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PubMed1997

Language development in children with congenital strokes.

The congenital lesion population provides an excellent forum to investigate the issues of innate specialization and plasticity. Effects of early lesions on left and right hemisphere function reflect both the cognitive process under study and biological/neurological factors of lesion parameters and hemispheric maturation rates. In general, toddlers with both congenital left and right lesions show mild to moderate delays in language acquisition. School-age children with left hemisphere lesions have more problems with language and language-based academic skills than those with right hemisphere lesions, but the problems are subtle and do occur in both groups. This pattern stands in sharp contrast with the adult, who shows striking language deficits with acquired lesions only in the left perisylvian region. Thus, there is evidence in these studies of the immature nervous system for both innate specialization and plasticity, as well as a right hemisphere contribution to language acquisition and verbal cognition.

Adult↗
PubMed1989

[Intelligence assessment using the Kaufman Assessment Battery for Children: a pilot study of a sample of children with language development disorders].

The German version of the Kaufman Assessment Battery for Children, which will soon be available commercially, was administered to 29 children with developmental speech and language disorders between 7;4 and 11;11 years of age who were patients on an inpatient child psychiatry unit. The correlations of the test results with the WISC-R (German version), the AID (a German intelligence test) and the Raven Coloured Progressive Matrices were calculated; furthermore, an assessment was made for differences in performance on tasks requiring sequential processing and those requiring simultaneous processing. The results of the study indicate that the K-ABC enables a relatively broad-based assessment of cognitive development in speech-and language-disordered children despite the children's verbal handicaps and that the instrument yields information of relevance in planning remedial programs.

Child↗
PubMed1997

The relationship between middle-class parents' book-sharing discussion and their preschoolers' abstract language development.

Thirty-five mothers and fathers were videotaped in their homes as they read a familiar and unfamiliar book to their preschoolers aged between 3;6 and 4;1. Parental discussions about the text were coded for four levels of abstraction and correlated with children's gains one year later on a formal test of the same four levels of language abstraction (the Preschool Language Assessment Instrument). Parental input at three of the four levels of abstraction was positively and significantly correlated with their children's gains at the highest level of abstraction. This was also the level at which children's scores were the lowest initially and showed the greatest gains. The results suggest that discussions during book reading with preschoolers may be a positive influence, since it was parents' amount of input at lower as well as higher levels of abstraction that correlated with the children's development of more abstract language. We speculate that more input at lower levels might enhance learning by creating a climate of success in allowing children to display mastered skills, whereas more input at higher levels might enhance learning by challenging children with abstract language skills they are just beginning to acquire. In contrast to previous research, these results suggest that there is a great deal of variability in middle-class families in the amount of input that children receive at various level of abstractions during book sharing.

Child Language↗
PubMed2003

[The importance of language development for the success in school for children from immigrant families].

Almost 46% of the foreign pupils leaving vocational training colleges do not take their final exams. This alarming trend, which can be observed nationwide, raises the question as to which conditions are crucial for the school career of children and teenagers of immigrant families and which conditions affect their success at school. Attitudes have been influenced by the assumption that by extending the length of stay of the immigrant families the problems of integration would diminish; consequently it could be assumed that unhindered access to the institutions of education would automatically promise success. This expectation is mainly responsible for the fact that teaching has not been aligned with the specific needs of these children. Extracurricular support, e. g. like helping with the homework, was seen as a completion of and support for a school system which was considered apt for teaching children from other ethnic backgrounds and was not questioned except for special model projects. Precisely these model projects demonstrated that all children, both foreign and German, profit from a way of teaching which has been adjusted to the intercultural conditions of a class rather than denying them. Health care services for youngsters can essentially support the process of internal school reforms as doctors point out the excessive demands on the immigrated families by traditional teaching, which actually impairs the efficiency of performing well at school. Furthermore, health care can also explain that the proper development of a child can be impaired if its specific learning structures--based on the linguistic and cultural background--are ignored by the school.

Adolescent↗
PubMed1991

Familial thyroid disease and delayed language development in first admission patients with schizophrenia.

One hundred consecutive first admission patients with a DSM-III-R diagnosis of schizophrenia, schizoaffective disorder, or schizophreniform disorder were compared with 100 randomly selected community controls. Childhood histories of physical, medical, and perinatal trauma, as well as physical and cognitive development, were examined by structured interviews with all available mothers of patients and controls. The prevalence of specific psychiatric disorders and several medical illnesses among first degree and more distant relatives was determined by family history questionnaires. The patient group did not have an excess of childhood head injuries, serious infections, or perinatal/birth complications compared with controls. With social class level taken into account, it was found that the acquisition of reading skills occurred significantly later in patients than controls. Family histories of schizophrenia and thyroid disorders were significantly more frequent among patients than controls. These data fail to indicate any childhood physical or medical environmental trauma that could lead to an increased risk for schizophrenia, although patients were substance abusers to a greater extent than controls. This study also confirms the already known contribution of familial factors and suggests an association of the inheritance of thyroid disorders with schizophrenia. Delayed development of reading skills suggests that precursers of illness may appear early in life before psychosis is evident.

Adult↗
PubMed2000

[Central transmission time in children with the delayed language development].

The prolonged central transmission time (CTT) in ABR examinations in children with the delayed speech was described in 1992. Now after 4 years the examinations were repeated. The children with actually good speech revealed normalization of CTT, but in children with dyslalia and dyslexia this interpeak latencies were once again prolonged.

Child↗
PubMed1996

Temporal resolution in infancy and subsequent language development.

The MacArthur Communicative Development Inventory, a parent-report measure of vocabulary and syntax, was administered to 103 children (M = 23 months) who had participated in a study of temporal resolution when they were 6 months (n = 55) or 12 months (n = 48) of age. Children who performed above the median on the temporal resolution task in infancy were subsequently reported to have larger productive vocabularies, greater numbers of irregular word forms, and longer and more complex sentences than those who had performed below the median. Whether these findings reflect specific links between temporal resolution and language or whether they reflect general developmental factors remains to be determined.

Child Language↗
PubMed2001

Learning new words: phonotactic probability in language development.

Though the influences of syntactic and semantic regularity on novel word learning are well documented, considerably less is known about the influence of phonological regularities on lexical acquisition. The influence of phonotactic probability, a measure of the likelihood of occurrence of a sound sequence, on novel word learning is investigated in this study. Thirty-four typically developing children (from ages 3 years 2 months to 6 years 3 months) participated in a multitrial word-learning task involving nonwords of varying phonotactic probability (common vs. rare) paired with unfamiliar object referents. Form and referent learning were tested following increasing numbers of exposures (1 vs. 4 vs. 7) and following a 1-week delay. Correct responses were analyzed to determine whether phonotactic probability affected rate of word learning, and incorrect responses were analyzed to examine whether phonotactic probability affected the formation of semantic representations, lexical representations, or the association between semantic and lexical representations. Results indicated that common sound sequences were learned more rapidly than rare sound sequences across form and referent learning. In addition, phonotactic probability appeared to influence the formation of semantic representations and the association between semantic and lexical representations. These results are integrated with previous findings and theoretical models of language acquisition.

Child↗
PubMedDate not supplied

The interface between phonetic and lexical abilities in early Cantonese language development.

Data from the Cantonese Communicative Development Inventory (CCDI) is used to review the phonological preferences of younger (16-22 months) and older (23-30 month) groups of children in the lexical items they are reported to be able to say. Analogous results to those found for English emerge from the Cantonese data: the younger group display selectivity in the initial consonants of words they say, and their preferences accord with developmental tendencies in Cantonese phonology. From children whose scores fell below the tenth percentile of the CCDI, a subset were followed up 1 year later and their linguistic progress evaluated. Only a proportion of these children were below still below the tenth percentile for vocabulary at follow-up. Their lexical immaturities were accompanied by limited phonetic abilities. The implications of the findings are discussed.

Age Factors↗
PubMed2002

Speech events, language development and the clinical situation.

Psychoanalysis brings about psychic change by the mediation of speech. This paper reflects upon the significance of the structure and developmental organisation of the speech event as a verbal and non-verbal unit composed of semantically and prosodically encoded messages, interactions and emotional contact between partners. Spoken words communicate semantic meanings and the affects of a given speech event. Words carry personal emotional meanings which are inseparable from their referential significance. Such emotional meanings are very hard to articulate in words. They are conveyed by the ineffable but essential feelings present in their sound and pronunciation. Speech is an intentionally object-related and emotionally engaging social activity resulting from a child having been spoken to early in life by an adult wanting to establish affective verbal contact. The early organisation and later transformation of the structure of the speech event carries private meanings for each person's listening and speaking stance. A refined understanding of the structural and emotional complexities of verbal communicative exchanges during analysis may enhance the analyst's ability to understand the patient's manner of participation in the analytic process.

Adult↗
PubMed1983

Late language development in a child unable to recognize or produce speech sounds.

A boy with severe quadriplegia who neither recognized nor uttered speech sounds acquired language. Until the age of 6 years he was considered to be of severely subnormal intelligence. At age 6 years 9 months he was introduced to a manual sign system. Subsequently he was able to read, write, converse, and produce imaginative stories. Attention and memory were unimpaired and affective and social responsiveness developed appropriately. The case history demonstrates the selective effects of brain lesions that, despite extensive damage, may spare functional systems necessary for cognitive and linguistic development. It highlights the difficulty in diagnosing and evaluating the intellectual and affective potential of a multihandicapped child without functional hearing or speech and emphasizes the importance of sign language as a communication channel and prerequisite for the acquisition of reading and writing skills.

Aphasia↗
PubMed1995

[Onset of language development in general developmental delay at age 5].

The course of development of a 5-year-old boy with a serious developmental retardation and massive behaviour problems who spoke only a few words is documented and described with psychometric tests and spontaneous language samples up to the age of 8-9. Inspite of this developmental retardation and poor care, the child reached until then an average to above-average intelligence in nonverbal functions. The symptoms were reduced only to a specific language impairment. At the age of 11, this disorder as well had practically disappeared. Such a course of development after the age of 5 is not common, whereas a specific language impairment normally remains a deficit. Possible causes for this favourable development are discussed.

Child↗
PubMed2001

LF-interpretability and language development: a study of verbal and nominal features in Greek normally developing and SLI children.

This paper includes (i) a comparison of the developmental pattern of certain morphosyntactic features in normally developing (ND) Greek children with similar data from a group of children with specific language impairment and (ii) a new analysis of the differences found. The analysis is based on a minimalist notion of LF interpretability. Depending on the feature-specification of lexical items (i.e., [+/- interpretable] at LF), a different route of development follows. In addition, phonological salience of both interpretable and noninterpretable features is argued to play an important role in an account of crosslinguistic differences in both normal and exceptional development.

Child↗
PubMed2006

Some empirical observations about early stuttering: a possible link to language development.

UNLABELLED: This article suggests a possible link between incipient stuttering and early difficulty in language formulation. The hypothesis offers a unifying explanation of an array of empirical observations. Among these observations are the following: early stuttering occurs only on the first word of a syntactic structure; stuttering does not appear to be influenced by word-related factors; early stuttering seldom occurs on one-word utterances; the earliest age at which stuttering is reported is 18 months, with the beginning of grammatical development; the age at which most onset of stuttering is reported, 2-5 years, coincides with the period during which children acquire syntax; considerable spontaneous recovery takes place at the time most children have mastered syntax; incipient stuttering is influenced by the length and grammatical complexity of utterances; young children who stutter may be somewhat deficient in language skills; boys who stutter outnumber girls. LEARNING OUTCOMES: The reader will learn about a number of empirical observations about incipient stuttering and how they may be explained by a syntax-based hypothesis about its etiology.

Age of Onset↗