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At least 883 records · Page 49Linked to original sources
PubMed2005

The population history of the Croatian linguistic minority of Molise (southern Italy): a maternal view.

This study examines the mitochondrial DNA (mtDNA) diversity of the Croatian-speaking minority of Molise and evaluates its potential genetic relatedness to the neighbouring Italian groups and the Croatian parental population. Intermatch, genetic distance, and admixture analyses highlighted the genetic similarity between the Croatians of Molise and the neighbouring Italian populations and demonstrated that the Croatian-Italian ethnic minority presents features lying between Croatians and Italians. This finding was confirmed by a phylogeographic approach, which revealed both the prevalence of Croatian and the penetrance of Italian maternal lineages in the Croatian community of Molise. These results suggest that there was no reproductive isolation between the two geographically proximate, yet culturally distinct populations living in Italy. The gene flow between the Croatian-Italians and the surrounding Italian populations indicate, therefore, that ethnic consciousness has not created reproductive barriers and that the Croatian-speaking minority of Molise does not represent a reproductively isolated entity.

Adolescent↗
PubMed2001

Effects of linguistic cues and stimulus cohesion on intelligibility of severely dysarthric speech.

This study examined the effects of supplemental cues on the intelligibility of unrelated sentences and related sentences (narratives) produced by 4 women with severe dysarthria secondary to cerebral palsy. Visual images containing alphabet, topic, combined (alphabet and topic together), and no cues were imposed in real time on audio speech samples and presented to 72 nondisabled listeners. Statistical results showed that cue conditions had similar effects on unrelated and on related sentence intelligibility. Combined cues resulted in higher intelligibility scores than any other cue condition, no cues resulted in lower intelligibility scores than any other cue condition, and alphabet cues yielded higher intelligibility scores than topic cues. Intelligibility of related and unrelated sentences differed only for alphabet cues where related sentences had greater intelligibility than unrelated sentences. Results are discussed relative to the quantity and type of cues.

Adult↗
PubMed2004

Frequency discrimination deficits in people with specific language impairment: reliability, validity, and linguistic correlates.

The reliability and validity of a frequency discrimination (FD) task were tested in 16 people with specific language impairment (SLI) and 16 people with normal spoken language (controls). The FD thresholds of the 2 groups indicated that FD thresholds for 25-ms and 250-ms tones were remarkably stable across 18 months. The FD thresholds were lower for control listeners than for listeners with SLI for both duration conditions, and the FD thresholds for both groups of listeners were lower for 250-ms tones than for 25-ms tones. Moreover, the FD thresholds were influenced little by nonperceptual, task-related abilities (e.g., paired-associative learning, memory for temporal order, sustained attention, and control of attention) of the listener groups. The significant group difference between the mean FD thresholds of the SLI and control groups was explained by a subgroup of people with SLI who had particularly poor thresholds compared with those of controls and the majority of the SLI group. This subgroup did not differ from the remainder of the SLI sample in terms of age or nonverbal ability but was characterized by very poor reading that was associated with poor phonemic awareness.

Adolescent↗
PubMed1981

A minimal-world-pair model for teaching the linguistic significance of distinctive feature properties.

A word level behavioral routine for the remediation of distinctive feature errors was developed for resolving some current theoretical criticisms of minimal-pair therapy. Seven children with moderate to severe non-organic phonological disabilities were taught to correctly discriminate and produce sounds in words by utilizing lexical contrasts. A one-group pretest-posttest design was utilized to establish that the number and severity of the sound substitutions decreased with training. Phonemic improvement was demonstrated with as few as three minimal-pair-words. A paradigm is proffered for future development and explanation.

Articulation Disorders↗
PubMed1989

Final consonant repetition: a linguistic perspective.

A case of final consonant repetition in the speech of a normal child is presented. It is argued that this production pattern is the result of a convergence of phonological factors, including phonetic constraints and cognitively based rule generation, rather than a pathologic process. Final consonant repetition is discussed relative to natural languages and other cases of rule generation in normal children and relative to earlier cases examining this pattern in terms of models of dysfluency. Additionally, the clinical ramifications of the findings are discussed.

Child, Preschool↗
PubMed1990

Comprehension monitoring in language-disordered children: a preliminary investigation of cognitive and linguistic factors.

This study provided a preliminary investigation of the relative influence of cognitive and communicative factors in comprehension monitoring. This question was approached by studying language-disordered (LD) children for whom these abilities are presumably dissociated. Their performance on an ambiguity detection task was compared to that of two groups of control children, one matched for comprehension level and the other for cognitive level. Results revealed that LD children performed similarly to the control children who were matched for level of comprehension. The LD children's performance was examined along a continuum of the relative influence of cognitive and communicative factors, given that neither type of factor alone could sufficiently account for effective comprehension monitoring. It was concluded that communicative factors, both active primary comprehension and social communicative knowledge, had a stronger influence than the cognitive factors in our particular comprehension monitoring task.

Child↗
PubMed1977

Discrimination of linguistic stress in early infancy.

The high-amplitude sucking (HAS) paradigm was used to evaluate the ability of one- to four-month-old infants to discriminate two artificially synthesized disyllables (/ba bá and bá ba/) which differed solely in the location of perceived stress. One hundred and twenty infants were tested in two experiments. A modification of the HAS paradigm was developed, in which both stimuli are alternated postshift. The results of the first experiment demonstrate that young infants are able to discriminate the acoustic correlates of stress location (fundamental frequency, intensity, and duration) and that the modified HAS paradigm produces significantly stronger evidence for this discrimination than does the standard paradigm. The second experiment determined that infants can discriminate durational differences alone, without concomitant variations in the naturally correlated parameters of fundamental frequency and intensity.

Acoustic Stimulation↗