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PubMed2004

The search for common ground: Part II. Nonlinguistic performance by linguistically diverse learners.

Below-average performance on some nonlinguistic tasks often is considered a potential correlate of primary language impairment (LI). If nonlinguistic cognitive processing truly is deficient in children with LI, then measures may be identified that distinguish language learners at risk for LI that are independent of the number and type of languages learned. This study focuses on within- and across-task performance on 4 basic nonlinguistic processing tasks. The aim was to systematically investigate areas of potential overlap and divergence among 3 groups of linguistically diverse children: English-only speakers with LI, typically developing English-only speakers (EO), and typically developing bilingual Spanish-English speakers (BI). The performance of the 100 8-13-year-old children who took part in J. Windsor and K. Kohnert's (2004) study was analyzed. Experimental tasks were simple and choice versions of auditory- and visual-detection tasks. Each task included 4 levels of motor difficulty: responding with the preferred and nonpreferred hand and foot. Analyses revealed no significant differences among groups in simple auditory detection. The EO group was significantly faster than the LI group in each of the other 3 tasks. While the same pattern was evident for the BI group, the difference was significant only in choice visual detection. Overall patterns of response latency within and across tasks were qualitatively similar across the 3 groups. Development, indexed here by chronological age, played a significant role in predicting response latencies for children in all 3 groups.

Adolescent↗
PubMed2004

Simulating SLI: general cognitive processing stressors can produce a specific linguistic profile.

This study attempted to model specific language impairment (SLI) in a group of 6-year-old children with typically developing language by introducing cognitive stress factors into a grammaticality judgment task. At normal speech rate, all children had near-perfect performance. When the speech signal was compressed to 50% of its original rate, to simulate reduced speed of processing, children displayed the same pattern of errors that is reported in SLI: good performance on noun morphology (plural -s) and very poor performance on verb morphology (past tense -ed and 3rd-person singular -s). A similar pattern was found when memory load was increased by adding redundant verbiage to sentence stimuli. The finding that an SLI-like pattern of performance can be induced in children with intact linguistic systems by increasing cognitive processing demands supports the idea that a processing deficit may underlie the profile of language difficulty that characterizes SLI.

Acoustic Stimulation↗
PubMed2005

Relationships between nonword repetition accuracy and other measures of linguistic development in children with phonological disorders.

A growing body of research has documented effects of phonotactic probability on young children's nonword repetition. This study extends this research in 2 ways. First, it compares nonword repetitions by 40 young children with phonological disorders with those by 40 same-age peers with typical phonological development on a nonword repetition task in which the frequency of embedded diphone sequences was varied. Second, it examines the relationship between the frequency effect in the nonword repetition task and other measures of linguistic ability in these children. Children in both groups repeated low-frequency sequences less accurately than high-frequency sequences. The children with phonological disorders were less accurate overall but showed no larger disadvantage for the low-frequency sequences than their age peers. Across the group, the size of the frequency effect was correlated with vocabulary size, but it was independent of measures of speech perception and articulatory ability. These results support the hypothesis that the production difficulty associated with low-frequency sequences is related primarily to vocabulary growth rather than to developments in articulatory or perceptual ability. By contrast, production problems experienced by children with phonological disorders do not appear to result from difficulties in making abstractions over known lexical items. Instead, they may be associated with difficulties in building representations in the primary sensory and motor domains.

Adult↗
PubMed1983

Linguistic and nonlinguistic features of style in normal and language-impaired children.

This study explored two questions concerning the language-learning styles described in recent investigations of early child language. The first question was whether features suggestive of language-learning style, for example, extent of pronoun use, jargon-like speech, formulaic speech, and certain play behaviors occurred in clusters consistent with the specific lexical distribution patterns of young normal children delineated by Nelson (1973). The second portion of the study addressed whether language-impaired children could be characterized as reflecting the same language-learning styles attributed to normal children. Eight children, four normally-developing and four language-impaired, were classified as "referential" or "expressive" speakers on the basis of their lexical distribution. For both the normal and language-impaired children, linguistic features suggested in the literature as correlating to one or another language-learning style were found to exist in clusters consistent with the children's pattern of lexical distribution. In addition, analyses of videotaped samples coded for the focus and context of the normal and language-impaired children's play behaviors revealed object-based and social-interaction-based activities that were generally consistent with the children's lexical distribution.

Child Language↗
PubMed1985

Using the miniature linguistic system in teaching syntax: two case studies.

Two language-delayed children received comprehension instruction on preposition-object phrases using a miniature linguistic system format to structure generalization. Results indicated generalization not only to untreated two-word combinations, but also to comprehension of four-word phrases. In addition, there was some generalization of production of two- and four-word structures.

Child, Preschool↗
PubMed1986

Responses to requests for clarification in linguistically normal and language-impaired children.

This study compared the conversational repair strategies employed by language-impaired and normal children in response to a stacked series of requests for clarification. Ten linguistically normal and 10 language-impaired children were sampled from each of the following age levels, 4:10-5:10, 6:10-7:10, and 8:10-9:10, resulting in a total of 60 subjects. Each subject was asked to describe a series of action pictures for an examiner who was seated behind a screen. At regular intervals, the examiner responded to the child's description by initiating a repair sequence. Each sequence consisted of three different neutral requests for clarification ("Huh?", "What?", and "I didn't understand that.") and the subject's response to each request. Although all subjects appeared to recognize the obligatory nature of the neutral clarification requests employed, differences were observed in the repair strategies used by normal and language-impaired children. In addition, impaired and younger normal subjects had greater difficulty responding appropriately as the stacked sequence progressed.

Child↗
PubMed1977

Effects of selected linguistic variables on apraxia of speech.

Ten adults with apraxia of speech responded to sentences of an article (pronoun) + noun + verb + article (pronoun) + noun design. Each sentence was presented and then re-presented with the noun in Noun Phrase 1 (NP1) or Noun Phrase 2 (NP2) omitted. The subjects' task was to orally produce the omitted word. Sentences were either active or passive and the omitted noun was a concrete, abstract, or nonsense word. Results revealed significantly more errors in NP1 than NP2, more errors on nonsense and abstract nouns than on concrete nouns, and more errors on passive than on active voice sentences. Linguistic bases for these findings are discussed.

Adult↗
PubMed1980

Acquisition of a verb-subject-object miniature linguistic system by adults.

Two experiments are reported. In the first, ten college-aged adults were exposed to a miniature linguistic system (MLS) and the referents it encoded. The referents included three shapes which functioned as subjects in the MLS, three shapes which functioned as objects, and three actions which functioned as verbs. Nine nonsense syllables were assigned to the referents. The MLS allowed only sentences of the form, verb-subject-object, to describe a subject-shape acting in a specific manner on an object-shape. Videotaped presentations of the shape and action referents and simultaneous auditory presentation of the appropriate MLS sentence were used during teaching trials. Testing trials containing no auditory presentations were alternated with the teaching trials. During testing trials, subjects were required to write MLS sentences to describe the shape-action referents presented. The data gathered during testing trials allowed the acquisition of each lexical item, each word-class, and the word-class ordering rule to be examined. The results of Experiment I showed that the actions were learned more quickly than either the subject-shapes or the object-shapes. Experiment II investigated possible reasons for the verb-learning advantage noted in Experiment I. Twelve college-aged adults learned shape names and action names as single word responses. The results of Experiment II suggest that the verb-learning advantage noted in Experiment I was due, at least in part, to a lexical learning effect rather than a syntactical learning effect, nonsense syllable mediation, or word position. Error analyses of Experiment I data support this conclusion. Implications of the findings and the experimental technique for language remediation are discussed.

Adult↗
PubMed1982

Effects of rate of speech and linguistic stress on auditory paragraph comprehension of aphasic individuals.

Auditory comprehension performance of 20 aphasic and 8 nonaphasic subjects was analyzed in a paragraph comprehension task in which rate of speech and linguistic stress were systematically altered. Aphasic subjects were assigned to either high- or low-level auditory comprehension groups on the basis of their performance on a shortened form of the Token Test. paragraphs were presented either with slow rate of speech (120 wpm) or normal rate of speech (150 wpm) with either normal or exaggerated stress given to critical elements within sentences in the paragraphs. Paragraph comprehension was measured by analyzing subjects' response accuracy on a series of yes/no questions which followed each paragraph. Scores of both aphasic subject groups were significantly higher for paragraphs presented with slow rate of speech than for those presented at normal rate and for paragraphs presented with exaggerated stress than for normal stress paragraphs. No significant interactions between rate and stress were observed. Rate ad stress did not affect performance of nonaphasic subjects. A significant positive correlation between Token Test scores and paragraph scores was observed for high-level aphasic subjects; the correlation between these measures was low and nonsignificant for low-level aphasic subjects. Implications of these findings are discussed for diagnosis and treatment of auditory comprehension deficits in aphasic individuals.

Adult↗
PubMed1987

Digital inverse filtering for linguistic research.

To enable differences in modes of glottal vibration to be studied, glottal air volume velocity waveforms can be recovered from speech recordings by inverse filtering. Most previous published work in this area has made use of analog filters. Digital inverse filters offer many advantages, including the ability to change filter settings to match changing vocal tract filter functions. Although the theory and many of the methods necessary for digital inverse filtering have been described in the literature, a straightforward description of the entire process has been lacking. The digital inverse filtering process developed for linguistic research at the UCLA Phonetics Laboratory is described in detail in this paper, with the intention of facilitating such work at other institutions.

Analog-Digital Conversion↗
PubMed1994

Variability and consistency in speech breathing during reading: lung volumes, speech intensity, and linguistic factors.

Lung volumes during reading and associated factors such as speech intensity and linguistic influences were studied in six healthy young women over 7 to 10 sessions, using respiratory inductive plethysmography. Intrasubject variability of lung volumes over the sessions was almost as great as the intersubject variability. Some of the intrasubject variability was associated with natural variations of speech intensity within a "comfortable loudness" range. The lung volume variability during reading is contrasted with high degrees of both inter- and intrasubject consistency in the location of inspirations, which occurred almost exclusively at grammatically appropriate places in the texts (paragraph, sentence, clause, and phrase boundaries). Within each reading passage, lung volumes were significantly increased for (a) louder utterances, (b) inspirations at sentence and paragraph boundaries compared to inspirations at other locations within sentences, (c) longer utterances compared to shorter utterances, and (d) initial breaths compared to final breaths. The implications of these findings for the neural control of breathing during speech are considered.

Adult↗
PubMed1988

Genetic, geographic, and linguistic distances in Europe.

Genetic and taxonomic distances were computed for 3466 samples of human populations in Europe based on 97 allele frequencies and 10 cranial variables. Since the actual samples employed differed among the genetic systems studied, the genetic distances were computed separately for each system, as were matrices of geographic distances and of linguistic distances based on membership in the same language family or phylum. Significant matrix correlations between genetics and geography were found for the majority of systems; somewhat less frequent are significant correlations between genetics and language. The effects of the two factors can be separated by means of partial matrix correlations. These show significant values for both genetics and geography, language kept constant, and genetics and language, geography kept constant, with a tendency for the former to be higher. These findings demonstrate that speakers of different language families in Europe differ genetically and that this difference remains even after geographic differentiation is allowed for. The greater effect of geography than of language may be due to the several factors that bring about spatial differentiation in human populations.

Europe↗
PubMed2002

Stability of clinical reasoning assessment results with the Script Concordance test across two different linguistic, cultural and learning environments.

The Script Concordance (SC) test is designed to measure the organization of knowledge that allows interpretation of data in clinical reasoning. An originality of the test is that answer keys use an aggregate scoring method based on answers given by a panel of experts. Previous studies have shown that the SC test has good construct validity. This study, done in urology, explores (1) the stability of the construct validity of the test across two different linguistic and learning environments and (2) the effect of the use of experts who belong to different environments. An 80-item SC test was administered to participants from a French and a Canadian university. Two levels of experience were tested: 25 residents in urology (11 from the French university and 14 from the Canadian university) and 23 students (15 from the French faculty, eight from the Canadian faculty). Reliability analysis was studied with Cronbach's alpha coefficient. Scores between groups were compared by analysis of variance. Reliability coefficient of the 80 items test was 0.794 for the French participants and 0.795 for the Canadian participants. Scores increased with clinical experience in urology in the two sites. Candidates obtained higher scores when correction was done using the answer key provided by the experts from the same country. These data support the stability of the construct validity of the tool across different learning environments.

Adult↗
PubMed1999

Interpretation and comprehension of linguistic humour by adolescents with head injury: a case-by-case analysis.

The aim of the present study was to examine the linguistic humour abilities of a group of adolescents with head injury on a case-by-case basis. Nine adolescents with head injury aged between 12 years 1 month and 15 years 4 months, and nine individually matched adolescents aged between 12 years 1 month and 16 years 1 month were administered a humour test, a standard language battery, the CELF-3, and the Self-Esteem Index. The test of humour abilities required each subject to recognize and select an explanation from a group of three, as to what made each item funny. Items were based on morphological, semantic and syntactic humour elements. Examination of the individual profiles of each subject with head injury illustrated the existence of variability between subjects representing three language abilities in the presence of mild head injury; and impaired humour ability with concurrent language skills that are within normal limits. This third pattern supports previous studies, which have documented the occurrence of high-level language impairment while language abilities are intact. The present study emphasized the importance of investigating the abilities of individuals who have had a head injury in childhood, within a developmental framework. This perspective serves to highlight the context of contributing aspects that impact on future language development and recovery of injury, such as the time that the injury occurred in a child's development, in addition to injury severity and main trends: reduced humour abilities together with below average language skills; intact humour and the time that has elapsed post-injury.

Adolescent↗
PubMed2003

'SLI', a generic category of language impairment that emerges from specific differences: a case study of two individual linguistic profiles.

This paper looks at data taken from two school-aged children labelled as 'SLI' and examines their individual linguistic profiles both at the outset of a specific therapy intervention and approximately 1 year later. The study sought to assess their language abilities within a conversational context and to assess the efficacy of a particular area of their therapy programme. Differences in the two children's individual LARSP profiles raised questions relating to (a) the overall usefulness of 'SLI' as a diagnostic category of disorder, and (b) the need for greater use of detailed syntactic analysis by Speech Language Pathologists in both diagnostics and in implementing therapy programmes.

Child↗
PubMedDate not supplied

Electronic publishing: opportunities and challenges for clinical linguistics and phonetics.

This paper discusses the contributions of informatics technology to the field of clinical linguistics and phonetics. The electronic publication of research reports and books has facilitated both the dissemination and the retrieval of scientific information. Electronic archives of speech and language corpora, too, stimulate research efforts. Although technology provides many opportunities, there remain significant challenges. Establishment and maintenance of scientific archives is largely dependent upon volunteer efforts, and there are few standards to ensure long-term access. Coordinated efforts and peer review are necessary to ensure utility and quality.

Humans↗
PubMedDate not supplied

Argumentation with restricted linguistic ability: performing a role play with aphasia or in a second language.

The main objective of this study is to illustrate how adaptation to linguistic limitations takes place in a specific activity and is affected by factors pertaining to the social activity or the individuals. A man with aphasia is compared to an adult immigrant L2 learner. An argumentative role play was video-recorded, transcribed and analysed. Both subjects have a very limited vocabulary and produce short utterances. The L2 learner often uses words that are semantically related to the target word, while the subject with aphasia uses more general and vague words, like pronouns, in combination with adverbs and set phrases. Both subjects use gesturing as strategy, and it is suggested that the semantic specificity of words as well as gestures is important in determining the role of gesture. Apart from gesture, he L2 learner uses mainly simplification and appeal strategies, while the subject with aphasia uses mainly fluency and sociolinguistic strategies.

Aptitude↗
PubMedDate not supplied

Linguistic resources of individuals with Asperger syndrome.

In this paper the available literature on the communication skills of individuals with Asperger Syndrome (AS) is reviewed. Current issues regarding diagnosing and understanding disorders with a core social deficit are examined as well as the potential application of sociolinguistic analyses to the study of Asperger Syndrome, such as that provided from within a Systemic Functional Linguistic framework. The need for investigations that address a broader view of "language" and its use in social situations by individuals with AS as opposed to their mastery of syntactic aspects of language, will be discussed.

Asperger Syndrome↗