intervals from 4 to 36 months of age (or shortly after identification of hearing loss) and at 2- and 6-month intervals thereafter. Broad transcription of child vocalizations, babble, and words was conducted using the International Phonetic Alphabet. A phoneme was judged acquired if it was produced 3 times in a 30-minute session. SUBJECTS: Preliminary data are presented from the 20 normal-hearing children, 3 children from the early-ID group, and 2 children from the late-ID group. RESULTS: Compared with the normal-hearing group, the 3 children from the early-ID group showed marked delays in the acquisition of all phonemes. The delay was shortest for vowels and longest for fricatives. Delays for the 2 children from the late-ID group were substantially longer. CONCLUSIONS: The reviewed studies and preliminary results from our longitudinal study suggest that (1) hearing-aid studies with adult subjects should not be used to predict speech and language performance in infants and young children; (2) the bandwidth of current behind-the-ear hearing aids is inadequate to accurately represent the high-frequency sounds of speech, particularly for female speakers; and (3) preliminary data on phonological development in infants with hearing loss suggest that the greatest delays occur for fricatives, consistent with predictions based on hearing-aid bandwidth.

Acoustics↗