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Results for “Child Language”

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At least 649 records · Page 36Linked to original sources
PubMed1988

Babbling of prelinguistic mentally retarded children.

Our goal was to illuminate the role of canonical (well-formed syllabic) babbling in the development of speech by mentally retarded children. We made tape recordings of vocalizations produced by 36 prelinguistic children (17 to 62 months of age) who were students in a full-time cognitive and linguistic intervention program, and we obtained data on their developmental ages. The great majority of the retarded children, in spite of their linguistic handicaps, produced canonical babbling. The proportion of canonical babbling was less, however, for a number of the retarded children than for a sample of nonretarded infants in the canonical babbling stage. A low correlation of babbling and developmental age suggested substantial independence of cognitive development and babbling among the retarded children.

Cerebral Palsy↗
PubMed1991

Syntactic subjects in the early speech of American and Italian children.

Why do young children leave out sentential subjects? Two competence-deficit hypotheses and a performance-limitation account are evaluated in the present set of studies. American children appear to understand that English requires subjects before mean length of utterance (MLU) 2.0. On balance, performance factors account for the data best. Natural conversations between 21 American children (ranging in age from 1;10 to 2;8 and in MLU from 1.53 to 4.38) and their mothers were taped, transcribed, and analyzed to determine when American children understand that English requires subjects. We measured the frequency of subjects (Study 1); types of pronominal subjects, including expletives (Study 2); frequency of modals and semi-auxiliaries (Study 3); frequency of infinitival to, past tense, third person singular, and subordinate clauses (Study 4); length of verb phrase, frequency of different types of verbs, and frequency of direct objects (Study 5). For Studies 1 and 3 we also used, for comparative purposes, transcripts of 5 Italian children, taped monthly for a year. Even our lowest-MLU American group (5 children between 1.5 and 1.99) used subjects and pronominal subjects more than twice as often as the Italian children, and correctly case-marked their subjects. The American children also produced examples of all the sentence elements measured.

Child Language↗
PubMed1987

Assessing communicative intents in young children: low structured observation or elicitation tasks?

This longitudinal study examines the effectiveness of two different assessment methodologies, low structured observation and structured elicitation tasks, to obtain communicative intents from 35 sensorimotor children. The subjects, 9 months of age at the onset of the study, were observed under the two experimental conditions every 3 months, for a 15-month period. The results reveal differences between the two approaches that vary according to the age of the child and eliciting context. The implications of the findings are examined.

Child Behavior↗
PubMed1993

Following the child's lead when teaching nouns to preschoolers with mental retardation.

The current study tested the effects of following the child's attentional lead on the efficiency of object-label teaching. Three preschoolers with mental retardation participated. An alternating-treatments design was used to test relative treatment effects. An elicited-production method of teaching object labels was used to present the words under two conditions. Two sets of 32 nonsense words and unfamiliar objects were randomly assigned to the two teaching conditions to create equivalent goal sets and to control for prior exposure to the words and objects. Under the "following-the-child's-lead" condition, teaching episodes occurred only when the child had sustained attention to a target object or intentionally communicated about the target object. Under the "recruiting-the-child's-attention" condition, the child's attention was recruited intrusively away from his or her object of interest and toward the target object before each teaching episode began. The number of teaching trials per item and per session was carefully controlled. Results indicated that object-label teaching was more efficient under the following-the-child's-lead condition for all three participants.

Child Language↗
PubMed1993

Auditory processing in children's speech perception: results of selective adaptation and discrimination tasks.

Five- to six-year-old children and adults participated in discrimination and selective adaptation speech perception tasks using a synthetic consonant-vowel continuum ranging from [ba] to [da]. In one condition of selective adaptation, attention was focused on the adapting stimulus, the continuum-endpoint [ba], with a whispering task. In another condition, attention was focused away from the continuum-endpoint [da] adaptor to contralaterally presented syllables "SHE" and "SEE." Results, compared with two more typical adaptation conditions, indicated that focused attention did not augment selective adaptation effects, particularly for children who showed smaller effects with focused attention on the adaptor. In contrast to adults, children did not significantly change labeling responses after exposure to endpoint-[ba] adaptors, results matching those of Sussman and Carney (1989). However, children did significantly change labeling following exposure to endpoint-[da] adaptors. Discrimination findings with five-formant consonant-vowel and single-formant stimuli supported the importance of acoustic processing for the selective adaptation tasks performed. Together, results support hypotheses of sensory processing differences in younger, normally developing children compared with adults and show that such abilities appear to be related to speech perception skills.

Acoustic Stimulation↗
PubMed1985

On speaking to oneself.

This essay is an attempt to pull together a multiplicity of phenomena variously called "private speech," "egocentric speech," "self-communicative speech," "self-guiding speech" or "soliloquy" within a unified perspective. I will attempt to demonstrate that soliloquy consists of 3 basic components: a "regressive" component involved with the release of raw emotional energy, an "intrapersonal" component concerned with structuring and sustaining cognition, and an "interpersonal" component directed toward communicating with others. An example of what can be called "regressive soliloquy" is the instinctive cry of a newborn baby or the involuntary curse of a person who has just struck his thumb with a hammer. An "intrapersonal soliloquy" is exemplified by the person who has looked up a telephone number in the directory and repeats it to himself for better retention as he prepares to dial the telephone, while "interpersonal soliloquy" is illustrated by one's rehearsal of a speech destined for public delivery.

Acoustic Stimulation↗
PubMed1997

Profiling linguistic outcomes in young children after cochlear implantation.

OBJECTIVE: To summarize the results of cost-utility analyses of pediatric cochlear implantation (PCI) in the United Kingdom. METHOD: Analyses were based on measured costs of health care and measured educational placements, but on estimates of the gain utility which results from PCI and estimates of the costs of educational placements. RESULTS: The cost-utility ratio calculated from the costs of health care falls on the margin of the range considered acceptable within the British health-care system. If estimates of cost-savings associated with educational placements are also considered, the resulting ratio is similar to that of other therapies provided within the British health-care system. CONCLUSION: The analysis is highly sensitive to assumptions about future costs and benefits. There is a need to reduce the number of assumptions by measuring those values which are currently estimated: in particular, the gain in utility associated with PCI and the costs of different educational placements.

Child↗
PubMed2005

Children's responses to educators' questions in day care play groups.

An exploratory study examined adults' questions to small groups of children to determine how questions influenced their response rate and complexity of response. Thirteen educators of toddlers and 13 educators of preschoolers were videotaped during free-play. Both groups of educators used an equivalent frequency of open-ended and closed questions, but the preschool educators used more topic-continuing questions. Consistent with their developmental level, preschoolers responded more frequently than toddlers. Toddlers demonstrated few effects of question type. In contrast, preschoolers used more multiword utterances following open-ended questions and topic-continuing questions. Implications for in-service education for staff of early childhood settings include increasing the use of both open-ended and topic-continuing questions.

Adolescent↗
PubMed1986

Communicative interactions of mildly delayed and normally developing preschool children: effects of listener's developmental level.

The communicative interactions of mildly delayed and normally developing preschool children were recorded during free play as they interacted with children at different developmental levels in a mainstreamed program. Analyses of syntactic complexity, semantic diversity, functional aspects of speech, and the use of selected discourse devices indicated that mildly delayed children adjusted important characteristics of their speech in accordance with the cognitive and linguistic levels of their companions. Specifically, speech addressed to less developmentally advanced children was less complex, more diverse, and consisted of a greater proportion of behavior requests but contained proportionally fewer information requests or information statements. These adjustments appeared to be well suited for improving communicative effectiveness and were similar in magnitude and direction to those of normally developing children. In addition, both mildly delayed and normally developing groups were generally successful in obtaining responses to their behavior and information requests. The implications of these findings were discussed in relation to the communicative competence of young children and to early childhood mainstreaming.

Child Language↗
PubMed1993

The usefulness of the Developmental Profile-II in developmental screening.

Timely provision of early developmental intervention depends on accurate developmental screening tests. The Developmental Profile-II (DP-II) relies on parent report to assess children from birth to 7 years old. One of its subtests, the Academic scale, is designed for developmental screening. To test its accuracy in detecting children with problems, the scale was administered to parents of 94 children between 6 and 75 months old. Each child was also given a battery of tests, such as the Bayley Scales of Infant Development and the Stanford-Binet Intelligence Scale. The Academic scale detected only 21% of the 19 children thus determined as having developmental problems, while 85% of the nondiagnosed children received normal or advanced scores on DP-II. Analysis revealed that DP-II scoring criteria are far too lenient and that many items are poorly placed in relation to age expectations. Alternative cutoff scores greatly improved sensitivity. DP-II is a potentially accurate measure that needs updating and restandardizing. Alternative tests include the Minnesota Child Development Inventory and the Battelle Developmental Inventory Screening Test.

Achievement↗